“committed to excellence”eec.edu.za/corparate/eec tvet college consolidated... ·...

Ekurhuleni East TVET College SP 2018

1 | P a g e

”

Ekurhuleni

East

TVET

College

Consolidated

Strategic

Plans

2017-2020

“Committed to Excellence”


EEC-COUNCIL-– MTSP-R0 2017-08-21 of 172 HM/mmm

VERSION CONTROL

Version number Date Submitted Comments

1 25 September 2017 Submitted to Council for comment and approval

2 30 September 2017 First draft submitted to DHET

3 25 October 2017 Revised draft submitted to Council for comment

and approval

4 31 October 2017 Final amended draft submitted to DHET



TABLE OF CONTENTS

VERSION CONTROL ....................................................................................................................................2

FOREWORD AND MESSAGE BY THE CHAIRPERSON OF THE COUNCIL ............................................5

OFFICIAL SIGN-OFF ....................................................................................................................................7

INTRODUCTION AND STRATEGIC OVERVIEW BY THE PRINCIPAL .....................................................8

ACRONYMS ..................................................................................................................................................9

PART A: STRATEGIC OVERVIEW ........................................................................................................... 10

1. VISION, MISSION AND VALUE STATEMENT ................................................................................. 11

2. LEGISLATIVE AND POLICY MANDATES ....................................................................................... 12

3. SITUATIONAL ANALYSIS OF TVET COLLEGE.............................................................................. 12

3.1 PERFORMANCE ENVIRONMENT ...................................................................................... 12

3.2 ORGANISATIONAL ENVIRONMENT ................................................................................... 15

3.2.1 SWOT ANALYSIS ......................................................................................................... 15

3.2.2 STRATEGIC OBJECTIVES: EEC APPROACH TO IMPROVING PERFORMANCE ........................ 17

3.2.3 STAKEHOLDER ENGAGEMENT: COLLEGE FOCUS ON STAKEHOLDER SERVICE DELIVERY ...... 32

3.3 COLLEGE ORGANISATIONAL STRUCTURE ....................................................................... 35

3.4 DESCRIPTION OF THE STRATEGIC PLANNING PROCESS ................................................... 36

4. STRATEGIC OUTCOME ORIENTATED GOALS ............................................................................. 39

PART B: STRATEGIC OBJECTIVES AND PLANNED PERFORMANCE ............................................... 41

5. STRATEGIC OBJECTIVES ............................................................................................................... 42

5.1 STRATEGIC OBJECTIVES DESCRIPTION .......................................................................... 42

5.2 EXPECTED SYSTEM TARGETS FOR SUB-OUTCOMES ....................................................... 49

5.3 RESOURCE CONSIDERATIONS ....................................................................................... 51

PART C: ANNUAL PERFORMANCE PLAN 2018 .................................................................................... 52

6. EEC TVET COLLEGE ENROLMENT .......................................................................................... 53

6.1 FACTORS IMPACTING ON THE COLLEGE ENROLEMNT ENVIROMENT ................................... 53

6.2 PERFORMANCE DELIVERY AND ENROLEMNT ENVIROMENT ................................................ 54

7. OVERVIEW OF 2018 BUDGET AND EXPENDITURE ESTIMATES………………………….56

7.1 EXPENDITURE ESTIMATES ............................................................................................. 56

PART D: STRATEGICOBJECTIVES AND PLANNED ............................................................................ 57

8. STRATEGIC OBJECTIVES, PERFORMANCE INDICATORS AND ANNUAL TARGETS ................. 58



8.1 Strategic Objectives and Annual and Medium Term Targets……………..…………………58

8.2 Performance indicators and annual targets for 2018 and METF….…………..………...…..63

8.3 QUARTELY TARGETS FOR 2018 ..................................................................................... 66

9. TECHNICAL DESCRIPTIONS ...................................................................................................... 71

PART D: OPERATIONAL PLAN 2018-2019 .................................................................................. 90

SECTION 10: TEACHING AND LEARNING .................................................................................. 91

SECTION 11: EMPLOYABILITY AND EXPERIENTIAL LEARNING TARGETS (WIL) ......................... 95

SECTION 12: TEACHING AND LEARNING IMPROVEMENT PLAN ..................................................... 99

SECTION 13: TEACHING AND LEARNING INFRASTRUCTURE ....................................................... 109

SECTION 14: STUDENT ACCOMMODATION ....................................................................................... 132

SECTION 15: HUMAN RESOURCE DEVELOPMENT (HRD) PLAN .................................................... 133

SECTION 16: ENVIRONMENTAL SUSTAINABILITY PLAN .......................................................... 139

17: RISK MANAGEMENT ......................................................................................................... 154

ANNEXURE A: ENROLMENT PLAN ...................................................................................................... 163

LINKS TO OTHER PLANS ..................................................................................................................... 172



FOREWORD AND MESSAGE BY THE CHAIRPERSON OF THE COUNCIL

This Strategic Plan for Ekurhuleni East TVET College is submitted for approval by the Minister of

the Department of Higher Education and Training (DHET) as required by legislation. It takes into

account that technical and vocational education and training (TVET) colleges, as part of a

dynamic post-school education and training (PSET) system, should position themselves

strategically in terms of the strategic vision and goals of the Department. This Strategic Plan (SP)

is a key platform for implementing the strategic vision and goals of the Department as well as the

strategic objectives to which Ekurhuleni East TVET College is committed.

This strategic Plan is informed by the Strategic Plan of the Department (2015/16 – 2019/20),

which was developed on the basis of the 2019 Medium Term Strategic Framework (MTSF).

Ekurhuleni East TVET College will endeavour to support the achievement of targets in two sub-

outcomes of the MTSF, namely:

Sub-Outcome 2: Increased access and success in programmes leading to intermediate and high

level learning; and

Sub-Outcome 4: Increased access to occupationally directed programmes in needed areas and

expansion of the availability of intermediate level skills with a special focus on artisan skills. This

Strategic Plan details specific interventions which will be carried out by the college in 2018 to

achieve the objectives as set out in the 5-year Strategic Plan 2015/16 – 2019/20 approved in

2017. These objectives are:

1. To provide quality technical and vocational education and training services and increase

academic achievement and success of students.

2. To have adequate infrastructure and systems in place to increase access and provide

effective services to students.

3. To develop partnerships and maintain good stakeholder relations to increase the number

of students who are adequately prepared to enter the labour market or further and higher

learning opportunities.

4. To ensure continuous business excellence in terms of good corporate governance and

effectual management of all college resources as well as information and data reporting.

5. To monitor and evaluate all college processes in terms of the TVET College Monitoring and

Evaluation Framework and report quarterly on college performance in this regard.

6. To be responsive to the demands of the market place while transforming and adapting

quickly and effectively to changing skills needs, with a special emphasis on artisan training.

7. To enhance the College and community socio-economic development through the

promotion of effective broad-based Corporate Social Investment projects, while promoting

access to and the sustainable use and benefit-sharing of College resources.



The Strategic Plan reflects a calculated effort across all strategic areas to adopt a culture of

excellence in understanding and support of the core business of the College: development of

skills and the sustainability of the College. This culture is further nurtured and protected by the

existence of plans for effective risk management and continual monitoring and improvement of

set targets. The College is committed to the systematic development outlined by this reviewed

strategic plan.

Mr KE Vilakazi

Chairperson of College Council



OFFICIAL SIGN-OFF

It is hereby certified that this Strategic Plan:

o was developed by the management of Ekurhuleni East TVET College under the guidance

of the College Council;

o was prepared in line with the strategic vision and objectives of the College; and

o accurately reflects the performance targets which the College will endeavour to achieve

given the resources made available in the budget for the 2018 academic year.

Mr KE Vilakazi

Chairperson of College Council

Sibande Principal

Mr K Mosupa

Chief Financial Officer

Date:

Dr MM Muswaba (FCIS)

Head Official responsible for Planning



INTRODUCTION AND STRATEGIC OVERVIEW BY THE PRINCIPAL

This College Strategic Plan takes into account the following priority areas to ensure more effective

teaching and learning and an improvement in student achievement and success. These strategic

priority focus areas are:

5 Growth and expansion of access and articulation opportunities for the youth;

6 Improvement of quality and success in terms of the academic achievement and certification

of students;

7 Partnerships and linkages with industry, sector education and training authorities (SETAs)

and/or other professional bodies and/or institutions of Higher Education to adequately prepare

student graduates to enter the labour market and/or further and higher learning opportunities;

8 Systemic capacity building and efficiency;

9 Institutional governance, management and leadership;

10 Monitoring and evaluation of college performance; and

As the Accounting Officer (Principal) of Ekurhuleni East TVET College I commit myself and the

resources of the College to achieving the targets outlined in this plan.

Ms HM Sibande PRINCIPAL



ACRONYMS

APP Annual Performance Plan

COS Centre of Specialisation

DHET Department of Higher Education and Training

HRDS-SA Human Resource Development Strategy for South Africa

M&E Monitoring and Evaluation

MTEF Medium Term Expenditure Framework

MTSF Medium Term Strategic Framework

NDP National Development Plan

NEET Not in employment nor in education and training (youth)

NSDS National Skills Development Strategy

NSF National Skills Fund

OPS Plan Operational Plan

PQM Programme Qualification Mix

PSET Post-School Education and Training

SETA Sector Education and Training Authority

SNE Special Needs Education

SSP Sector Skills Plan

SWOT Strengths, weaknesses, opportunities, threats

TVET Technical and Vocational Education and Training

WIL Work Integrated Learning

WPBL Workplace-based Learning



PART A: STRATEGIC PLAN



1. VISION, MISSION AND VALUE STATEMENT

To be a world-

class TVET

institution where

people are

empowered with

relevant

knowledge and

skills, preparing

them for the

labour market and

self-employment

VISION

Where we

want to be

To create a

quality learning

environment

that anticipates,

prepares for

and meets the

Education,

Training and

Development

expectations of

our clients

MISSION

Why we exist

STRATEGIC GOALS

AND INITIATIVES

What we are going to do

INDIVIDUAL

PERFORMANCE

How we manage our

individual performance

ORGANISATIONAL

PERFORMANCE

How we manage our

collective performance

Focus on clients

Innovative and responsive service

Focus on learning

Ethical practices

Respect for our people

Equitable access to our services

Continual improvement

Technical and Professional

excellence

Respect for the environment

VALUES

How we behave



2. LEGISLATIVE AND POLICY MANDATES

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 Continuing Education and Training

(CET) Colleges Act (No 16 of 2006) provides for the regulation of continuing and further education

and training through the establishment, governance and funding of public technical and vocational

education and training (TVET) colleges and the promotion of quality in continuing and further

education and training.

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

imperatives are listed below:

o National Qualifications Framework (NQF) Act (No 67 of 2008);

o Higher Education (HE) Act (No 101 of 1997);

o Skills Development Act (No 97 of 1998);

o Skills Development Levies Act (no 9 of 1999); and

o General and Further Education and Training Quality Assurance Act (No 58 of 2001).

In addition, the White Paper for Post-School Education and Training mandates delivery and

strategic priorities in the TVET colleges sector. Other policy mandates include:

o National Trade Testing Regulations;

o SETA Grant Regulations;

o National Skills Development Strategy;

o Public TVET College Attendance and Punctuality Policy; and

o Policy on the Conduct of National Examinations and Assessment.

3. SITUATIONAL ANALYSIS OF TVET COLLEGE

3.1 Performance Environment

Ekurhuleni is a Tsonga word meaning ‘place of peace’ (Ekurhuleni Metropolitan Municipality

Integrated Development Plan (EMM IDP) 2015-16). The Ekurhuleni Metropolitan Municipality

covers an extensive area of about 1 975 Km2. EMM comprises nine towns viz Alberton, Benoni,

Boksburg, Brakpan, Edenvale, Germiston, Kempton Park, Nigel and Springs. Included in these

towns are 17 townships (EMM IDP) 2015-16) Geographically, Ekurhuleni is uniquely situated. It

borders the eastern part of Johannesburg and the southern part of Tshwane. The Metro is spread

over 15.6% of Gauteng’s land mass. It is the fourth largest municipality of all metropolitan areas

that currently exist in South Africa. Ekurhuleni has three large towns: Kempton Park, Benoni and

Springs. The climatic conditions and irrigation systems in the EMM also make the land conducive

for commercial farming.



The economy of this region is larger and more diverse than that of several small countries in

Africa. It accounts for nearly a quarter of Gauteng's economy, which in turn contributes over a

third of the national Gross Domestic Product. Many of the factories for production of goods and

commodities are located in Ekurhuleni, often referred to as ‘Africa's Workshop’. The network of

roads, airports, rail lines, telephones, electricity grids and telecommunications found in Ekurhuleni

resembles that

of Europe and

America. It can

be regarded as

the

transportation

hub of the

country. It is also

home to the OR

Tambo

International

Airport; South

Africa's largest

railway hub; a

number of South

Africa's modern

freeways and

expressways; the Maputo Corridor Development; direct rail, road and air links connecting

Ekurhuleni to Durban; the Blue IQ projects, with linkages to the City Deep Container terminal; the

Gautrain rapid rail link to Johannesburg and Pretoria; and the OR Tambo International Airport

Industrial Development Zone (IDZ).

Main Economic Sectors: Manufacturing (23%), finance and business services (22%),

community services (19%), trade (15%), transport (11%), construction (5%), electricity (3%),

mining (2%)

Key industries such as aerospace, agribusiness, manufacturing and logistics; Rail Cluster

Development – based on the existing rail industry, including the new Rolling Stock Programme

by PRASA through the Gibela Consortium; production of the new passenger trains in Nigel is

expected to carry up to 70% in local content. The metro also boasts of a big commercial Vehicle

Cluster. The cluster is based on existing commercial vehicles and the bus manufacturing industry.

The current BRT Roll-Out Programme has provided an opportunity for inward investment and

local bus and related components manufacturing for local procurement by the bus manufacturers.



Ekurhuleni East TVET College (EEC) is spread across five towns in the Ekurhuleni Metropolitan

Municipality (EMM). These are: Springs, Kwa-Thema, Daveyton, Benoni and Brakpan. It

comprises six college sites located in these five towns. Five campuses offer mainly NCV and

Report 191 programmes while the sixth one is a Centre of Specialisation. The campuses offering

NCV and Report 191 programmes are Benoni Campus, Brakpan Campus, Daveyton Campus,

Kwa-Thema Campus as well as Springs Campus. The only Centre of Specialisation which was

established in 2015, is called the Artisan & Skills Development Centre. It is situated in the

industrial area of Springs. The strength of the College is embodied in its location in the EMM.

Ekurhuleni has a total surface area of 1975km² that accommodates a population of 3 178 470

million (Source: Census 2011). This means that the College has a large catchment area from

which to recruit potential students.

The strength of the College also lies in its access to manufacturing-based industries. This has

enabled the College to increase its partnership base. The City of Ekurhuleni’s economy and

strength lies in the advantage offered by the proximity of the manufacturing sector, which is

greater than in other areas.

The College has partnerships with the local paper factories, SAPPI, Kimberly Clark and Mondi

which offer NCV Process Plant Operations. Three foundry trades (Melting, Moulding and

Patternmaking) are offered in partnership with local foundries, SAIF, CSIR and NFTN. A

partnership with EOH in placing students and offering soft skills as well business and IT

programmes is in place. Merseta is the lead-Seta of the College and all programmes in the

Mechanical Engineering are accredited and the Seta representative assists the College with

accreditation with other Seta’s such as MICT SETA, Services Seta, FP+M Seta, E+W Seta, etc.

The W&R Seta also signed an MOU with the College to open a Seta Office at the College. The

College has established a Centre of Excellence in air-conditioning, refrigeration, and ventilation

in partnership with SAMSUNG and Merseta.

The College has already started looking at improving the welfare of students and staff through

the provision of amenities like the construction of the College Wellness Centre, among others.

The establishment of better resourced Student Resource Centres is also envisaged.



3.2 Organisational Environment

3.2.1 SWOT Analysis

STRENGTHS WEAKNESSES

Good college reputation

Good governance structures

Qualified and skilful employees

College is accredited with a

number of Setas and the QCTO

The college is a trailblazer for

occupational qualifications

A stable College

The college has already

established partnerships with the

SETA’s and local industries which

can be used as the basis for

longer, mutually beneficial

relationships

Weak procurement processes

Outdated modes of teaching and learning

delivery

No accessibility of IT connectivity to the

students

Weak debt collection processes and

systems

No holistic development of students

Lack of students’ and lecturers’ Resource

Centres

Insufficient capacity and resources in areas

of marketing, sporting and employee

wellness

Lack of industry representatives on the

Academic Board

Weak staff retention

Lack of Alumni structures at the College

Poor maintenance processes and systems

of the college infrastructure



OPPORTUNITIES THREATS

Harnessing of international

relations with Higher Education and

TVET institutions across the globe

Good transport network to all the

College centres

Good and cordial relations with

surrounding stakeholders of the

College

Potential external funding support

for the programmes

Government support

Great political willpower

Good partnership with industries,

government and Setas.

New programmes, e.g. renewable

energy and green skills.

Use of technology (e-learning).

Availability of technology for

enhanced teaching and learning

Increased demand for training by

industry

College is strategically located

within the industry

Potential internalisation of college

students and staff

Possible third stream income

The college has a good track record

in the vocational and training field for

servicing the training needs of local

industries

Political instability

National student unrest

Insufficient Financial funding from the

government

Slow growing economy in the country

Adverse government policies

Entry of new competitors with substitute

programmes

Student unrest

Dropout of students due to adverse

economic conditions

Outdated learning programmes

Results which are outstanding

Societal issues which impact negatively on

our institution such as abuse of alcohol,

drugs, narcotics


17 | P a g e

3.2.2 Strategic Objectives – EEC approach to improving performance

Objective 1 Indicator Improvement Strategy Responsible Office

To provide quality

technical and vocational

education and training

services and increase

academic achievement

and success of

students.

Enrolment targets are set

responsibly and targets are

effectively achieved.

Review of market strategies for

specialised programmes to be

identified

Deputy Principal Corporate Services

Deputy Principal Registrar

Marketing Officer

Centre Manager ASDC

Campus Managers

Placement Manager

College successfully implements

a recruitment strategy targeting

designated target markets and

NEET.


Marketing Officer

Develop a framework for the

recruitment and selection of

students.


Deputy Principal Academic

Centre Manager ASDC

Campus Managers

Review the systems and

structures for effective career

guidance



Centre Manager ASDC

Campus Managers

Student Support Services Manager

Placement Manager

Student admission processes

are streamlined and enable

classes to commence on

time.

Develop systems and structures

which will ensure that pre-

registration is effectively and

efficiently implemented.



Centre Manager ASDC

Campus Managers




The college makes

responsible provision for SNE

students.

Upgrading the infrastructure and

providing recourse to comply

with SNE requirements


Deputy Principal Finance

Centre Manager ASDC

Campus Managers

Student support services Manager

Student financial aid, housing

and transport services

Review the financial aid

administration systems and

structures to ensure that the

College exhausts all given

funding allocations within the

stipulated time frame.



Centre Manager ASDC

Campus Managers

Student support services are

effectively managed by the

college.

Develop a strategy and review

systems and structurers for

students support services and

ensure that there are available

and accessible to students on an

ongoing basis


Centre Manager ASDC

Campus Managers

SRC is functional and

contributes effectively to

quality promotion within the

college.

Strategy to make the SRC more

visible in areas that will promote

the quality of teaching and

learning at the College


Centre Manager ASDC

Campus Managers

Reviewing of the SRC systems

and structures to improve their

efficiency and effectiveness


Centre Manager ASDC

Campus Managers

Students are successfully

completing the respective

programmes within the

stipulated timeframe, thus

Develop a strategy for career

guidance and development.



Centre Manager ASDC

Campus Managers




allowing for steady growth in

new college enrolments.

Develop a strategy to improve

the teaching and learning

environment, and support for

students in distress.



Centre Manager ASDC

Campus Managers

Develop a strategy to improve

the teaching and learning

environment, to create synergy

across campuses and support

lecturers in distress.



Centre Manager ASDC

Campus Managers

Develop and implement an

academic support strategy

across all the delivery sites


Centre Manager ASDC

Campus Managers

Programmes are fully

resourced on a recurrent

basis and are therefore

sustainable.

Develop and implement

resourcing plans well before the

commencement of the teaching

and learning.


Centre Manager ASDC

Campus Managers




To have adequate

infrastructure and

systems in place to

increase access and

provide effective

services to students.

Campuses have adequate

space and infrastructure for

the planned 2018 PQM

enrolment.

Maximize the utilisation of the

existing infrastructure by

developing a strategy for the

cross-utilisation of space, use of

cyclical times and a platoon

system.



Campus Managers

Teaching and learning

infrastructure and equipment

complies with acceptable

standards regarding quantity

and quality.

Maximize the utilisation of the

existing infrastructure by

developing a strategy to ensure

full utilisation of space available

for intended purposes


Centre Manager ASDC

Campus Managers


resourcing plans well before the

commencement of the teaching

and learning periods.


Centre Manager ASDC

Campus Managers

Develop an e-project to

transform staff and student

experience of assessment and

feedback across the College

through the effective use of

technology




Centre Manager ASDC

Campus Managers

ICT Manager

Develop systems to support

distance learning.




Centre Manager ASDC

Campus Managers




ICT Manager

Students housed in

accommodation under

college management are

accommodated inacceptable

conditions.


accommodation policy.




accommodation strategy to

improve the standards of living

of students



Facilitate the College advance

towards OHSAS 18001

Certification


QMS Manager

Occupational Health and Safety Manager

ICT Manager

Campuses are professionally

coordinated and managed,

and a culture of teaching and

learning prevails.


academic supervisory policy for

campuses.


Centre Manager ASDC

Campus Managers

Knowledge and skills of all

lecturing and training staff

meet the curriculum

requirements.

Review the HRD plan to include

specific needs as discovered in

the performance plans of the

academic staff


Centre Manager ASDC

Campus Managers

Human Resources Manager

Induction and orientation

processes enable optimal

and productive utilisation of

new staff


induction and orientation policy.




The college has effective

systems for monitoring

Review the current monitoring

systems utilised for classroom,


Centre Manager ASDC

Campus Managers




classroom, workshop and

assessment practices.

workshop and assessment

practices.

Lecturers are complying with

best practice standards for

teaching and learning in

classrooms and workshops.

Review the current monitoring

systems utilised for teaching and

learning in classrooms and

practicum rooms.


Centre Manager ASDC

Campus Managers

Placement Manager

Lecturers and trainers

receive continual professional

development, including

workplace exposure, based

on developmental needs

which have been identified

through regular performance

assessment.

Develop and implement the HRD

plan inclusive of workplace

exposure and identified

developmental needs through

regular performance

assessment.


Placement Manager


integrated learning for the

workplace for both lecturing and

training staff.


Placement Manager

Marketing officer

HR development should be

aligned to the HR strategic

requirements which are

geared to improved teaching

and learning delivery.

Develop/ Review and implement

HR development priorities in line

with HR strategic requirements

for improved teaching and

learning delivery.



ICT infrastructure

development strategy keeps

pace with strategic objectives

for teaching and learning and

MIS operations.

ICT infrastructure development

strategy to be reviewed to

address the strategic objectives

of the College.


ICT Manager




The Academic Board plays

an effective oversight role in

the quality of teaching and

learning.

Develop a framework for the

monitoring of the activities of the

Academic Board


Centre Manager ASDC

Campus Managers

Policies, processes and

procedures are continually

reviewed and improved as

per functioning QMS.

Policies, processes and

procedures must be reviewed on

a regular basis.

Managers across all sites




To develop partnerships

and maintain good

stakeholder relations to

increase the number of

students who are

adequately prepared to

enter the labour market

or further and higher


College has established and

is managing linkages with

local industries and employer

groups for work placement of

lecturers and students.

Establish systems and structures

for managing linkages with local

industries and employers.


Placement Manager

Marketing officer

Centre Manager ASDC

Campus Managers



government departments at

various levels for work

placement of lecturers and

students.

Establish systems and structures

for managing linkages with

government departments at

various levels for work

placement of lecturers and

students.


Placement Manager

Marketing officer

Centre Manager ASDC

Campus Managers



employer bodies and SETAs

for work placement of

lecturers and students.

Establish, manage and maintain

linkages with more employer

bodies and SETAs


Placement Manager

Marketing officer

Centre Manager ASDC

Campus Managers


is managing appropriate

linkages with various local

organisations and agencies

for the purpose of

strengthening capacity to

deliver programmes and

create opportunities for

articulation.

Establish, manage and maintain

linkages with more local

organisations and agencies


Placement Manager

Marketing officer

Centre Manager ASDC

Campus Managers

PQM planning is done from

programme level taking the

following into account:

Develop a policy to utilise

existing structures for the


Centre Manager ASDC

Campus Managers




Employment opportunities;

Suitable target market;

Available resources;

Financial viability;

Past programme

performance; and

Qualification accreditation.

management of the college

PQM.

The PQM is approved by the

Academic Board and College

Council.

Academic Board to recommend

the College PQM for approval by

Council

Secretary of College Council

Principal

The PQM offers various

modes of delivery, e.g. full-

time, part-time, open learning

and e-learning.

Develop a strategy to expand

Part-Time offerings


Centre Manager ASDC

Campus Managers

Learning and teaching

support materials to have

workplace relevance.

Partner with industry to ensure

that teaching support materials

are relevant


Centre Manager ASDC

Campus Managers

Classrooms and workshops

are equipped with up-to-date,

industry relevant equipment

and technology.

Workshops comply with OHS

requirements.

Conduct an audit on classrooms

and workshop equipment and

technology and implement the

audit outcomes.


Centre Manager ASDC

Campus Managers

Review systems and structures

to ensure that workshops comply

with OHS requirements


Centre Manager ASDC

Campus Managers

Occupational Health and Safety Manager

College to be certified in

accordance with SABS 18001

requirements

QMS Manager





ICT Manager

Maintain machinery and

equipment on a continual basis


Centre Manager ASDC

Campus Managers


Lecturers are competent in

the latest workplace

processes, technology and

equipment.

Develop, review and implement

HR development priorities in line

with HR strategic requirements

to ensure improved workplace

placement processes,

technology and equipment.


ICT Manager

Centre Manager ASDC

Campus Managers




To ensure continual

business excellence in

terms of good corporate

governance and the

effective management of

all College resources, as

well as information and

data reporting.

The college and all staff

members believe that quality

is at the heart of client

service and business

excellence.

Review existing QMS structures

and systems for an improved

QMS system

QMS Officer


Principal

The college has a QMS in

place and regular quality

audits are conducted.

Re-certification by SABS of QMS

structures and systems for an

improved QMS system to ISO

90001:2015

QMS Officer


Principal

All business processes are

clearly formulated and

communicated to users.


Action Plan on the training of

staff and the efficient use of

QMS system in their respective

departments

QMS Officer


Principal


Financial policies, processes,

systems and capacity are

operational, compliant,

regularly reviewed and

addressed.

Train staff on policies, processes

and systems



Centre Manager ASDC

Campus Managers




To monitor and evaluate

all College processes in

terms of the TVET

College Monitoring and

Evaluation Framework

and report quarterly on

College performance in

this regard.

College has the necessary

systems, processes and

capacity to operationalise an

institutional M&E framework

to address gaps in

institutional management

capacity and practices.

Ensure that the College has all

systems, processes and capacity

to operationalise the M&E

framework





Principal

Data outputs are used by

Senior Campus Management

and HoDs to monitor

teaching and learning

delivery and adopt

appropriate measures to

address teaching and

learning weaknesses.

Develop and implement systems

and structures to monitor

teaching and learning delivery

and adopt appropriate measures

to address teaching and learning

weaknesses


Centre Manager ASDC

Campus Managers




To promote access to

occupationally-directed

programmes through

expanding the

availability of

intermediate level skills

with a special focus on

artisan skills

development.

The College implements

artisan training as part of the

PQM

Develop and implement annual

Action Plans which, among others,

will establish a Project Plan to meet

with relevant stakeholders in order to

implement artisan training.


Centre Manager ASDC

Campus Managers

Workshops are equipped with

up-to-date, industry relevant

equipment and technology.

Review and re-establish systems and

structures which will speed up

procurement and equipping of

workshops


Procurement Manager

Develop and implement annual

Action Plans that will promote the

establishment of links with industry

specialists

Placement Manager


Centre Manager ASDC

Campus Managers

Accreditation obtained for all

artisan related programmes.

Successfully apply for accreditation

at SETAs and QCTO for all new and

expired identified programmes


Centre Manager ASDC

Campus Managers

Suitably qualified staff are

appointed

Review and implement the HR

policies and procedures on

recruitment.



Registration of workshops as

trade test centres

Apply for accreditation at SETAs and

QCTO


Centre Manager ASDC

Campus Managers

Establish Centres of

Excellence

Establish and continually review the

processes and procedures that will

promote swift procurement and the

equipping of workshops in line with

industrial requirements.


Procurement Manager




Align Centres of Specialisation with

the Industry Clusters in the

catchment area


Centre Manager ASDC

Campus Managers

Suitably qualified staff are

appointed

Review and implement systems and

structures regarding the appointment

of relevant staff






To enhance the College and community socio-economic development through the promotion of effective, broad- based Corporate Social Investment projects, while promoting access, sustainable use and benefit-sharing of resources.

Facilitating Socio- Economic Development within the communities where the College is a corporate citizen

The College Council should approve

and implement a CSI policy

framework for corporate citizenship



Establishment of systems and structures that will promote planning, implementation and monitoring of CSI projects within the College.

Align the College Corporate Social

Investment with its Strategic Plan.


Principal

Development by the College Council

of funding strategies for CSI projects


Principal

Identification of CSI projects Develop a strategy for CSI projects

by the College Council


Principal

Development of CSI Operational

Plans


Principal

Mandatory CSI reporting and

disclosure by the College


Principal


32 | P a g e

3.2.3 Stakeholder Engagement – College focus on stakeholder service delivery

Stakeholder engagement is an essential part of how the EEC TVET College delivers on its

mandate. It is founded on the premise that those groups (or individuals) who either affect or are

affected, by the achievement of the College mandate, should be given the opportunity to influence

those decisions that affect them. The table below indicates the various stakeholders of the College

and how the College engages with them.



Stakeholder Stakeholder Engagement Approaches

Primary Beneficiaries

Leaners

High schools (feeder)

Unemployed youth in the

surrounding community

Anonymous questionnaires

Online surveys

Review and respond to the findings of our Public confidence survey

Confidential face-to-face discussions

Learner Forum discussions

Classroom discussions

Suggestion box

Focus groups

Quick and easy to use paper and online

surveys

Confidential 1:1 discussions

Face-to-face discussions

Focus groups

Framework for Excellence online surveys

Feedback whilst visiting DHET premises

End-of-service delivery

DHET engagement events

Secondary beneficiaries

Business and industry

Community at-large

Prospective students;

Suppliers of Goods and Services

Consultative meetings

Exhibitions and visits to Industry

Invitations to College events

Tender advertisements

Use of various marketing tools

Framework for Excellence online surveys

Service and resource providers

Government through DHET

Companies & various institutions

Parents

Implementation of government policies and

procedures

Submission of reports to DHET

Submission of student reports to parents

Parents’ face-to-face discussions

Attending DHET and other institutional

meetings

Strategic partners

College Council

Donors

Organisations & Institutions

which have business

partnerships with the College

DHET

Consultative meetings

Signing of business agreements

Provide partnership reports on areas of mutual

interest

Confidential face-to-face discussions

Regulators

DHET

Implementation of government policies and

procedures

Consultation on policy issues



Stakeholder Stakeholder Engagement Approaches

DPSA

Treasury

Donors

College Council

Professional bodies

Engagement on policy issues

Organised labour

NEHAWU

SADTU

NAPTOSA

GPSSBC

ELRC

PSCBC

Engage on issues which impact on conditions of

employment

Engage on issues concerning employees’

conduct in the work place

Hold consultative meetings to strengthen

relations

College staff

Employees of the College

including former employees

Provide staff with information

Anonymous climate surveys

Confidential 1:1 discussions

Discussions via the internet

Supervision and appraisal

Annual Health and Wellbeing audits for staff



3.3



3.4 Description of the Strategic Planning Process

The College Council has approved the strategic cum APP for 2017 which will conclude this year

in December. The next plan for the period 2018-2020 will be discussed in draft form from Campus

and Departmental level to Council Level where it will ultimately be approved. The preparation of

the plans is informed by the End-of-Cycle review of the current plans that are coming to a

conclusion in October 2017.

The end-of-cycle (EoC) review of the MTSF 2017-2019 provides an opportunity to analyse the

progress made towards the College’s vision, mission its goals, assess the effectiveness of each

programme strategy to achieve results and review the changing context as a key input to the

planning of the next MTSP. The next MTSP will include limited but strategic shifts in the

substantive emphasis of the previous plan as well as more significant modifications in the mix of

programme strategies to support the DHET and our national government to achieve their results

while retaining enough flexibility to enable EEC to develop its own programmes of cooperation

that responds to the specific needs of each of the Communities in which the College operates.

The success of this management plan hinges mainly on the support that the implementation team

will be given by the College Council. This management plan as outlined below provides an Action

Plan with a schedule that shows the whole planning process of the SP and APP for 2018.



Table 1: Management Plan for the Development of the EEC TVET College plans for 2018.

ACTIVITIES OUTPUTS TIMEFRAME

RESPONSIBILITY Start Finish

Review and development meetings of the new input plans for 2018 by Campuses and Departments

Input on plans for development,

submitted by all campuses and

departments as well as internal

stakeholders, as advised by the office

of the Principal

22-08-2017 12-09-2017 • All campus managers

• Head: ASDC

• All Departmental Managers

• DPA

• DP CFO

• DPC Services

Submission of the new input plans for 2018 by Campuses and Departments

Campuses give input on plans

developed and submitted to the Office

of the Strategic planner (DR MM

Muswaba) by all campuses and

departments for consolidation.


• Head: ASDC

• All Departmental Managers

• DPA

• DP CFO

• DPC Services

EMT meeting to discuss the draft

Strategic Plans and the Annual

Performance Plans.

Comments from the meeting compiled

for both the SP and APP for 2018.

20-09-2017 21-09-2017 • Principal

• DPC Service

• DPA

• DP-CFO

Workshop for two days to finalise

the SP and APP with the College

SMT and the College Council

Presentation of the SP and APP before the College SMT and College Council

Comments from the meeting compiled

for both the SP and APP for 2018.


• Head: ASDC

• DPA

• DP CFO

• DP Registrar

• DPC Services

• Principal

EMT Incorporating all the inputs

from the workshop

Draft copies of the SP submitted to

Regional Office

29-09-2017 30-09-2017 • DPC Services

• Principal

EMT meeting to recommend the SP

and APP for approval by Council

Revised final copies of the SP and APP 23-10-2017 23-10-2017 • DPA

• DP CFO



ACTIVITIES OUTPUTS TIMEFRAME

RESPONSIBILITY Start Finish

after incorporating all the inputs from

DHET

for signing by the College Council • DPC Services

• Principal

Submission the signed SP and APP

to DHET

EEC signed Final SP and APP for

2018

30-10-2017 31-10-2017 Principal


39 | P a g e

4. STRATEGIC OUTCOME ORIENTATED GOALS

The 2019 Medium Term Strategic Framework is structured around fourteen priority outcomes

which cover the focus areas identified in the National Development Plan. The Department of

Higher Education and Training is responsible for Outcome 5 of the 14 government outcomes,

namely “A skilled and capable workforce to support an inclusive growth path”.

The following Medium Term Strategic Framework (MTSF) sub-outcomes have been

identified for this Outcome:

1. Credible institutional mechanism for labour market and skills planning;

2. Increased access and success in programmes leading to intermediate and high level

learning;

3. Increased access to and efficiency of high-level occupationally-directed programmes

in needed areas; and

4. Increased access to occupationally-directed programmes in needed areas and thereby

expand the availability of intermediate level skills with a special focus on artisan skills.

For the realisation of the aforementioned sub-outcomes, five (5) strategic outcome oriented

goals have been identified and these goals closely relate to delivery and achievement by

TVET colleges.


EEC-COUNCIL—APP R0 2017-08-21 of 172 HM/mmm

STRATEGIC OUTCOME ORIENTED GOALS

DHET STRATEGIC GOAL GOAL STATEMENT

RELATIONAL

FOCUS FOR

TVET COLLEGES

Strategic Goal 1:

To provide a sound Post-

School Education and Training

legislative framework

To steer the post-school education and training

(PSET) system by developing thirty-five, and

reviewing nineteen legislative frameworks,

(including new policies, Acts, Guidelines,

models and regulations) by March 2020

Governance and

steering

Strategic Goal 2:

To provide Post-School

Education and Training

services

To improve the PSET system through the

development of fourteen Teaching and

Learning Support Plans for University

Education and Technical and Vocational

Education and Training by March 2020

Service delivery –

i.e. teaching and

learning

Strategic Goal 3:

To provide Post-School


capacity

To improve the capacity of the PSET system

through infrastructure development for

Technical and Vocational Education and

Training encompassing twelve new TVET

College campuses and nine Community

Education and Training colleges by March

2020

Capacity & growth

Strategic Goal 4:

To facilitate a strong

stakeholder network

To develop partnerships and maintain good

stakeholder relations in support of an effective

PSET system

Stakeholder

networking &

partnerships

Strategic Goal 5:

To ensure continual business

excellence within the

Department of Higher


To ensure good corporate governance

including effective, continual resource

management (human resource and financial

management) and ICT management.

Corporate

administration and

management

(College system

efficiency)



PART B: STRATEGIC OBJECTIVES

AND PLANNED PERFORMANCE



5. STRATEGIC OBJECTIVES

5.1 Strategic Objectives Description

EEC TVET COLLEGE STRATEGIC OBJECTIVES

Strategic Objective 1

To provide quality technical and vocational education and training

services and increase academic achievement and success of

students.

Objective Statement

To improve quality of technical and vocational education and

training provision through the development of teaching and

learning support plans, inclusive of appropriate student support.

Justification

To ensure that lecturers and students receive the support

necessary for lecturers to function optimally and students to

perform optimally in the technical and vocational programmes

offered by the College.

To ensure improvement in student success in programmes offered

at the college as well as student progression (measured in terms of

pass rates).

Links Linked to NDP, MTSF and White Paper on PSET

Performance Indicator/s

linked to this Objective

Teaching and learning support plans developed, implemented,

monitored and evaluated

Strategic Objective 2 To have adequate infrastructure and systems in place to increase

access to and provide effective services to students.

Objective Statement To ensure institutional capacity and efficiency in terms of the

provision of access and support services to students.

Justification

To increase the number of skilled youth by expanding access to

education and training opportunities while ensuring the provision

of effective services to students.




Verified headcount student enrolment numbers

Audited number of college infrastructure and facilities

Reported percentage utilisation of college infrastructure and

facilities




To develop partnerships and maintain good stakeholder relations to

increase the number of students who are adequately prepared to

enter the labour market or further and higher learning opportunities.

Objective Statement

To increase the number of students who are able to access formal

or self-employment and/or further and higher education and

training opportunities.

To provide work placement opportunities for lecturing staff in order

to improve quality of teaching and learning.

Justification

To ensure students are adequately prepared and supported to

access formal or self-employment and/or further and higher





Partnerships (inclusive of memoranda of agreement or

understanding and/or contracts) established in 2018

Number of students and lecturing staff placed for WBE and WIL


To ensure continual business excellence in terms of good corporate

governance and the effective management of all college resources

as well as information and data reporting.

Objective Statement To govern and steer the college to function optimally and take

appropriate action where deficiencies are detected.

Justification

To ensure the college is efficiently governed and managed within

the applicable acts, policy and regulatory frameworks and

standards relevant thereto so that it functions optimally.



linked to this Objective Percentage compliance to governance standards


To monitor and evaluate all college processes in terms of the TVET

College Monitoring and Evaluation Framework and report quarterly

on College performance in this regard.

Objective Statement To monitor and report on college systemic efficiency so that

appropriate action is taken where deficiencies are detected.

Justification To ensure monitoring and evaluation of college processes and

plans is conducted and regularly reported.






As reported in quarterly M&E reports


To promote access to occupationally-directed programmes through

expanding the availability of intermediate level skills with a special

focus on artisan skills development.

Objective Statement To improve quality of artisan development and training provision

through the development of artisan/ apprenticeships training plans.

Justification To ensure improvement in artisan / apprenticeship programmes

offered at the college as well as the expansion in the college PQM.

Links Linked to SETAs, DHET, CSIR, NTFN, NTIP and GIZ, Industry



Number of established partnerships with SETAs, & Industry as

shown by the signed MoUs for the strategic period

Number of students enrolled for artisanship and skills development

Number of artisans produced by the College

Strategic Objective 7 To enhance the College and community socio-economic

development through establishing effective broad based Corporate

Social Investment projects, while promoting access, sustainable use

and benefit sharing of resources.

Objective Statement To assist EEC TVET College community around the

Ekurhuleni East Rand community to acquire skills for their own

needs, while aspiring to improve their standard of living and

family life.

Justification EEC TVET College, as a Corporate Citizen, needs to provide

educational programmes that encourage entrepreneurship,

self-reliance, and provide employment opportunities to all the

needy stakeholder communities.

Links Linked to King IV , DHET, NSDS III, EEC Ops Plan; EEC APP



Systems and structures developed that promote planning, implementation and monitoring of CSI projects within the College. Identification of CSI projects




To provide quality technical and vocational education and training services and

increase academic achievement and success of students.

The College plans to expand on this strategic goal through increasing the numbers of

students enrolled across the programme mix. NCV and Report 191 programmes remain our

major provision. Through this reviewing and planning process we have identified a number

of strategies targeting increasing access and performance into our programmes. These

include among others: feasibility for the implementation of a bridging programme across all

level 2 programmes and additional academic support provided through extra tutorials and

extra teaching outside official business time.

The College plans to introduce a mix of tools to assist us understand the potential of enrolling

students. These will supplement the existing national placement tool currently implemented

by the College. The College will also open relevant venues after hours for students to be able

to study and work after hours and on Saturdays. Strategies must be implemented to bring

industry and commerce closer to the college, guest lecturing and placement of students will

be a priority in the following years. The re-skilling and capacitating of lecturing staff will also

be prioritised to assist in increasing the throughput and certification of students. The College

will attempt to improve on the low attendance rate with the assistance of the Punctuality and

Attendance policy of DHET. The transport assistance from the DHET Bursary fund needs to

be endorsed earlier to ensure that students will have money to attend their classes. The

ETDP Seta is supporting the College with the placement of lecturers in industry. This support

will be expanded over the next few years. EOH will also assist with the work placement of

lecturing staff in future – a MOU was signed with them.

The college established a new campus to address the Strategic Goal 1 and 6 – to expand

access and introduce apprenticeships. The capacity of this site is +/- 1800 students. The

facility was designed for construction related training and the College will establish a Centre

of Specialisation in Civil Construction.




To have adequate infrastructure and systems in place to increase access and provide

effective services to students.

The College has identified a lack of human resource capacity in few portfolios that have been

prioritised through this plan. These portfolios include human resource, finance and quality

management. We have shifted emphasis in the nature of training given to educators from

provision of generic pedagogy to subject specific considerations. Furthermore, the plan

reflects an increase in the frequency of placement of educator staff to workplaces for

development. This shift supports the College Academic performance strategy that is built on

simultaneous multiple interventions targeting the various aspects of quality teaching. The

College has broadened this objective to include, in addition to human resource capacity, other

support functions needed to ensure facilitation of learning such as student support,

infrastructure and quality management. Our student support is to be strengthened in terms

of support related to students’ social needs. Our facilities are in plan for refurbishment that

supports learning and safety in terms of the safety and health quality management standard.

The College will endeavour to improve on the recruitment of suitably qualified staff in terms

of lecturing and support functions. Alternative means will be used in the advertising of the

vacant positions. Existing staff will be trained, re-skilled and offered an opportunity to better

their qualifications through a staff bursary fund.


To develop partnerships and maintain good stakeholder relations to increase the

number of students who are adequately prepared to enter the labour market or further

and higher learning opportunities.

The plan reflects an increased drive to increase the network of business partners. The

College has identified both the quantity of partnerships formed and the implementation of an

employability programme as key to the success of this goal. The employability programme

will ensure that by the time that learners complete the programme they have acquired the

core skills required in a workplace, that they understand the nature of workplaces in their

selected vocation/occupation and that they receive work readiness training and placement

support.



The college has endorsed a vigorous placement strategy and dedicated staff from all

campuses assist in negotiating with industry and commerce in order to place students. A

tracking program was developed for the College to support the data of placed students.

Partnerships with local businesses have been established and maintained to open

opportunities to our students for placement and employment.

The college will also prioritise the formation of small businesses for students showing interest

and business knowhow. Entrepreneurial skills and business support will be implemented in

three identified areas: Laundry Services, Car Wash and Furniture Making businesses.


To ensure continual business excellence in terms of good corporate governance and

effective management of all college resources as well as information and data

reporting.

A minimum of four College Council meetings will be conducted and effectively organised in

accordance with the requirements of the College Statute. Council will also be capacitated so

that active participation can take place in Council meetings and committees.


To monitor and evaluate all college processes in terms of the TVET College Monitoring

and Evaluation Framework and report quarterly on college performance in this regard.

The College performance will be monitored through a review of progress reports submitted

on an approved Operational Plan by managers and through departmental progress reviews

where necessary. Intervention plans will be formulated, implemented and their progress

monitored through status reports. For poor performance in specific areas, corrective activities

will be clearly defined and implemented with monthly progress-reporting and measurable

feedback.




To promote access to occupationally-directed programmes through expanding the

availability of intermediate level skills with a special focus on artisan skills

development.

The College has identified occupational programmes across a range of related occupational

areas and across more than one level on the NQF as a vehicle for quick response. The

selection of these programmes will be informed by the needs identified for varied target

groupings (pre-employed, unemployed and employed). This approach is to be supported by

more structured partnerships with relevant SETAs. This will enable learners to progress from

one occupational level to the next. A plan has also been made to explore the formation of

programmatic partnerships with relevant universities of technology and other universities.

The PQM of the College includes Learnerships, apprenticeships, skills programmes and non-

formal programmes to address the needs expressed by local government, industry and

Seta’s. The College has accredited workshops to support the drive of becoming a preferred

training and skills provider for public as well private institutions. The College also have strong

partnerships with Merseta (Lead-Seta), Services Seta, CETA, FP+M Seta, MICT Seta, W&

R Seta, E+W Seta and the ETDP Seta.


To enhance the College and community socio-economic development through

establishing effective broad-based Corporate Social Investment projects, while

promoting access, sustainable use and benefit sharing of resources.

The primary objective of the CSI Community Projects of Ekurhuleni East TVET College is to

enable the Ekurhuleni East Rand community to provide for their own needs, while aspiring to

better themselves and contribute to their standard of living and family life. In this way it is the

objective of the College, as a Corporate Citizen to make a measurable contribution to the

sustainable career and skills development of the area through the enhancement and

development of skills, by providing educational programmes that encourage

entrepreneurship, self-reliance, and provide employment opportunities to all these needy

stakeholder communities.

EEC TVET College believes that sustainable educational and skills development of the youth

can relieve them of conditions of poverty and unemployment through economic



empowerment, while improving the quality of life of marginalised and disadvantaged

members of the community.

5.2 Expected System Targets for Sub-Outcomes

The following system targets1, relating to sub-outcomes 2 and 4 of Outcome 5 of the 2014-

2019 MTSF, will be monitored and reported on by the college.

NO OUTCOME INDICATOR

2019/20

NATIONAL

TARGET

2018

NATIONAL

APP TARGET

2017 TVET

ACTUAL

COLLEGE

PERFORMANCE

2018 TVET

COLLEGE

TARGET

2019 TVET

COLLEGE

TARGET

2020

TVET

COLLEGE

TARGET

1.

Headcount enrolments (n) 710 535 710 535 15 017 15 900 15 900 15 900

State funded 429 638 429 638 9 081 9 614 9 614 9 614

College funded 235 110 235 110 4 969 5 261 5 261 5 261

Other sources 45 787 45 787 967 1 025 1 025 1 025

2.

Certification rates in TVE

qualifications (%)

NC(V) L4 65% 30% 54% 60% 65% 70%

N3 65% 55% 46% 52% 60% 70%

N6 65% 40% 36% 40% 45% 50%

3.

Compliance with national

policy when conducting

national examinations and

assessments (%)

100% 99% 100% 100% 100%

4. Throughput (%)

Report on

student

cohort

2016-2018

Baseline

rate

establish

ed

65% 67% 69%

5.

Qualifying TVET students

obtaining financial

assistance (n)

200 000 200 000 7 083 9 000 10 500 10 700

6.

Funded NC (V) L4 students

obtaining qualification

within stipulated time (%)

40%

Baseline

established

for 2012-

2014 cohort

55% 58% 60% 65%

7.

Implementation of best

practice policies and

guidelines issued by the

Department (%)

100% 100% 100% 100% 100% 100%

8. Compliance to governance

standards (%) 100% 100% 100% 100% 100% 100%



NO OUTCOME INDICATOR

2019/20

NATIONAL

TARGET

2018

NATIONAL

APP TARGET

2017 TVET

ACTUAL

COLLEGE

PERFORMANCE

2018 TVET

COLLEGE

TARGET

2019 TVET

COLLEGE

TARGET

2020

TVET

COLLEGE

TARGET

9.

Students enrolled in

artisan-related or

occupational programmes

(n)

727 1 000 1 100 1100

10.

TVET students placed in

workplaces/industry for

Workplace Based Learning

(%)

95% 95% 95% 95%

11.

TVET lecturers placed in

workplaces for specified

purpose (%)

30% 50% 55% 60% 65%

12.

Students accommodated in

public TVET College-

owned or administered

accommodation (n)

52 120 150 200

13.

Appropriate Teaching and

Learning Support Plans

developed and

implemented (n)

4 1 1 2 2 2

14.

Appropriate Student

Support Plan developed

and implemented (n)

4 1 2 2 2 2

15. Established Centre/s of

Specialisation (COS) (n) 5 0 1 0 0 1

16.

Obtaining unqualified audits

(n) 4 1 1 1 1 1

17.

Accurate M&E quarterly

reports submitted (n) 16 4 4 4 4 4

18.

Beneficial and functional

partnerships (n) 30 15 2 2 2 2

19.

CSI policy developed and

implemented - - 0 1 1 1



5.3 Resource Considerations

As the College grows exponentially, it will need to increase its administrative capacity,

physical infrastructure and information communication technology. The College will

introduce a double or second shift in order to accommodate the growth in student numbers.

Physical infrastructure to accommodate the Artisan and Skills programmes in Civil and

Construction has been acquired and needs to be equipped. A new media centre will be

constructed at the Kwa-Thema Campus to assist students as a study facility that can be used

both during the day and after-hours.

The College is expanding access in the delivery of occupational programmes and some

workshops will be registered as Trade Test Centres. The extension in occupational

programmes will also generate additional funding for the College.

The College will uphold high standards in the conducting of examinations and assessments

and aim at a 100% compliance with DHET processes and guidelines. The College will

capacitate the College Council, Management and Staff through an extensive Training and

Development Plan. Vacancies in the College organisational structure will be filled in an effort

to improve on performance.



PART C: ANNUAL PERFORMANCE PLAN 2018



6 EEC TVET COLLEGE ENROLMENT ENVIRONMENT

6.1 Factors impacting on the college enrolment environment

Public perception: The public perception regarding TVET education in South Africa is that

the quality of education offered is low and that standards have even further dropped. These

perceptions are based on lack of adherence to acceptable educational practices. The

perception is that the learning environment in the public TVET colleges does not promote

effective learning. A detailed survey commissioned by the government also confirmed that

the quality of NCV education offered at the TVET colleges was low level (HRSC, 2010. There

are however a few ongoing staff development programmes that seem to be effective in the

TVET sector specifically occupational skills programmes

Poor inadequate and infrastructure and under-qualified lecturing personnel

compromises the quality of training in TVET Colleges, making it difficult for graduates to gain

meaningful employment hence the demotivation for aspiring students to enroll with TVET

Colleges

Articulation issues: Some of the youths have indicated that they have no motivation to

pursue their education up to university because due to ignorance about career advancement

opportunities after completing TVET College qualification. Hence the youth feels that

Vocational qualifications would result in low learning pathways that excluded them from

further studies thereby discouraging them to enroll with TVET Colleges

Poverty: Most of TVET aspiring youths are living in very poor communities with some of the

parents finding difficult to work for their children. Others have been left without parents due

to epidemic diseases hence they cannot get even the 20% required to be paid by them after

the government have paid the other 80%. The bursary from the government cannot cater for

all the funding needs of the child hence students would end up dropping or not enrolling at

all in the College.



Table 1: college enrolment for 2015 and 2016

OUTCOME INDICATOR 2015 TVET COLLEGE

ACTUAL PERFORMANCE

2016 TVET COLLEGE

ACTUAL PERFORMANCE

NC(V) (all programmes, levels 2-4)

4 089 4 439

Engineering Studies, Report 190/191 (N1-N6)

5 277 5 820

Report 191 Business (N4-N6)

5 888 7622

Occupational Programmes

100 168

Grand Totals 15 354 18 049

6.2 Performance delivery in the enrolment environment

Ekurhuleni East TVET College is one of the colleges which has a stable governance and

management structures. The college has executive visionary team which comprises of the

Principal, Deputy Principal Academic, Deputy Principal Finance and Deputy Principal

Corporate Services. The organisational structure of the College has always been influenced

by the Strategic plan of the College hence all the departments and campuses across the

college have been delivering in an upward trajectory every year.

The College has also one of the most stable and supportive Council. The Council deliver its

mandate through a number of established Council Committees. The Council has steered the

college to two unqualified audits since the Auditor General started auditing the college two

years ago.

The college management is quite aware of the fact that structure follows strategy and as such

all college campuses and support departments are part of the organisational structure of the

college. Their delivery is hugely influenced by the action plans and the work plans derived

from the two grand plans which are the strategic plan and annual performance plan.

It is however common cause that all TVET Colleges’ major financier is the government. The

government as the major funder provides 80% of the fees for each of the student enrolled at

the college. The funding norms framework then provides for the remaining 20% of the fees



to be paid by the students themselves. The government also extends its hand by providing

bursary which covers part of the 20% to some of the students. Ekurhuleni East TVET college

is serving in some of the poorest areas of the country and as such the students frequently

drops out as they cannot afford to pay even the remaining fraction after being assisted by

both the 80% as well as part of the 20% through the bursary scheme.

The government’s instruction that Colleges have to foot part of their budgets through reserves

clearly mean that colleges have to fund part of the students for their studies. This is straining

the college hugely as cash outflow does not match with the cash inflow. One of the main

obstacle is the fact that the college is cumulating a lot of students’ debts as students from the

poor communities cannot pay. These huge debts are in most cases being written off as bad

debts thereby affecting the cash inflow and the dwindling college reserves.

The government has since stopped funding the capital infrastructure as it used to do during

recapitalisation and that has affected the state of the infrastructure that was built. This has

handicapped the college in terms of balancing and responding to infrastructure maintenance

as efficiently and effectively as it intended to do. However, the college has managed to coin

a forward looking ICT strategy. A number of achievement regarding this strategy has been

recorded such as completion of establishing the ICT architecture of the college,

establishment of the fibre optic infrastructure which runs on a 100mbps at each campus and

the acquisition of a state of the art management information system. The college is now

moving towards the fourth phase of establishing teaching and learning information system

that will usher new ways of teaching and learning in the college.

The strength of the College is also its accessibility to manufacturing based industries. This

has enabled the College to increase its partnership base. The College have partnerships with

the local paper factories, SAPPI, Kimberly Clark and Mondi in offering NCV – Process Plant

Operations; three foundry trades (Melting, Moulding and Patternmaking) are offered in

partnership with local foundries, SAIF, CSIR and NFTN. A partnership with EOH in placing

students and offering soft skills as well business and IT programmes is in place. Merseta is

the lead-Seta of the College and all programmes in the Mechanical Engineering are

accredited and the Seta representative assists the College with accreditation with other

Seta’s such as MICT SETA, Services Seta, FP+M Seta, E+W Seta, etc. The W&R Seta also

signed and MOU with the College to open a Seta Office at the College. The College is signed

an MOU with SAMSUNG and Merseta to establish a centre of excellence in air-conditioning,

refrigeration, and ventilation. The College established trade test centre’s for trades:

Hairdressing, Melting, Moulding and Patternmaking. The College also applied to register

trade test centres in Fitting and Machining, Toolmaking, Electrical and Civil trades.


56 | P a g e

7 OVERVIEW OF 2018 BUDGET AND EXPENDITURE ESTIMATES

7.1 Expenditure Estimates

Budget Item

Audit Outcome (R’) Budget (R’) Medium Term Expenditure

Estimates (R’)

2014 2015 2016 2017 2018 2019

Compensation of Employees (Ministerial

Approved Programmes) 81 977 347 86 988 537 131 649 461 146 651 000 149 891 301 159 334 452

Compensation of Employees (College

Council) 40 767 648 27 797 138 25 283 389 31 742 212 33 741 971 35 867 716

Goods and Services 41 607 338 48 965 659 71 001 043 77 438 575 82 859 275 87 830 831

Goods and Services (Occupational

Programmes) 2 113 715 2 562 302 3 489 272 4 025 058 4 306 812 4 608 288

CAPEX 78 433 507 5 647 345 14 464 630 18 800 000 18 800 000 13 500 000

CAPEX (Occupational Programmes) N/A 23 000 000

TOTAL 244 899 555 171 960 981 245 887 795 278 656 845 312 599 359 301 141 287



PART D: STRATEGIC OBJECTIVES AND PLANNED

PERFORMANCE



8. STRATEGIC OBJECTIVES, PERFORMANCE INDICATORS AND ANNUAL TARGETS

8.1 Strategic Objectives and Annual and Medium Term Targets

STRATEGIC OBJECTIVE 5-YEAR STRATEGIC PLAN

TARGET

AUDITED/ACTUAL

PERFORMANCE ESTIMATED

PERFORMANCE MEDIUM TERM

TARGETS

2015 2016 2017 2018 2019 2020

8.1.1 To provide quality technical and vocational education and training services and increase academic achievement and success of students

89 610 Students Enrolments

15 354 18 049 17 922 17 922 17 922 17 922

5 Reviewed student recruitment Strategies

1 1 1 1 1 1

4 Reviews of the systems and structures for effective career guidance

1 1 1 1

1 Strategy for upgrading the infrastructure and providing recourse to comply with SNE requirements

1 1 1 1

5 Strategies for Student financial aid, housing and

transport services

1 1 1 1 1 1

1 Strategy for SRC 1 1 1 1

4 reports on the reviews of the SRC systems and structures

1 1 1 1

1 strategy for career

guidance

1

4 strategies to improve

the teaching and

learning environment,

1 1 1 1




TARGET

AUDITED/ACTUAL



TARGETS

2015 2016 2017 2018 2019 2020

and support to students

in distress

4 strategies to improve

the teaching and

learning environment, to

create synergy across

campuses and support

lecturers in distress

1 1 1 1

8.1.2 To have adequate infrastructure and systems in place to increase access and provide effective services to students.

4 frameworks for the recruitment and selection of students

1 1 1 1

5 strategies for utilisation of space across the college

1 1 1 1 1

4 audit of teaching and learning equipment reports

1 1 1 1

1 induction and orientation policy

1

1 e-project plan for student assessment and feedback across the College through the effective use of technology

1 1 1 1

4 plans for systems to support distance learning

1 1 1 1

4 reports on the EFM and OSH systems and structures

1 1 1 1

4 Reports OHSAS 18001 Certification

1 1 1 1




TARGET

AUDITED/ACTUAL



TARGETS

2015 2016 2017 2018 2019 2020

1 academic supervisory policy for campuses

1

4 reports regarding monitoring systems utilised for classroom, workshop and assessment practices

1 1 1 1

4 review reports on the existing monitoring systems for teaching and learning in classrooms and practicum rooms

1 1 1 1

1 framework for the monitoring of the activities of the academic board

1

8.1.3 To develop partnerships and maintain good stakeholder relations to increase the number of students who are adequately prepared to enter the labour market or further and higher learning opportunities.

8 reports of the systems and structures for managing linkages with local industries and employers established

2 2 2 2

8 reports of the systems and structures for managing linkages with government departments at various levels for work placement of lecturers and students establish

2 2 2 2

8 reports of the systems and structures to manage and maintain linkages with more employer bodies and SETAs

2 2 2 2




TARGET

AUDITED/ACTUAL



TARGETS

2015 2016 2017 2018 2019 2020

8 reports on the establishment of linkages with more local organisations and agencies

2 2 2 2

1 policy to utilise existing structures for the management of the college PQM

1

8 reports on the systems and structures established to Partner with industry to ensure that teaching support materials have relevance

2 2 2 2

8 progress reports on the auditing on classrooms and workshops equipment and technology and implementation of the audit outcomes

2 2 2 2

I action plan on the maintenance of machinery and equipment across the college workshops

1 1 1 1 1 1

8.1.4 To ensure continuous business excellence in terms of good corporate governance and effectual management of all college resources as well as information and data reporting.

1 Action plan for the review of existing QMS structures and systems for an improved QMS system

1 1 1 1

Re-certification by SABS of QMS structures and

1




TARGET

AUDITED/ACTUAL



TARGETS

2015 2016 2017 2018 2019 2020

systems for an improved QMS system to ISO 90001:2015

action plan on the training of staff the use of QMS system

1 1 1

8.1.5 To monitor and evaluate all college processes in terms of the TVET College Monitoring and Evaluation Framework and report quarterly on college performance in this regard.

96 reports on Campus management and HoDs’ use of data outputs to monitor and control teaching and learning delivery

24 24 24 24

96 Class support reports on strategies used to monitor teaching and learning.

24 24 24 24

8.1.6 To promote access to occupationally-directed programmes through expanding the availability of intermediate level skills with a special focus on artisan skills development.

4 annual action plans to meet with relevant stakeholders in order to implement artisan training.

1 1 1 1

4 reports on the review and re-establish systems and structures to speed up procurement and equipment workshops

1 1 1 1

4 annual action plans to promote establishment of links with industry specialists

1 1 1 1

8.1.7 To enhance the College and community socio-economic development through establishing effective broad

1 CSI policy framework for corporate citizenship

1

3 CSI operational plans

1 1 1




TARGET

AUDITED/ACTUAL



TARGETS

2015 2016 2017 2018 2019 2020

based Corporate Social Investment projects, while promoting access, sustainable use and benefit sharing of resources.

8.2 Performance Indicators and Annual Targets for 2018 and METF

LINKS TO

STRATEGIC

OBJECTIVE IN

TABLE 8.1

PERFORMANCE INDICATOR/S 5-YEAR TARGET NATIONAL

TARGET 2018

ESTIMATED

TARGET 2017 TARGET 2018 TARGET 2019

SO 8.1.1 Headcount enrolments (n) Continuous 18 049 15 900 15 900 15 900

Improved certification rates (%) in:

NC(V) L4

N3

N6

65% 30% 54% 57% 60%

65% 55% 46% 55% 60%

50% 40% 45% 50% 55%

Compliance with national policy of

college examination centres

conducting examinations and

assessments (%)

100% 100% 100% 100% 100%

Throughput rate (%) 60% 60% 65% 67%

Qualifying students obtaining

financial assistance (n) 13 744 10 250 11 085 12 720 12 720



LINKS TO

STRATEGIC

OBJECTIVE IN

TABLE 8.1


TARGET 2018

ESTIMATED


Funded NC (V) L4 students

obtaining qualification within

stipulated time (%)

45% 50% 58% 60% 65%

Implementation of best practice

policies and guidelines issued by the

Department (%)

100% 100% 100% 100% 100%

Students completing artisan-related

programmes (n) 575 125 150 150 150

Students enrolled in artisan-related

or occupational programmes (n) 3 402 575 727 1000 1100

TVET students placed in

workplaces/industry for specified

periods for work exposure,

experiential learning and/or

certification purposes (n)

423 1200 980 2 902 2 902

TVET lecturers placed in workplaces

for specified purpose (%) 30% 45% 50% 55% 58%

Students accommodated in public

TVET college owned or administered

accommodation (n)

522 52 120 150 200

Appropriate teaching and learning

support plans developed and

implemented (n)

8 2 2 2 2



LINKS TO

STRATEGIC

OBJECTIVE IN

TABLE 8.1


TARGET 2018

ESTIMATED


Appropriate student support plan

developed and implemented (n) 7 1 2 2 2

Established centre/s of specialisation

(COS) (n) 4 2 0 1 1

8.1.6

Obtaining unqualified audits (n) 4 1 1 1 1

Accurate M&E quarterly reports

submitted (n) 16 4 4 4 4

Beneficial and functional

partnerships (n) 15 4 3 3 5

8.1.7 CSI policy developed and

implemented 1 1 1



8.3 Quarterly Targets for 2018

LINKS TO

STRATEGIC

OBJECTIVE IN

TABLE 3.1.

PERFORMANCE INDICATOR REPORTING

PERIOD 1-YEAR TARGET Q1 Q2 Q3 Q4

8.3.1 Headcount enrolments (n) Quarterly 15 900 11 627 1 326 2 947

Improved certification rates (%) in:

NC(V) L4

N3

N6

Annual

57%

57%

52% 52% 52%

50% 50% 50%

Compliance with national policy of college examination centres conducting examinations and assessments (%)

Quarterly 100% 100% 100% 100% 100%

Throughput rate (%) Quarterly 60% 60% 60% 60% 60%

Qualifying students obtaining financial assistance (n)

Quarterly 12 720 8 445 1326 2947

Funded NC (V) L4 students obtaining qualification within stipulated time (%)

Annual 60% 60%

Students completing artisan-related programmes (n)

Quarterly 75 25 25 25

Students enrolled in artisan-related or occupational programmes (n)

Quarterly 1000 150 350 350 150

TVET students placed in workplaces/industry for specified periods for work exposure, experiential learning and/or certification purposes (n)

Quarterly 9 728 3 678 1 436 3 076 1 538



LINKS TO

STRATEGIC

OBJECTIVE IN

TABLE 3.1.



TVET lecturers placed in

workplaces for specified purpose

(%)

Quarterly 55% 50% 50% 50% 50%

1 Reviewed student recruitment

Strategy Quarterly 1 25% 50% 75% 100%

1 Review of the systems and

structures for effective career

guidance

Quarterly 1 25% 50% 75% 100%

1 Strategy for upgrading the

infrastructure and providing

recourse to comply with SNE

requirements

Quarterly 1 25% 50% 75% 100%

1 Strategy for Student financial aid,

housing and transport services Quarterly 1 25% 50% 75% 100%

1 Strategy for SRC Quarterly 1 25% 50% 75% 100%

4 reports on the reviews of the

SRC systems and structures Quarterly 4 1 1 1 1

1 strategy for career guidance Quarterly 1 25% 50% 75% 100%

4 strategies to improve the

teaching and learning environment,

and support to students in distress

Quarterly 4 1 1 1 1



LINKS TO

STRATEGIC

OBJECTIVE IN

TABLE 3.1.



4 strategies to improve the

teaching and learning

environment, to create synergy

across campuses and support

lecturers in distress

Quarterly 4 2 2 2 2

Students accommodated in public

TVET college owned or

administered accommodation (n)

Quarterly 150 50 50 25 25

8.3.2 Appropriate teaching and learning

support plan developed and

implemented (n)

Quarterly 8 2 2 2 2

Appropriate student support plan

developed and implemented (n) Quarterly 8 2 2 2 2

1 framework for the recruitment and selection of students

Quarterly 1 25% 50% 75% 100%

1 strategy for utilisation of space across the college

Bi-annually 1 50% 100%

1 audit of teaching and learning equipment reports


1 induction and orientation policy Bi-annually 1 50% 100%

1 e-project plan for student assessment and feedback across the College through the effective use of technology


1 plan for systems to support distance learning


1 report on the EFM and OSH systems and structures




LINKS TO

STRATEGIC

OBJECTIVE IN

TABLE 3.1.



4 Reports OHSAS 18001 Certification


1 academic supervisory policy for campuses

Quarterly 1 25% 100%

1 report regarding monitoring systems utilised for classroom, workshop and assessment practices developed


4 review reports on the existing monitoring systems for teaching and learning in classrooms and practicum rooms

Quarterly 4 1 1 1 1

1 framework for the monitoring of the activities of the academic board


8.3.3 Beneficial and functional

partnerships (n) Bi-Annual 3 2 1

4 reports of the systems and structures for managing linkages with local industries and employers established

Quarterly 4 1 1 1 1

4 reports of the systems and structures for managing linkages with government departments at various levels for work placement of lecturers and students establish

Quarterly 4 1 1 1 1

4 reports of the systems and structures to manage and maintain linkages with more employer bodies and SETAs

Quarterly 4 1 1 1 1

4 reports on the establishment of linkages with more local organisations and agencies

Quarterly 4 1 1 1 1



LINKS TO

STRATEGIC

OBJECTIVE IN

TABLE 3.1.



1 policy to utilise existing structures for the management of the college PQM


4 reports on the systems and structures established to Partner with industry to ensure that teaching support materials have relevance

Quarterly 4 1 1 1 1

4 progress reports on the auditing on classrooms and workshops equipment and technology and implementation of the audit outcomes

Quarterly 4 1 1 1 1

8.3.4 Obtaining unqualified audits (n) Annual 1 1

Implementation of best practice

policies and guidelines issued by

the Department (%)

Quarterly 100% 100% 100% 100% 100%

1 action plan on the maintenance of machinery and equipment across the college workshops


1 Action plan for the review of existing QMS structures and systems for an improved QMS system

Quarterly 1 25% 50% 75% 100%

Re-certification by SABS of QMS structures and systems for an improved QMS system to ISO 90001:2015


1 action plan on the training of staff the use of QMS system

Quarterly 1 25% 50% 75% 100%



LINKS TO

STRATEGIC

OBJECTIVE IN

TABLE 3.1.



8.3.5 Accurate M&E quarterly reports

submitted (n) Quarterly 4 1 1 1 1

24 reports on Campus management and HoDs’ use of data outputs to monitor and control teaching and learning delivery

Quarterly 24 6 6 6 6

24 Class support reports on strategies used to monitor teaching and learning.

Quarterly 24 6 6 6 6

8.3.6 Established centre/s of

specialisation (COS) (n) Bi-Annual 1 1 1

1 annual action plans to meet with relevant stakeholders in order to implement artisan training

Quarterly 1 25% 50% 75% 100%

4 reports on the review and re-establish systems and structures to speed up procurement and equipment workshops

Quarterly 4 1 1 1 1

1 annual action plans to promote establishment of links with industry specialists

Quarterly 1 25% 50% 75% 100%

8.3.7 1 CSI policy framework for corporate citizenship

Quarterly 1 25% 50% 75% 100%

1 CSI operational plan

Quarterly 1 25% 50% 75% 100%



9 Technical Descriptions

VARIABLES DELIVERABLES DESCRIPTION

Indicator title Headcounts enrolment (numbers)

Short definition The number of students irrespective of the number of subjects the

student is doing enrolled by the College in any of their learning

programmes.

Purpose/importance The indicator is used to monitor the target enrolments by the College

against the DHET targets

Source/collection of data College Management Information System

Method of calculation The number of students enrolled and captured on the system for

NCV, Report 191 and Artisanship programmes during the reporting

period

Means of verification The report passes through the office of the Deputy Principal who will

go through the report using the system. The final person to also

quality assure it will be the Principal before declaration and sending

it to DHET.

Data limitations The accuracy of the headcounts is dependent on the reliability of the

data captured on the MIS system of the College.

Type of indicator Output

Calculation type Cumulative for the year for report 191 and Artisanship programmes

Non-cumulative for the year for the NCV students

Reporting cycle Continuous

New indicator No

Desired performance This information informs both the College and the DHET on use of

facilities, how funding should be planned for in the future financial

years.

Indicator responsibility Deputy Principal Corporate services

ICT Manager




Indicator title Certification rates in TVET qualifications (%)

Short definition The number of students who successfully completed a qualification in an academic year,

passing all the required subjects.

Purpose/import

ance

Student success

Source/collecti

on of data

Examination results, analyses and reports

Method of

calculation

Number of students who successfully completed a qualification in an academic year

Number of candidates eligible to complete a qualification and wrote the examinations in a particular academic year

X 100.

Means of

verification


Data limitations Students who enrol but don’t sit for the examination, results not released or pending.

Type of

indicator

Output

Calculation

type

Cumulative

Reporting

cycle

Per Trimester, Semester and Annually

New indicator No

Desired

performance

NCV- 55%

R191 Engineering- 46%

R191 Business studies- 50%

Indicator

responsibility

Campus Managers




Indicator title Compliance with national policy of college examination centre/s

conducting national examinations and assessments (%)

Short definition Management of examinations and assessments (E&A)

Purpose/importance To monitor compliance with national policy

Source/collection of data Compliance rating in monitoring reports issued by E&A Chief

Directorate

Method of calculation Compliance rating

scoring,yielded by utilising the compliance monitoring tool,X 100.

Means of verification Monitoring reports issued by E&A Chief Directorate

Data limitations None

Type of indicator The indicator measures activities, outputs and impact

Calculation type Non-cumulative

Reporting cycle Annually

New indicator No

Desired performance 100% compliance

Indicator responsibility Examinations and Assessment Manager

Chief Invigilators




Indicator title Throughput rate (%)

Short definition The number of students within a cohort who complete a qualification within

the stipulated timeframe

Purpose/importance Student success

Source/collection of data Examination results, analyses and reports from the College

Method of calculation Number of candidates within each cohort that successfully complete a qualification within the stipulated timeframe

Number that wrote examinations for that qualification within the same stipulated timeframe

X 100.

Means of verification Examination results, analysis and reports

Data limitations Students who fail subjects.

Type of indicator Indicator measures outputs


Reporting cycle Per Trimester, Semester and Annually

New indicator No

Desired performance 70%

Indicator responsibility Campus Managers




Indicator title Students accommodated in public TVET college accommodation (n)

Short definition Number of beds available in college managed student

accommodation

Purpose/importance To accommodate students who are in need of accommodation.

Source/collection of data Register of assets

Register of college accommodated students

Enrolment forms

Method of calculation Manual counting of available beds in college- managed student

accommodation within the reporting period

Means of verification Register of assets

Register of college accommodated students

Data limitations None

Type of indicator Measure inputs


Reporting cycle Quarterly

New indicator No

Desired performance 100

Indicator responsibility Deputy Principal Corporate Services




Indicator title Qualifying TVET students obtaining financial assistance (n)

Short definition Bursary management and access

Purpose/importance Funding the students who are financially needy and academically

able

Source/collection of data Register of bursary recipients received from NSFAS

Register of bursary recipients received from SETA

Register of bursary recipients received from other sources

Method of calculation Count of qualifying students receiving bursaries within the reporting

period

Means of verification Remittance of payment from NSFAS;

List of NSFAS bursary beneficiaries

College MIS printout and enrolment forms;

Processed letters of payment from other sources.

List of bursary beneficiaries from other sources

Processed letters of payment from SETAs; and

List of SETA bursary beneficiaries

Data limitations Communication between students, college ad NSFAS


Calculation type List of beneficiaries counted as per the bursary awarding lists


New indicator No

Desired performance All students planned who qualify should receive bursaries

Indicator responsibility Student Support Services




Indicator title Funded NC (V) L4 students obtaining qualification within stipulated time (%)

Short definition The number of funded students within a cohort who complete a qualification within

the stipulated timeframe

Purpose/importance Student success

Source/collection of

data


Method of

calculation

(Number of funded NC(V) L4 students within each cohort obtaining a qualification within the stipulated 3−year period

Number of NC(V) funded L4 students that wrote examinations for the qualification within the same 3−year period

X 100.

Means of verification Examination results, analyses and reports

Data limitations Students who fail subjects

Type of indicator Measures outputs


Reporting cycle Per Trimester, Semester and Annually

New indicator No

Desired performance 20%

Indicator

responsibility

Campus Managers





Indicator title Compliance to governance standards (%)

Short definition Efficiency and effectiveness of governance structures of the College

in line with all relevant legislation developed both internally and

externally

Purpose/importance Efficiency and effectiveness of governance structures

Source/collection of data Compliance with standard operating procedures

Method of calculation Compliance rating yielded by utilising the compliance tool, expressed

as percentage

Means of verification Evaluation of compliance with standard operating procedures

available

Data limitations Resources availability

Type of indicator List of compliant and non-compliance matters in terms of standard

operating procedures and legislative requirements

Calculation type Counting of compliance reports


New indicator No

Desired performance 100% compliance

Indicator responsibility College Council




Indicator title TVET lecturers placed in workplaces for specified periods (n)

Short definition Lecturers learning through exposure; observation in industry in real

workplace

Purpose/importance Lecturer development and provision of college teaching and learning

in line with industry requirements

Source/collection of data Placement records

Partnership agreements

Method of calculation Count of lecturers that are placed in industry for workplace

exposure/training during the reporting period

Means of verification Placement records, logbooks

Data limitations Industry participation and funding

Type of indicator Indicator is measuring output

Calculation type Cumulative


New indicator No

Desired performance 80 lecturer placed for WIL






Indicator title TVET students placed in workplaces/industry for specified periods for

work exposure or experiential learning (n)

Short definition Students learning through exposure; observation in industry in

real workplace

Purpose/importance Compliance with curriculum requirements

Source/collection of data Placement records

Partnership agreements

Method of calculation Count of lecturers that are placed in industry for workplace

exposure/training during the reporting period

Means of verification Placement records, logbooks

Data limitations Industry participation and funding

Type of indicator Indicator is measuring output



New indicator No

Desired performance 750 students placed for WIL


Placement Manager




Indicator title Students enrolled in artisan-related or occupational programmes

(numbers)

Short definition Number of students accessing artisan-related and occupational

programmes

Purpose/importance To increase access to artisan-related and occupational programmes

to respond to the demands of the market place and skills needs

Source/collection of data Register of enrolled students

Partnership agreements (MOUs and/or MOAs)

Method of calculation Count the number of students on artisan related and occupational

programmes

Means of verification Records of head count enrolments/ Seta registrations

Student logbooks

Partnership records

Data limitations Funding and qualifying students

Type of indicator Output indicator



New indicator No

Desired performance 270 students enrolled and learning

Indicator responsibility Occupational Programmes Manager




Indicator title Appropriate teaching and learning support plan developed and

implemented (numbers)

Short definition Quality and academic success

Purpose/importance To track the continuum of activities and responsibilities required to

improve the quality of curriculum delivery

Source/collection of data Adopted and implemented teaching and learning plans

Method of calculation Manual counting of al T&L support plans developed and implemented

within the reporting period

Means of verification Signed and approved plans

Monitoring and other implementation reports

Data limitations Requirements are not met across all learning sites or all subjects or

all lecturers or all students.

Type of indicator Inputs and activities



New indicator No

Desired performance 1 plan developed for 2017

Indicator responsibility Deputy Principal Academic




Indicator title Appropriate student support plan developed and implemented (n)

Short definition Student support services

Purpose/importance To support the student holistically to access and succeed with the

stipulated time

Source/collection of data Adopted and implemented student support services plan

Method of calculation Counting of all student support plans developed and implemented

within the reporting period

Means of verification Signed and approved plan

Monitoring and other implementation reports

Data limitations Lack of communication, partnership and resources




New indicator No

Desired performance Get 100% throughput

Indicator responsibility Student Support Services




Indicator title Established centre/s of specialisation (COS) (numbers)

Short definition Industry focus in supplying skills

Purpose/importance Address the DHET vision of providing skills to the industry

Source/collection of data Completed and signed off infrastructure projects

Method of calculation Manual counting of total completed new COS of the category during

the quarterly reporting period

Means of verification Completion and hand-over certificates and reports + Invoices on

projects of the new centres

Data limitations Getting more students for the specialised centre


Calculation type Manual counting of centres established


New indicator No

Desired performance Establish 1 centre in 2107

Indicator responsibility Principal




Indicator title Obtaining unqualified audits (numbers)

Short definition Compliance and efficiency of financial systems

Purpose/importance Assess the going concern of public institution

Source/collection of data Audited annual financial statements by Auditor-General and/or

college appointed external auditors and reports issued

Method of calculation Manual counting of unqualified audits during the quarterly reporting

period.

Means of verification Audit reports

Data limitations Funding and qualified personnel


Calculation type Manual counting of the audited reports


New indicator No

Desired performance Unqualified audit outcome for the College’s Annual Financial

Statements

Indicator responsibility Deputy Principal Finance CSI policy developed and implemented




Indicator title Accurate M&E quarterly reports submitted (numbers)

Short definition Quarterly Monitoring and Evaluation and Reporting on College

Performance

Purpose/importance To monitor and evaluate the College performance quarterly

Source/collection of data TVETMIS

ME Quarterly Report

Method of calculation Data drawn for TVETMIS

Means of verification Information verified with data source.

Data limitations Data should available manually and also electronically

Type of indicator Measures inputs, activities, outputs, outcomes and impact



New indicator No

Desired performance As per set target for each indicator





Indicator title Beneficial and functional partnerships (numbers)

Short definition Student articulation and/or access into occupational programmes

Purpose/importance Number of signed agreements with private business or industry

Source/collection of data College report on implementation of occupational programmes

Method of calculation Manual counting of the number of partnerships with private business

or industry as of date of reporting

Means of verification Partnership agreements (MOUs and/or MOAs) signed between

College and its partners

Data limitations Industries participation and funding

Type of indicator Outputs



New indicator No

Desired performance 20 partnerships by the year end 2017

Indicator responsibility Occupational Programmes Manager




Indicator title CSI policy developed and implemented

Short definition

Purpose/importance College’s social responsiveness, involvement and

empowering the communities in which they operate

Source/collection of data Reports prepared and submitted to management

Method of calculation Manual counting of support and systems, and projects developed and

implemented

Means of verification Reports

Data limitations Funding and qualified personnel


Calculation type Manual counting of the reports


New indicator Yes

Desired performance CSI projects producing skilled personnel




PART E: OPERATIONAL PLAN: 2018 (FINANCIAL YEAR: 2018-2019)



Section : 10 TEACHING AND LEARNING TARGETS

Programme Types and Levels

Attendance Retention

Actual 2016 Attendance %

Projected 2017 Attendance % (based on actual

to end July)

Target 2018 Attendance %

Actual 2016 Retention %

Projected 2017 Retention %

(based on actual to end July)

Target 2018 Retention %

NC(V) Level 2 62% 67% 80% 74% 84% 95%

NC(V) Level 3 66% 69% 80% 85% 87% 95%

NC(V) Level 4 68% 72% 80% 89% 89% 95%

N1 (Trimester 1) 83% 87% 85% 95% 90% 95%

N1 (Trimester 2) 83% 56% 85% 92% 87% 95%

N1 (Trimester 3) 74% . 85% 92% 89% 95%

N2 (Trimester 1) 81% 85% 85% 94% 90% 95%

N2 (Trimester 2) 82% 60% 85% 98% 87% 95%

N2 (Trimester 3) 81% . 85% 97% 89% 95%

N3 (Trimester 1) 85% 88% 85% 94% 90% 95%

N3 (Trimester 2) 82% 59% 85% 94% 87% 95%

N3 (Trimester 3) 74% . 85% 97% 89% 95%

N4 (Trimester 1) 84% 78% 85% 91% 90% 95%

N4 (Trimester 2) 76% 84% 85% 92% 87% 95%

N4 (Trimester 3) 82% . 85% 94% 89% 95%

N5 (Trimester 1) 85% 81% 85% 91% 90% 95%

N5 (Trimester 2) 76% 84% 85% 93% 87% 95%

N5 (Trimester 3) 86% . 85% 98% 89% 95%




Attendance Retention

Actual 2016 Attendance %

Projected 2017 Attendance % (based on actual

to end July)

Target 2018 Attendance %

Actual 2016 Retention %

Projected 2017 Retention %

(based on actual to end July)

Target 2018 Retention %

N6 (Trimester 1) 82% 82% 95% 93% 90% 95%

N6 (Trimester 2) 73% 82% 95% 94% 95% 95%

N6 (Trimester 3) 81% 82% 95% 94% 95% 95%

N4 (Semester 1) 78% 75% 95% 91% 100% 95%

N4 (Semester 2) 79% 82% 95% 91% 95% 95%

N5 (Semester 1) 80% 82% 95% 96% 100% 98%

N5 (Semester 2) 80% 82% 95% 97% 95% 98%

N6 (Semester 1) 75% 71% 95% 98% 100% 99%

N6 (Semester 2) 77% 82% 95% 97% 95% 99%

Overall Average 78% 75% 95% 93% 93% 96%




Throughput Certification

Actual 2016 Throughput %

Projected 2017 Throughput % (based on actual

to end July)

Target 2018 Throughput %

Actual 2016 Certification %

Projected 2017 Certification % (based on actual

to end July)

Target 2018 Certification %

NC(V) Level 2 66% 69% 72% 26% . 40%

NC(V) Level 3 77% 75% 78% 44% . 45%

NC(V) Level 4 79% 82% 85% 46% . 60%

N1 (Trimester 1) 55% 59% 62% 54% 35% 45%

N1 (Trimester 2) 54% . 62% 41% . 45%

N1 (Trimester 3) 54% . 62% 31% . 45%

N2 (Trimester 1) 56% 60% 63% 56% 46% 45%

N2 (Trimester 2) 48% . 63% 44% . 45%

N2 (Trimester 3) 55% . 63% 39% . 45%

N3 (Trimester 1) 33% 50% 50% 36% 41% 52%

N3 (Trimester 2) 44% . 50% 32% . 52%

N3 (Trimester 3) 42% . 50% 27% . 52%

N4 (Trimester 1) 52% 54% 65% 51% 28% 55%

N4 (Trimester 2) 52% . 65% 50% . 55%

N4 (Trimester 3) 69% . 65% 51% . 55%

N5 (Trimester 1) 54% 71% 66% 57% 54% 58%

N5 (Trimester 2) 53% . 66% 54% . 58%

N5 (Trimester 3) 61% . 66% 47% . 58%

N6 (Trimester 1) 47% 51% 63% 49% 36% 40%

N6 (Trimester 2) 40% . 63% 42% . 40%

N6 (Trimester 3) 56% . 63% 41% . 40%




Throughput Certification

Actual 2016 Throughput %

Projected 2017 Throughput % (based on actual

to end July)

Target 2018 Throughput %

Actual 2016 Certification %

Projected 2017 Certification % (based on actual

to end July)

Target 2018 Certification %

N4 (Semester 1) 74% 76% 81% 64% 45% 65%

N4 (Semester 2) 74% . 81% 53% . 65%

N5 (Semester 1) 69% 72% 75% 66% 54% 65%

N5 (Semester 2) 65% . 75% 47% . 65%

N6 (Semester 1) 64% 74% 75% 62% 53% 65%

N6 (Semester 2) 68% . 75% 56% . 65%

Overall Average 58% 66% 67% 47% 44% 65%



Section 11: EMPLOYABILITY AND EXPERIENTIAL LEARNING TARGETS (WIL)

STUDENTS

1. Workplace Based Exposure

for Students (in-programme)

Programme Type Levels 2016 Actual 2017

Projected 2018 Targets Comments

Funding Source (i.e. NSF, SETA,

etc…)

NC(V) NC(V) L2 - L4 423 600 1 750 SETA

Workplace-Based Exposure for minimum 5 days in a relevant workplace during the academic year (not required to be consecutive days)

Report 191 Trimester N1 - N3 103 150 507 SETA

Report 191 Trimester N4 - N6 40 80 SETA

Report 191 Semester N4 - N6 220 SETA

Total 526 790 2 557

2. Workplace Based Experience for Apprenticeships

Trades OFO Code 2016 Actual 2015



etc…)

Patternmaker 652204 6 11 20 SETA

Where the college support / efforts result in apprenticeship contracts of employment for students

Moulder 651101 6 13 25 SETA

Toolmaker 652201 95 75 75 SETA

Electrician 671101 10 80 SETA

Fitter and Turner 652302 21 45 SETA

Plumber (General) 642601 0 25 SETA

Boilermaker 651302 11 50 SETA

Air-Conditioning and Refrigeration Mechanic

642701 25 25 SETA



Total 107 166 345

3. Workplace Based Experience for Learnerships (L2-L4)

Learnerships Programmes

SAQA ID 2016 Actual 2017



etc…)

Furniture Making 49091 15 15 120 SETA

Where the college support / efforts result in Learnerships contracts of employment for students

Electrical 63789 70 70 270 SETA

Call Centre 71490 40 40 140 Class Fees

Total 125 125 530

5. Workplace Based Experience for post NC(V) L4

NC(V) Programmes 2016 Actual 2017



etc…)

Electrical Infrastructure Construction 12 20 25 SETA

Where the college support / efforts result in contracts of employment for students (this includes internships)

Engineering and Related Design 14 20 75 SETA

Finance, Economics and Accounting 11 20 75 SETA

Hospitality 13 20 75 SETA

Information Technology and Computer Science

10 20 75 SETA

Management 12 20 75 SETA

Marketing 9 20 75 SETA







etc…)

Office Administration 28 20 75 SETA

Tourism 20 20 75 SETA

Process Plant Operations 0 20 75 SETA

Total 129 200 700

6. Workplace Based Experience for post N6 to complete diploma studies

Report 191 Programmes 2016 Actual 2017



etc…)

Business Management

12 50 SETA

Engineering Studies

45 50 60 SETA

Where the college support / efforts result in 18 to 24 month relevant work placement to complete N6 diploma studies

Financial Management

47 50 60 SETA

Human Resource Management

29 50 60 SETA

Management Assistant

13 50 60 SETA

Marketing Management

20 50 60 SETA

Hospitality and Catering Services 50 50 SETA

Tourism 50 50 SETA

Total 166 400 400

7. Support to Self-Employment

Academic Fields 2016 Actual 2017

Projected 2018

Targets Comments

Funding Source (i.e. NSF, SETA, etc…)

Where the college support / efforts result in self-employment for students

Engineering

Business







etc…)

Services

Other

Total 0 0 0

LECTURERS 1. Workplace Based Exposure

Academic Fields 2016 Actual 2017

Projected 2018

Targets Comments

Funding Source (i.e. NSF, SETA, etc…)

Workplace-Based Exposure for a minimum of 5 days in a relevant workplace during the academic year (not required to be consecutive days)

Engineering 10 10 50 College / SETA

Business 1 38 55 College

Services 7 8 30 College

Other

Total 18 135 80



Section 12: TEACHING AND LEARNING IMPROVEMENT PLAN

Teaching and Learning Evaluation and Improvement for 2018

Strategic Goal

Teaching and Learning

Systems

Teaching and Learning Practices

Rate T&L Practices

Prioritise Improvement

Staff and/or Training

Requirements (Briefly list Staff and/or Training Requirements

related to improvement

priorities)

Number of Staff

Appointed / Trained in 2017

Number of Staff to be


Infrastructure, Equipment,

Software, Etc… (Briefly list Additional

Requirements related to

improvement priorities)

1 Programme Selection

Adequate system and processes in place to meaningfully identify and select a specific programme qualification mix (PQM) e.g. number of groups registered for NC(V), NATED, Occupational Programmes, Higher Certificates, Other) aligned to geographical location of the college, surrounding economic activities, industries and industry needs

Good Priority 1 Continuously reviewing the college PQM.

0 10 Establish a review team to report to the academic board

1 Extending

Modes of Delivery

Adequate system and processes in place for planning various modes of

Fair Priority 1 Implement part

time structures 0 10

Develop a part time strategy and structures at




Strategic Goal


Systems


Rate T&L Practices





priorities)

Number of Staff








delivery (example: full time, part time, learnerships, skills, open / distance learning)

campuses. Appoint staff

Adequate capacity in place to implement / extend part time delivery

Fair Priority 2 Implement part

time structures 0 10

Develop a part time strategy and structures at campuses. Appoint staff

Adequate capacity to implement /extend learnership programmes

Fair Priority 2 Appoint

occupational manager

1 5 Infrastructure

upgrade

Adequate systems, processes and capacity to implement / extend open / distance learning

Poor Priority 1 Implement

distance learning structures

0 10

Develop distance learning strategy and structures at campuses. Appoint staff

2 Improved Subject

Knowledge

Effective process for identifying gaps in lecturer subject knowledge

Fair Priority 2

Develop a process to identify gaps in lecturer subject knowledge

16 20 IQMS and PMDS

Standardised plan and process for improving lecturer subject knowledge

Fair Priority 3 Subject specific

training and placing lecturers in industry.

16 120 Placement plan.

Training and development plan




Strategic Goal


Systems


Rate T&L Practices





priorities)

Number of Staff








Register lecturers on LSS system.

Standardised plan and process for developing lecturer capacity to deliver new programmes

Fair Priority 1 Training staff in

new programmes 0 3

Training and development plan

2 Improved Teaching

and Learning

Standardised process for identifying gaps in lecturer pedagogy practice

Fair Priority 3

Effective implementation of IQMS. Analysis of results.

1 30

Improvement plan and training and development plan. IQMS

Standardised plan and process for improving lecturer pedagogic practice

Fair Priority 3

Effective implementation of IQMS. Placement of lecturers in industry

56 80

Improvement plan and training and development plan. IQMS

Effective access for lecturers to adequate teaching and learning resources and equipment

Fair Priority 3

Strengthen the use of free digital resources supplied by publishers. Register lecturers on LSS system

240 250 Improvement plan

and training and development plan.

Effective access for lecturers to adequate internet connectivity

Poor Priority 1 Expand broad

band and Wi-Fi connectivity

0 1 Equipment,

infrastructure and software




Strategic Goal


Systems


Rate T&L Practices





priorities)

Number of Staff








2 Lecturer

Attendance

A Standardised reliable process for recording lecturer attendance

Excellent

Capacity to analyse and report on lecturer attendance

Good Priority 2 MIS Database

support 1 5

Database development

An effective process to improve lecturer attendance

Fair Priority 1 MIS Database

support 1 5

Database development

2

Workplace Based

Experience / Exposure

(WBE)

A Standardised process for placing lecturers to acquire Workplace Based Experience / Exposure

Fair Priority 2

Establish linkages with companies for staff placement. Develop a WBE staff development plan

56 80 WBE plan/

placement strategy

3

Student Selection

and Placement

A Standardised process for providing career guidance to students

Fair Priority 3

Develop a career guidance plan for the college. Appoint qualified career guidance officers

0 5 Career guidance

plan

A Standardised process for advising students with regards to programme selection/choice

Fair Priority 2

Develop a career guidance plan for the college. Appoint qualified career guidance officers

0 5 Career guidance

plan




Strategic Goal


Systems


Rate T&L Practices





priorities)

Number of Staff








A Standardised student enrolment selection and programme placement tool

Good Priority 3

Use CAP test more effectively. Train remedial lecturers to use cap test data more effectively.

4 1 All campuses to

administer test electronically.

An efficient process to register students

Good Priority 1 MIS training Infrastructure

upgrade, equipment and software.

An efficient bursary management system in place

Excellent

3 Student

Attendance

A Standardised reliable process for recording student attendance

Fair Priority 2

Programme Managers in monitoring of attendance capturing and reporting

- 30

Effective monitoring and control of attendance.

Capacity to monitor and report on student attendance

Fair Priority 3

Programme Managers in monitoring of attendance capturing and reporting. Implement attendance strategy.

- 240

Effective monitoring and control of attendance.

An effective process to improve student attendance

Fair Priority 1 Implementing the

Attendance Policy (80% Attendance.

40

50 Monitor and

control




Strategic Goal


Systems


Rate T&L Practices





priorities)

Number of Staff








Implement attendance strategy.

implementation of policy.

3 On-Course Academic Support

A Standardised process for identifying and referring students who require Academic Support

Fair Priority 3

Implement a process of identifying and referring students who require academic support / Train SSS Officers, remedial lecturers and lecturers

5

30

Training Provider to train SSS Officers and remedial lecturers

A Standardised process for Academic Support for foundational skills

Fair Priority 3

Roll out Foundational Learning to all campuses. Training of staff in the bridging programme.

5

30 Training plan

A Standardised process for Academic Support for priority subject areas

Fair Priority 2

Develop a Standardised process for all campuses, lecturers, remedial lecturers and SSS Officers to follow

5

30 Academic support strategy.

Effective access for students to adequate internet connectivity

Poor Priority 1 Expand on

broadband and WiFi connectivity

0 1 Equipment, infrastructure and software




Strategic Goal


Systems


Rate T&L Practices





priorities)

Number of Staff








Adequate resources and skills for Academic Support

Fair Priority 3 Develop a training

and development plan.

30 50 Training and development plan and placement plan

3

Workplace Based

Experience / Exposure

(WBE)

A Standardised process for establishing linkages and partnerships with industry for Workplace Based Experience / Exposure (WBE) purposes

Good Priority 2

Develop a placement strategy. Arrange a business breakfast.

70 100 Database of companies

A Standardised process for placing students to acquire Workplace Based Experience / Exposure (WBE)

Fair Priority 3 Implement a work

readiness programme

1 5 WBE implementation plan

A Standardised process for monitoring students in Workplace Based Experience / Exposure (WBE)

Fair Priority 1 Develop WIL

placement strategy 30 40

Monitor implementation of placement strategy

3 Student Exit

Support

A Standardised process for identifying student exit support needs and







Strategic Goal


Systems


Rate T&L Practices





priorities)

Number of Staff








requirements (example: work readiness programme, internship placement, type of internship)

A Standardised process for establishing linkages and partnerships with industry for work placement purposes

Good Priority 2

Develop a placement strategy. Arrange a business breakfast.

70 100 Database of companies

A Standardised process for monitoring students in work places




Adequate resources and skills for student exit support




4

Assessment and

Examinations (AES)

Appropriate process for planning and setting of internal assessment according to assessment guidelines

Good Priority 3

Implement internal assessment processes on QMS system

20 30

Monitor implementation of internal assessment processes




Strategic Goal


Systems


Rate T&L Practices





priorities)

Number of Staff








A Standardised process for pre and post moderation of internal assessment

Good Priority 3


20 30


Appropriate process for conducting internal assessment’s

Good Priority 3


20 30


Standardised process for capturing and calculating internal continuous assessment marks

Fair Priority 2


20 30


Appropriate process for monitoring of student internal assessment results

Fair Priority 1


20 30


Effective process for submission of college based assessment marks (year marks) to DHET

Good Priority 1

Implement QMS processes and procedures on assessments and examinations

10 20

Monitor implementation of assessment and examination processes and procedures

Appropriate process for conducting examinations according to

Good Priority 1


10 20

Monitor implementation of assessment and examination




Strategic Goal


Systems


Rate T&L Practices





priorities)

Number of Staff








examination guidelines

processes and procedures

Appropriate moderation process for internally marked external examination scripts

Good Priority 1


10 20


Effective process for submission of external examination mark-sheets and scripts to DHET

Good Priority 1


10 20




Section 13: TEACHING AND LEARNING INFRASTRUCTURE

Teaching and Learning Infrastructure Summary for 2018

College Summary by Teaching Area Type

Total Area

(L x B = m²)

Theoretical Sitting

Capacity

Planned Sitting

Capacity

Theoretical vs

Planned Variance

% Use of Facility (Averages)

Teaching Area Type

Number

of Rooms

08h00-15h00

Weekdays

15h00-18h00

Weekdays

18h00-22h00

Weekdays

08h00-22h00

Saturdays

08h00-22h00

Sundays

General Teaching (Theory Facility)

214 18 309 5 729 8 620 1 391 78% 16% 6% 1%

Specialised Teaching (Single Purpose OR Integrated Facility)

88 10 411 1 760 2 555 795 87% 18% 0% 1%

Grand Total

302 28 720 7 489 11 175 2 186 College

Averages 80% 17% 4% 1%

College Summary by Campus

Total Area

(L x B = m²)

Theoretical Sitting

Capacity

Planned Sitting

Capacity

Theoretical vs

Planned Variance


Campus Name

08h00-15h00

Weekdays

15h00-18h00

Weekdays

18h00-22h00

Weekdays

08h00-22h00

Saturdays

08h00-22h00

Sundays

Artisan and Skills Development Centre 384 152 160 8 31%

Benoni 4 718 1 654 1 950 296 90% 47% 7% 1%

Brakpan 1 645 591 780 189 73% 4% 1%

Daveyton 6 614 1 751 2 010 259 87% 17% 13% 3%

Kwa-Thema 9 658 1 594 3 720 626 79% 7% 2%

Springs 5 700 1 747 2 555 808 83% 16%



Total Area

(L x B = m²)

Theoretical Sitting

Capacity

Planned Sitting

Capacity

Theoretical vs

Planned Variance


Teaching Area Type

Number

of Rooms

08h00-15h00

Weekdays

15h00-18h00

Weekdays

18h00-22h00

Weekdays

08h00-22h00

Saturdays

08h00-22h00

Sundays

Grand Total 28 720 7 489 11 175 2 186

College

Averages 80% 17% 4% 1%

Campus Name:

Artisan and Skills Development Centre

Property Owner:

College Property Comments:

General Teaching

Theory Facility (example: class rooms)

Total Area

(L x B = m²)

Theoretical Sitting

Capacity

Planned Sitting

Capacity

Theoretical vs

Planned Variance

% Use of Facility

Ro

om

Typ

e

Ro

om

Nam

e /

Nu

mb

er

Len

gth

Bre

ad

th

Co

mm

en

t

On

V

aria

nce

08h

00-1

5h

00

Weekd

ays

15h

00-1

8h

00

Weekd

ays

18h

00-2

2h

00

Weekd

ays

08h

00-2

2h

00

Satu

rda

ys

08h

00-2

2h

00

Su

nd

ays

Class Room Class Room 1 8 6 48 19 20 1 20% 0% 0% 0% 0%








Number of Theory Rooms

8

Sub-Total 384 152 160 8

Average Usage

20% 0% 0% 0% 0%



Specialised Teaching Single Purpose OR Integrated Theory / Practical Facility (example: halls, resource centres, workshops, kitchens, simulations, laboratories, etc…)

Room Type S = Single Purpose

T = Theory (Integrated) P = Practical (Integrated)

Room Name / Number

Total Area

(L x B = m²)

Theoretical Sitting

Capacity

Planned Sitting

Capacity

Theoretical vs

Planned Variance

% Use of Facility

Integrated Theory / Practical Facilities

must be listed twice

Length

Breadth

Comment On

Variance

08h00-15h00

Weekdays

15h00-18h00

Weekdays

18h00-22h00

Weekdays

08h00-22h00 Saturd

ays

08h00-22h00

Sundays

P: Civil Workshop 1 30 15 450 64 30 -34 40% 10% 0% 0% 0%

P: Civil Workshop 2 30 15 450 64 30 -34 40% 10% 0% 0% 0%

P: Civil Workshop 3 30 15 450 64 30 -34 40% 10% 0% 0% 0%

P: Civil Workshop 4 30 15 450 64 30 -34 40% 10% 0% 0% 0%

P: Electrical Workshop 5 30 15 450 64 30 -34 40% 10% 0% 0% 0%

P: Civil Workshop 6 30 15 450 64 30 -34 40% 10% 0% 0% 0%

S: Welding Workshop 7 30 15 450 64 30 -34 40% 10% 0% 0% 0%

P: Civil Workshop 8 30 15 450 64 30 -34 40% 10% 0% 0% 0%

P: Civil Workshop 9 30 15 450 64 30 -34 40% 10% 0% 0% 0%

9

Number of Campus

Rooms 17

Campus

Total 384 152 160 8

Campus Usage

Averages 31%



Campus Name: Benoni Property

Owner: College

Property Comments:

General Teaching Theory Facility (example: class rooms)

R

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am

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Nu

mb

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L

en

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Bre

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To

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rea

(L x

B =

m²)

Th

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Sittin

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ap

acity

Pla

nn

ed

Sittin

g

Cap

acity

Th

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retic

al v

s

Pla

nn

ed

Va

rian

ce

Co

mm

en

t On

V

aria

nce

% Use of Facility

08h

00-1

5h

00

Weekd

ays

15h

00-1

8h

00

Weekd

ays

18h

00-2

2h

00

Weekd

ays

08h

00-2

2h

00

Satu

rda

ys

08h

00-2

2h

00

Su

nd

ays

Class Room L104 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room L105 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room L107 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room L207 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room L306 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room K101 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room K102 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room K103 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room K104 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room K201 12,74 6,80 86,632 35 30,00 -5 87% 40% 0% 0% 0%

Class Room K204 12,74 6,80 86,632 35 30,00 -5 87% 40% 0% 0% 0%

Class Room J102 8,12 6,80 55,216 22 30,00 8 87% 40% 0% 0% 0%

Class Room J103 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room J104 7,21 6,80 49,028 20 30,00 10 87% 40% 0% 0% 0%

Class Room H105 14,85 6,80 100,98 40 30,00 -10 87% 40% 0% 0% 0%

Class Room H106 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room H107 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room H108 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room H306 13,56 6,80 92,208 37 30,00 -7 87% 40% 0% 0% 0%



R

oo

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R

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Nu

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L

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To

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rea

(L x

B =

m²)

Th

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Sittin

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ap

acity

Pla

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ed

Sittin

g

Cap

acity

Th

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al v

s

Pla

nn

ed

Va

rian

ce

Co

mm

en

t On

V

aria

nce

% Use of Facility

08h

00-1

5h

00

Weekd

ays

15h

00-1

8h

00

Weekd

ays

18h

00-2

2h

00

Weekd

ays

08h

00-2

2h

00

Satu

rda

ys

08h

00-2

2h

00

Su

nd

ays

Class Room G102 11,71 6,80 79,628 32 30,00 -2 87% 40% 0% 0% 0%

Class Room G103 12,12 6,80 82,416 33 30,00 -3 87% 40% 0% 0% 0%

Class Room G104 10,81 6,80 73,508 29 30,00 1 87% 40% 0% 0% 0%

Class Room G105 8,63 6,80 58,684 23 30,00 7 87% 40% 0% 0% 0%

Class Room G202 9,44 6,80 64,192 26 30,00 4 87% 40% 0% 0% 0%

Class Room G204 11,71 6,80 79,628 32 30,00 -2 87% 40% 0% 0% 0%

Class Room F104 12,74 6,80 86,632 35 30,00 -5 87% 40% 0% 0% 0%

Class Room T101 12,74 6,80 86,632 35 40,00 5 87% 40% 0% 0% 0%

Class Room T102 12,74 6,80 86,632 35 40,00 5 87% 40% 0% 0% 0%

Class Room T103 12,74 6,80 86,632 35 40,00 5 87% 40% 0% 0% 0%

Class Room T104 12,74 6,80 86,632 35 40,00 5 87% 40% 0% 0% 0%

Class Room T105 12,74 6,80 86,632 35 40,00 5 87% 40% 0% 0% 0%

Class Room T106 12,74 6,80 86,632 35 40,00 5 87% 40% 0% 0% 0%

Class Room T107 12,74 6,80 86,632 35 40,00 5 87% 40% 0% 0% 0%

Class Room T108 12,74 6,80 86,632 35 40,00 5 87% 40% 0% 0% 0%

Class Room T109 12,74 6,80 86,632 35 40,00 5 87% 40% 0% 0% 0%

Class Room W102 12,74 6,80 86,632 35 40,00 5 87% 40% 0% 0% 0%

Class Room W103 12,74 6,80 86,632 35 40,00 5 87% 40% 50% 0% 0%

Class Room W106 12,74 6,80 86,632 35 40,00 5 87% 40% 50% 0% 0%

Class Room W107 12,74 6,80 86,632 35 40,00 5 87% 40% 50% 0% 0%

Class Room W108 12,74 6,80 86,632 35 40,00 5 87% 40% 50% 0% 0%

Class Room W109 12,74 6,80 86,632 35 40,00 5 87% 40% 50% 0% 0%

Class Room W110 12,74 6,80 86,632 35 40,00 5 87% 40% 50% 0% 0%



R

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R

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Nu

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L

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Bre

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To

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(L x

B =

m²)

Th

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Sittin

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ap

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Pla

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Sittin

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Cap

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Th

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% Use of Facility

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Class Room W111 12,74 6,80 86,632 35 40,00 5 87% 40% 50% 0% 0%

Class Room Barn 1 12,74 7,9 100,646 40 40,00 0 87% 40% 50% 0% 0%


44 Sub-Total

3 524 1 411 1 500 89 Average

Usage 87% 40% 9% 0% 0%

Specialised Teaching Single Purpose OR Integrated Theory / Practical Facility (example: halls, resource centres, workshops, kitchens,

simulations, laboratories, etc…)



Room Name / Number

Total Area

(L x B = m²)

Theoretical

Sitting Capacit

y

Planned

Sitting Capaci

ty

Theoretical vs Planned Variance

% Use of Facility

Integrated Theory / Practical Facilities must be

listed twice

Length Breadth

Comment On Varian

ce

08h00-15h00

Weekdays

15h00-

18h00 Weekdays

18h00-

22h00 Weekdays

08h00-

22h00 Saturdays

08h00-22h00

Sundays

S: Computer Laboratory L106 10,81 6,80 73,508 15 35,00 20 100% 67% 0% 0% 0%



S: Simulation - Business Studies

L307 10,81 6,80 73,508 15 30,00 15 100% 67% 0% 0% 0%


L308 10,81 6,80 73,508 15 30,00 15 100% 67% 0% 0% 0%

S: Computer Laboratory K202/3

Plato/CAMI Room

18,87 6,80 128,316 26 35,00 9 100% 67% 0% 0% 0%

S: Computer Laboratory H205 14,41 6,80 97,988 20 30,00 10 100% 67% 0% 0% 0%




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S: Computer Laboratory G201 11,71 6,80 79,628 16 30,00 14 100% 67% 0% 20% 0%

S: Computer Laboratory G203 9,44 6,80 64,192 13 30,00 17 100% 67% 0% 20% 0%

S: Computer Laboratory 9,44 6,80 64,192 13 30,00 17 100% 67% 0% 20% 0%

0 0

0 0

0 0

Number of Specialised Rooms

14 Sub-Total

1 194 243 450 207 Average

Usage 100% 67% 0% 4% 0%

Number of Campus Rooms

58 Campus

Total 4 718 1 654 1 950 296

Campus

Usage Averag

es

90% 47% 7% 1%



Campus Name: Brakpan Property owner College Property Comments


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Class Room Classroom 3 9,46 8,00 75,68 30 40,00 10 83% 0% 0% 0% 0%



Class Room Classroom 11 14,84 7,00 103,88 42 60,00 18 83% 0% 25%

0% 0%




Class Room Classroom G1 10,60 8,00 84,8 34 40,00 6 83% 0% 0% 0% 0%




Class Room Classroom F1 10,60 8,00 84,8 34 40,00 6 63% 0% 0% 0% 0%

Class Room Classroom F2 10,60 8,00 84,8 34 40,00 6 83% 0% 25%

0% 0%

Class Room Classroom F3 14,04 12,00 168,48 67 60,00 -7 63% 0% 0% 0% 0%

Class Room Classroom F4 10,60 8,00 84,8 34 40,00 6 63% 0% 0% 0% 0%


15 Sub-Total

1 311 525 630 105 Average Usage

66% 0% 3% 0% 0%



Specialised Teaching Single Purpose OR Integrated Theory / Practical Facility (example: halls, resource centres, workshops, kitchens, simulations, laboratories, etc…)



Room Name / Number

Total Area

(L x B = m²)

Theoretical

Sitting Capacit

y

Planned

Sitting Capacit

y

Theoretical vs Planne

d Varianc

e

% Use of Facility



Length Breadth Comment

On Variance

08h00-15h00

Weekdays

15h00-

18h00 Weekdays

18h00-22h00

Weekdays

08h00-22h00

Saturday

s

08h00-

22h00 Sunda

ys

S: Computer Laboratory Computer Lab 16 9,58 8,00 76,64 15 35,00 20 100% 0% 25%

27%

0%

S: Computer Laboratory Computer Lab 24 9,58 8,00 76,64 15 35,00 20 100% 0% 0% 0% 0%



0 0


4 Sub-Total

334 66 150 84 Average Usage

100% 0% 6% 7% 0%


19 Campus Total

1 645 591 780 189 Campus Usage Averages

73% 4% 1%



Campus Name: Daveyton Property Owner: Property

Comments:


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Class Room A2 12,01 6,00 72,06 29 30,00 1 86% 0% 20% 0% 0%

Class Room A3 12,01 6,00 72,06 29 30,00 1 86% 40% 20% 0% 0%

Class Room A4 12,01 6,00 72,06 29 30,00 1 86% 0% 20% 0% 0%

Class Room A7 12,01 6,00 72,06 29 30,00 1 86% 0% 20% 0% 0%

Class Room A8 12,01 6,00 72,06 29 30,00 1 86% 40% 20% 0% 0%

Class Room A10 12,01 6,00 72,06 29 30,00 1 86% 0% 20% 0% 0%

Class Room B14 12,01 6,00 72,06 29 30,00 1 86% 40% 20% 0% 0%

Class Room B15 12,01 6,00 72,06 29 30,00 1 86% 40% 20% 0% 0%

Class Room B16 12,01 6,00 72,06 29 30,00 1 86% 0% 20% 0% 0%

Class Room B17 12,01 6,00 72,06 29 30,00 1 86% 0% 20% 0% 0%

Class Room B18 12,01 6,00 72,06 29 30,00 1 86% 0% 20% 0% 0%

Class Room C1 9,32 6,00 55,92 22 30,00 8 86% 40% 20% 0% 0%

Class Room C2 9,32 6,00 55,92 22 30,00 8 86% 40% 20% 0% 0%

Class Room C3 9,32 6,00 55,92 22 30,00 8 86% 40% 20% 0% 0%

Class Room C4 9,32 6,00 55,92 22 30,00 8 86% 0% 20% 0% 0%

Class Room C5 9,32 6,00 55,92 22 30,00 8 86% 0% 20% 0% 0%

Class Room C6 9,32 6,00 55,92 22 30,00 8 86% 40% 20% 0% 0%

Class Room C7 9,32 6,00 55,92 22 30,00 8 86% 0% 20% 0% 0%

Class Room C8 9,32 6,00 55,92 22 30,00 8 86% 40% 20% 0% 0%

Class Room C9 9,32 6,00 55,92 22 30,00 8 86% 40% 20% 0% 0%



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Class Room C10 9,32 6,00 55,92 22 30,00 8 86% 40% 20% 0% 0%

Class Room C11 9,32 6,00 55,92 22 30,00 8 86% 40% 20% 0% 0%

Class Room C12 9,32 6,00 55,92 22 30,00 8 86% 40% 20% 0% 0%

Class Room C13 9,32 6,00 55,92 22 30,00 8 86% 40% 20% 0% 0%

Class Room C14 9,32 6,00 55,92 22 30,00 8 86% 0% 20% 0% 0%

Class Room C15 9,32 6,00 55,92 22 30,00 8 86% 0% 20% 0% 0%

Class Room C16 9,32 6,00 55,92 22 30,00 8 86% 0% 20% 0% 0%

Class Room C21 8,68 6,00 52,08 21 30,00 9 86% 40% 20% 0% 0%

Class Room CW

1 8,00 7,00 56 22 30,00 8 86% 0% 0% 0% 0%

Class Room CW

2 11,07 7,00 77,49 31 30,00 -1 86% 0% 0% 0% 0%

Class Room CW

3 11,07 7,00 77,49 31 30,00 -1 86% 0% 0% 0% 0%

Class Room CW

4 9,44 7,00 66,08 26 30,00 4 86% 0% 0% 0% 0%

Class Room MW

1 10,42 6,00 62,52 25 30,00 5 86% 0% 0% 0% 0%

Class Room MW

2 8,15 6,00 48,9 20 30,00 10 86% 0% 0% 0% 0%

Class Room MW

3 8,15 6,00 48,9 20 30,00 10 86% 0% 0% 0% 0%

Class Room MW

4 8,50 6,00 51 20 30,00 10 86% 0% 0% 0% 0%

Class Room CC 7,77 6,00 46,62 19 30,00 11 86% 40% 0% 0% 0%

Class Room CD 7,77 6,00 46,62 19 30,00 11 86% 40% 0% 0% 0%

Class Room CE 7,77 6,00 46,62 19 30,00 11 86% 40% 0% 0% 0%

Class Room CG 7,77 6,00 46,62 19 30,00 11 86% 40% 0% 0% 0%



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Class Room CH 7,77 6,00 46,62 19 30,00 11 86% 40% 0% 0% 0%

Class Room CF 7,77 6,00 46,62 19 30,00 11 86% 40% 0% 0% 0%

Class Room CI 7,77 6,00 46,62 19 30,00 11 86% 40% 0% 0% 0%

Class Room F1 12,45 6,00 74,7 30 40,00 10 86% 40% 50% 29% 0%

Class Room F2 12,45 6,00 74,7 30 40,00 10 86% 40% 50% 29% 0%

Class Room F3 12,45 6,00 74,7 30 40,00 10 86% 40% 50% 29% 0%

Class Room F4 12,45 6,00 74,7 30 40,00 10 86% 40% 50% 29% 0%

Class Room F5 12,45 6,00 74,7 30 40,00 10 86% 40% 50% 29% 0%

Class Room F6 12,45 6,00 74,7 30 40,00 10 86% 40% 50% 29% 0%

Insert Room Name First 0 0


49 Sub-Total

3 002 1 200 1 530 330 Average Usage

86% 23% 18% 4% 0%



Specialised Teaching Single Purpose OR Integrated Theory / Practical Facility (example: halls, resource centres, workshops, kitchens, simulations,

laboratories, etc…)



Room Name / Number

To

tal A

rea

(L x

B =

m²)

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% Use of Facility

Integrated Theory / Practical Facilities must be listed twice

Len

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8h

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08h

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S: Computer Laboratory A5 Computer Room (LO) 10,60 6,80 72,08 14 30,00 16 90% 0% 0% 0% 0%

S: Electronics A9 Electron 10,60 6,80 72,08 10 30,00 20 90% 0% 0% 0% 0%

S: Electronics B13 Electron 10,60 6,80 72,08 10 30,00 20 90% 0% 0% 0% 0%

S: Computer Laboratory C17 Computer Room (LO) 13,50 7,90 106,65 21 30,00 9 90% 0% 0% 0% 0%

S: Computer Laboratory C18 Computer Room (LO) 13,50 7,90 106,65 21 30,00 9 90% 0% 0% 0% 0%

S: Computer Laboratory C18A Compt Room (LO) 13,50 7,90 106,65 21 30,00 9 90% 0% 0% 0% 0%

S: Computer Laboratory C19 Compt Room (Plato) 13,50 7,90 106,65 21 30,00 9 90% 0% 0% 0% 0%

S: Computer Laboratory C20 Compt Room (Plato) 13,50 7,90 106,65 21 30,00 9 90% 0% 0% 0% 0%

S: Fabrication Workshop- Fabrication 29,60 13,50 399,6 57 30,00 -27 90% 0% 0% 0% 0%

S: Electrical Workshop- Electrical 29,60 13,50 399,6 57 30,00 -27 90% 0% 0% 0% 0%

S: Other Workshop- Woodwork 29,60 13,50 399,6 57 30,00 -27 90% 0% 0% 0% 0%

S: Fabrication Workshop- Fitx&Mach 29,60 13,50 399,6 57 30,00 -27 90% 0% 0% 0% 0%

S: Computer Workshop CAD 10,87 6,00 65,22 13 30,00 17 90% 0% 0% 0% 0%

S: Electrical Workshop- Electrical 29,60 13,50 399,6 57 30,00 -27 90% 0% 0% 0% 0%

S: Automotive Workshop- Motor 29,60 13,50 399,6 57 30,00 -27 90% 0% 0% 0% 0%

S: Other Workshop- Eng. Tech 29,60 13,50 399,6 57 30,00 -27 90% 0% 0% 0% 0%

0 0


16 Sub-Total

3 612 551 480 -71 Average Usage

90% 0% 0% 0% 0%


65 Campus Total

6 614 1 751 2 010 259 Campus Usage Averages

87% 17%

13% 3%



Campus Name: Kwa-Thema Property Owner: Property

Comments:


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Class Room K01 8,40 5,00 42 17 30,00 13 86% 50% 20% 0% 0%

Class Room K02 10,00 6,00 60 24 30,00 6 86% 50% 20% 0% 0%

Class Room K03 10,00 6,00 60 24 30,00 6 86% 50% 20% 0% 0%

Class Room K04 10,00 6,00 60 24 30,00 6 86% 50% 20% 0% 0%

Class Room K05 10,00 6,00 60 24 30,00 6 86% 50% 20% 0% 0%

Class Room K06 10,00 6,00 60 24 30,00 6 86% 50% 20% 0% 0%

Class Room L102 10,00 6,00 60 24 30,00 6 86% 50% 20% 0% 0%

Class Room L103 8,40 5,00 42 17 30,00 13 0% 50% 20% 0% 0%

Class Room L112 8,15 6,00 48,9 20 30,00 10 86% 50% 20% 0% 0%

Class Room L113 8,15 6,00 48,9 20 30,00 10 86% 50% 0% 0% 0%

Class Room L114 8,40 5,00 42 17 30,00 13 86% 50% 0% 0% 0%

Class Room L119 10,00 6,00 60 24 30,00 6 71% 50% 0% 0% 0%

Class Room L123 10,00 6,00 60 24 30,00 6 71% 0% 0% 0% 0%

Class Room L126 8,40 5,00 42 17 30,00 13 86% 0% 0% 0% 0%

Class Room L127 8,40 5,00 42 17 30,00 13 86% 0% 0% 0% 0%

Class Room L128 8,40 5,00 42 17 30,00 13 86% 0% 0% 0% 0%

Class Room L138 8,40 5,00 42 17 30,00 13 86% 0% 0% 0% 0%

Class Room L139 8,40 5,00 42 17 30,00 13 86% 0% 0% 0% 0%

Class Room L3 10,00 6,00 60 24 30,00 6 86% 0% 0% 0% 0%



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Class Room L4 8,40 5,00 42 17 30,00 13 86% 0% 0% 0% 0%

Class Room L13 8,40 5,00 42 17 30,00 13 86% 0% 0% 0% 0%

Class Room L14 8,40 5,00 42 17 30,00 13 86% 0% 0% 0% 0%

Class Room L15 8,40 5,00 42 17 30,00 13 71% 0% 0% 0% 0%

Class Room L20 8,40 5,00 42 17 30,00 13 86% 0% 0% 0% 0%

Class Room L24 10,00 6,00 60 24 30,00 6 86% 0% 0% 0% 0%

Class Room L28 8,40 5,00 42 17 30,00 13 86% 0% 0% 0% 0%

Class Room L29 8,40 5,00 42 17 30,00 13 86% 0% 0% 0% 0%

Class Room L30 8,40 5,00 42 17 30,00 13 86% 0% 0% 0% 0%

Class Room L39 10,00 6,00 60 24 30,00 6 86% 0% 0% 0% 0%

Class Room L42 6,00 5,15 30,9 12 30,00 18 71% 0% 0% 0% 0%

Class Room O47 8,40 5,00 42 17 30,00 13 86% 0% 0% 0% 0%

Class Room TB112 10,00 8,00 80 32 30,00 -2 86% 0% 0% 0% 0%

Class Room TB116 10,00 8,00 80 32 30,00 -2 71% 0% 0% 0% 0%

Class Room TB118 10,00 8,00 80 32 30,00 -2 86% 0% 0% 0% 0%

Class Room J1 12,45 6,00 74,7 30 40,00 10 86% 0% 0% 0% 0%

Class Room J2 12,45 6,00 74,7 30 40,00 10 86% 0% 0% 0% 0%

Class Room J3 12,45 6,00 74,7 30 40,00 10 86% 0% 0% 0% 0%

Class Room J4 12,45 6,00 74,7 30 40,00 10 86% 0% 0% 0% 0%

Class Room J5 12,45 6,00 74,7 30 40,00 10 86% 0% 0% 0% 0%

Class Room J6 12,45 6,00 74,7 30 40,00 10 86% 0% 0% 0% 0%

Class Room J7 12,45 6,00 74,7 30 40,00 10 86% 0% 0% 0% 0%

Class Room J8 12,45 6,00 74,7 30 40,00 10 86% 0% 0% 0% 0%

Class Room J9 12,45 6,00 74,7 30 40,00 10 86% 0% 0% 0% 0%



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Class Room J10 12,45 6,00 74,7 30 40,00 10 86% 0% 0% 0% 0%

Class Room J11 12,45 6,00 74,7 30 40,00 10 86% 0% 0% 0% 0%

Class Room J12 12,45 6,00 74,7 30 40,00 10 86% 0% 0% 0% 0%

Class Room TB109 10,00 8,00 80 32 30,00 -2 86% 0% 0% 0% 0%

Class Room TB111 12,45 9,00 112,0

5 45 30,00 -15 71% 0% 0% 0% 0%

Class Room TB113 10,00 8,00 80 32 30,00 -2 71% 0% 0% 0% 0%

Class Room TB117 10,00 8,00 80 32 30,00 -2 71% 0% 0% 0% 0%

Number of Theory Rooms 50 Sub-Total

6 991 1 202 3 120 418 Average Usage 76% 6% 2% 0% 0%





Room Name / Number

Total Area (L x B = m²)

Theoretical Sittin

g Capacity

Planned Sitting

Capacity

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08h

00-2

2h

00

Su

nd

ays

S: Automotive TA9 10,70 10,5

0 112,3

5 16 30,00 14 100% 0% 0% 0% 0%

S: Electrical TA13 10,70 10,5

0 112,3

5 16 30,00 14 100% 0% 0% 0% 0%

S: Electrical TB11 10,70 10,5

0 112,3

5 16 30,00 14 100% 0% 0% 0% 0%







Room Name / Number


Theoretical Sittin

g Capacity

Planned Sitting

Capacity

Th

eo

retic

al v

s

Pla

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V

aria

nce

% Use of Facility


Len

gth

Bre

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Co

mm

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t

On

V

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nce

08h

00-1

5h

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Weekd

ays

15h

00-1

8h

00

Weekd

ays

18h

00-2

2h

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Weekd

ays

08h

00-2

2h

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Satu

rda

ys

08h

00-2

2h

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Su

nd

ays

S: Other TB14 Hand skills 13,90 11,6

0 161,2

4 23 30,00 7 100% 0% 0% 0% 0%

S: Electronics TB16 10,70 10,5

0 112,3

5 16 30,00 14 100% 0% 0% 0% 0%

S: Fitting and Turning TC10 14,00 12,0

0 168 24 30,00 6 100% 0% 0% 0% 0%

S: Civil TC12 Carpentry 10,70 10,5

0 112,3

5 16 30,00 14 100% 0% 0% 0% 0%

S: Other TC14 Process Plant 14,00 12,0

0 168 24 30,00 6 100% 0% 0% 0% 0%

S: Electrical TC16 14,00 12,0

0 168 24 30,00 6 100% 0% 0% 0% 0%

S: Other TD01 Foundry 23,00 12,0

0 276 39 30,00 -9 100% 0% 0% 0% 0%

S: Fitting and Turning TD02 23,00 12,0

0 276 39 30,00 -9 100% 0% 0% 0% 0%

S: Tool Making TD03 Tool and Die Making 23,00 12,0

0 276 39 30,00 -9 100% 0% 0% 0% 0%

S: Tool Making TD04 Tool and Die Making 18,00 10,0

0 180 26 30,00 4 100% 0% 0% 0% 0%

S: Electrical TD05 Refrigeration Air-conditioning and Ventilation

18,00 10,0

0 180 26 30,00 4 0% 0% 0% 0% 0%

S: Computer Laboratory

O11 8,40 5,00 42 8 30,00 22 86% 50% 0% 0% 0%


O12 8,40 5,00 42 8 30,00 22 71% 50% 0% 0% 0%


O13 8,40 5,00 42 8 30,00 22 86% 50% 0% 0% 0%


O52 8,40 5,00 42 8 30,00 22 86% 50% 0% 0% 0%







Room Name / Number


Theoretical Sittin

g Capacity

Planned Sitting

Capacity

Th

eo

retic

al v

s

Pla

nn

ed

V

aria

nce

% Use of Facility


Len

gth

Bre

ad

th

Co

mm

en

t

On

V

aria

nce

08h

00-1

5h

00

Weekd

ays

15h

00-1

8h

00

Weekd

ays

18h

00-2

2h

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Weekd

ays

08h

00-2

2h

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Satu

rda

ys

08h

00-2

2h

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Su

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ays


O54 8,40 5,00 42 8 30,00 22 86% 50% 0% 0% 0%


D8 8,40 5,00 42 8 30,00 22 100% 0% 0% 0% 0%

0 0


20 Sub-Total

2 667 392 600 208 Average Usage

91% 13% 0% 0% 0%


70 Campus

Total 9 658 1 594 3 720 626

Campus Usage Averages

79% 7% 2%



Campus Name: Springs Property

Owner:

Property Comments:


Ro

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Class Room B0.1 10,27 6,80 69,836 28 35,00 7 80% 40% 0% 0% 0%

Class Room B0.2 8,43 6,80 57,324 23 35,00 12 80% 0% 0% 0% 0%

Class Room B0.4 8,56 6,80 58,208 23 35,00 12 80% 0% 0% 0% 0%

Class Room B0.5 16,90 6,80 114,92 46 35,00 -11 80% 40% 0% 0% 0%

Class Room B1.4 12,84 6,80 87,312 35 35,00 0 80% 40% 0% 0% 0%

Class Room B1.5 14,00 6,80 95,2 38 35,00 -3 80% 40% 0% 0% 0%

Class Room C0.1 10,20 6,80 69,36 28 35,00 7 80% 40% 0% 0% 0%

Class Room C0.4 8,35 6,80 56,78 23 35,00 12 80% 0% 0% 0% 0%

Class Room C0.4A 8,39 6,80 57,052 23 35,00 12 80% 0% 0% 0% 0%

Class Room C0.5 8,39 6,80 57,052 23 35,00 12 80% 0% 0% 0% 0%

Class Room C0.8 8,39 6,80 57,052 23 35,00 12 80% 40% 0% 0% 0%

Class Room C0.9 8,39 6,80 57,052 23 35,00 12 80% 40% 0% 0% 0%

Class Room C1.10 8,39 6,80 57,052 23 35,00 12 80% 0% 0% 0% 0%

Class Room C1.9 8,39 6,80 57,052 23 35,00 12 80% 0% 0% 0% 0%

Class Room C1.6 8,44 6,80 57,392 23 35,00 12 80% 0% 0% 0% 0%

Class Room C1.5 8,44 6,80 57,392 23 35,00 12 80% 0% 0% 0% 0%

Class Room C1.4 8,32 6,80 56,576 23 35,00 12 80% 0% 0% 0% 0%

Class Room C1.3 6,20 6,80 42,16 17 35,00 18 80% 40% 0% 0% 0%

Class Room C1.2 6,20 6,80 42,16 17 35,00 18 80% 0% 0% 0% 0%

Class Room C2.1 8,32 6,80 56,576 23 35,00 12 80% 0% 0% 0% 0%




Owner:

Property Comments:


Ro

om

Typ

e

R

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m N

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Nu

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Len

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Bre

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Total Area

(L x B = m²)

Th

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Sittin

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Cap

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Th

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% Use of Facility

08h

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Class Room D2.10 8,47 6,80 57,596 23 35,00 12 80% 0% 0% 0% 0%

Class Room D2.11 8,33 6,80 56,644 23 35,00 12 80% 0% 0% 0% 0%

Class Room D1.11 8,33 6,80 56,644 23 35,00 12 80% 0% 0% 0% 0%

Class Room D0.14 12,82 6,80 87,176 35 35,00 0 80% 0% 0% 0% 0%

Class Room D0.11 8,56 6,80 58,208 23 35,00 12 80% 0% 0% 0% 0%

Class Room E2.7 8,29 6,80 56,372 23 35,00 12 80% 0% 0% 0% 0%

Class Room E2.8 8,44 6,80 57,392 23 35,00 12 80% 0% 0% 0% 0%

Class Room E2.9 8,43 6,80 57,324 23 35,00 12 80% 40% 0% 0% 0%

Class Room E2.10 8,29 6,80 56,372 23 35,00 12 80% 0% 0% 0% 0%

Class Room E2.11 8,34 6,80 56,712 23 35,00 12 80% 0% 0% 0% 0%

Class Room E1.10 12,50 6,80 85 34 35,00 1 80% 40% 0% 0% 0%

Class Room E0.12 8,35 6,80 56,78 23 35,00 12 80% 0% 0% 0% 0%

Class Room E0.13 8,35 6,80 56,78 23 35,00 12 80% 0% 0% 0% 0%

Class Room E0.9 8,35 6,80 56,78 23 35,00 12 80% 0% 0% 0% 0%

Class Room F5 10,79 6,80 73,372 29 35,00 6 80% 40% 0% 0% 0%

Class Room F6 10,79 6,80 73,372 29 35,00 6 80% 40% 0% 0% 0%

Class Room F7 10,79 6,80 73,372 29 35,00 6 80% 40% 0% 0% 0%

Class Room F10 10,79 6,80 73,372 29 35,00 6 80% 40% 0% 0% 0%

Class Room F11 10,79 6,80 73,372 29 35,00 6 80% 40% 0% 0% 0%

Class Room F12 10,79 6,80 73,372 29 35,00 6 80% 40% 0% 0% 0%




Owner:

Property Comments:


Ro

om

Typ

e

R

oo

m N

am

e /

Nu

mb

er

Len

gth

Bre

ad

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Total Area

(L x B = m²)

Th

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Sittin

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acity

Pla

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Sittin

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Cap

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Th

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% Use of Facility

08h

00-1

5h

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Class Room F13 7,51 6,80 51,068 20 35,00 15 80% 40% 0% 0% 0%

Class Room F14 10,78 6,80 73,304 29 35,00 6 80% 40% 0% 0% 0%

Class Room F15 10,78 6,80 73,304 29 35,00 6 80% 40% 0% 0% 0%

Class Room F18 10,78 6,80 73,304 29 35,00 6 80% 40% 0% 0% 0%

Class Room F19 10,78 6,80 73,304 29 35,00 6 80% 40% 0% 0% 0%

Class Room F20 10,78 6,80 73,304 29 35,00 6 80% 0% 0% 0% 0%

Class Room G38 7,72 6,80 52,496 21 35,00 14 80% 0% 0% 0% 0%

Class Room G18 9,74 6,80 66,232 26 35,00 9 80% 0% 0% 0% 0%


48 Sub-Total

3 096 1 239 1 680 441 Average

Usage 80% 18% 0% 0% 0%



Specialised Teaching Single Purpose OR Integrated Theory / Practical Facility (example: halls, resource centres, workshops,

kitchens, simulations, laboratories, etc…)



Room Name / Number

Len

gth

B

read

th

Total Area

(L x B = m²)

Th

eo

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al S

itting

C

ap

acity

Pla

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Sittin

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Cap

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Th

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Pla

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Va

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V

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% Use of Facility



08h

00-1

5h

00

Weekd

ays

15h

00-1

8h

00

Weekd

ays

18h

00-2

2h

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08h

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S: Computer Laboratory Workshop 3 27,00 6,80 183,6 37 35,00 -2 80% 67% 0% 0% 0%

S: Computer Laboratory ICT 1 6,56 6,80 44,608 9 35,00 26 80% 0% 0% 0% 0%

S: Computer Laboratory ICT 2 8,30 6,80 56,44 11 35,00 24 80% 0% 0% 0% 0%

S: Simulation - Tourism Workshop 1 IT30 24,39 6,80 165,852 33 35,00 2 80% 0% 0% 0% 0%

S: Simulation - Tourism Workshop 2 IT28 24,54 6,80 166,872 33 35,00 2 80% 0% 0% 0% 0%


Sim-room 1 24,89 6,80 169,252 34 35,00 1 60% 0% 0% 0% 0%


Sim-room 2 12,82 6,80 87,176 17 35,00 18 60% 67% 0% 0% 0%

S: Simulation - Health Care Sim-room 3 19,10 6,80 129,88 26 35,00 9 60% 67% 0% 0% 0%

S: Other Tourism 9,54 6,80 64,872 9 35,00 26 80% 0% 0% 0% 0%

S: Other Plato 12,74 6,80 86,632 12 35,00 23 80% 0% 0% 0% 0%

S: Computer Laboratory C2.2 16,90 6,80 114,92 23 35,00 12 100% 0% 0% 0% 0%




S: Computer Laboratory B1.2 14,09 6,80 95,812 19 35,00 16 100% 0% 0% 0% 0%




S: Computer Laboratory D2.7 16,93 6,80 115,124 23 35,00 12 100% 0% 0% 0% 0%




Specialised Teaching Single Purpose OR Integrated Theory / Practical Facility (example: halls, resource centres, workshops,

kitchens, simulations, laboratories, etc…)



Room Name / Number

Len

gth

B

read

th

Total Area

(L x B = m²)

Th

eo

retic

al S

itting

C

ap

acity

Pla

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Sittin

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Cap

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Th

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Pla

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Va

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Co

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V

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% Use of Facility



08h

00-1

5h

00

Weekd

ays

15h

00-1

8h

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Weekd

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18h

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2h

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S: Computer Laboratory E1.8 12,71 6,80 86,428 17 35,00 18 100% 0% 0% 0% 0%

S: Computer Laboratory E1.9 12,71 6,80 86,428 17 35,00 18 100% 0% 0% 0% 0%

S: Computer Laboratory E.10 12,50 6,80 85 17 35,00 18 100% 0% 0% 0% 0%

S: Computer Laboratory IT40 24,40 6,80 165,92 33 35,00 2 90% 0% 0% 0% 0%

0 0

0 0


25 Sub

-Total 2 605 508 875 367

Average Usage

89% 13% 0% 0% 0%


73

Campus Total

5 700 1 747 2 555 808 Campus

Usage Averages

83% 16%



Section 14: STUDENT ACCOMMODATION

Student Accommodation Summary for 2018

Campus Name Number of

Accommodations Number

of Rooms Number of Beds

Comments

Artisan and Skills Development Centre 1 50 50

Springs 1 120 240

Grand Total 2 170 290

Student Accommodation Details

Student Accommodation Name Relevant Campus Name Property Owner Number

of Rooms Number of Beds

Comments

Springs Hostels Springs Campus College 120 240

Artisan Development Centre Artisan Development Centre College 50 50

Grand Total 170 290



Section 15: HUMAN RESOURCE DEVELOPMENT (HRD) PLAN

Human Resource Development Plan Summary for 2018

PERSAL Staff: HRD Plan Summary (Ministerial Approved Programmes)

Number Trained on Accredited Programmes

Number Trained on Non-accredited

Programmes

Total Number to be Trained

Estimated Total Cost Staff Category

Governance and Management Staff (Council and Executive Management)

1 5 6 R 60 000

Lecturing Staff (Academic Staff) 113 122 235 R 977 500

Support Staff (All non-Academic Staff including Senior and Middle Managers)

40 55 95 R 332 500

PERSAL Staff Total 154 182 336 R 1 370 000

Non-PERSAL Staff: HRD Plan Summary (Occupational Programmes)



Programmes


Estimated Total Cost Staff Category

Governance and Management Staff (Council and Executive Management)

0 50 50 R 275 000

Lecturing Staff (Academic Staff) 26 16 42 R 231 000

Support Staff (All non-Academic Staff including Senior and Middle Managers)

9 28 37 R 166 500

Non-PERSAL Staff Total 35 94 129 R 672 500

Grand Total 189 276 465 R 2 042 500



PERSAL Staff: HRD Plan Details (Ministerial Approved Programmes)



Programmes


Estimated Total Cost Staff Category Skills & Competence

Governance and Management Staff

(Council and

Executive Management)

Corporate Governance 0 2 2 R 20 000

Planning 0 2 2 R 20 000

Performance Management 0 0 0 R -

Financial Management 0 0 0 R -

ICT 0 1 1 R 10 000

Data Management 0 0 0 R -

Other (QMS) 1 0 1 R 10 000

Total 1 5 6 R 60 000

Lecturing Staff

(Academic Staff)

Subject Knowledge (Fundamentals, NC(V), Report 191, Skills Programmes)

50 20 70 R 315 000

Classroom Practice (Fundamentals, NC(V), Report 191, Skills Programmes)

30 10 40 R 180 000

Teaching Qualifications 17 0 17 R 76 500

Workplace Exposure and Work-based Learning Management

3 12 15 R 67 500






Programmes



Assessor, Moderator, Coaching 7 0 7 R 31 500

Artisan 6 0 6 R 27 000

Other Batho Pele Principles 0 80 80 R 280 000

Total 113 122 235 R 977 500

Support Staff(All non-Academic Staff

including Senior and Middle Managers)

Improved Management Skills 5 0 5 R 17 500

Planning 0 7 7 R 24 500

Performance Management 0 7 7 R 24 500

Financial Management 0 10 10 R 35 000

Data Management 0 10 10 R 35 000

Administration 0 7 7 R 24 500

ICT 0 7 7 R 24 500

Leadership 0 7 7 R 24 500






Programmes



Health and Safety 25 0 25 R 87 500

Work-based Learning Management 10 0 10 R 35 000

Other 0 R -

Total 40 55 95 R 332 500

Non-PERSAL Staff: HRD Plan Details (Occupational Programmes)



Programmes



Governance and Management Staff

(Council and

Executive Management)

Corporate Governance 0 15 15 R 82 500

Planning 0 15 15 R 82 500

Performance Management 0 1 1 R 5 500

Financial Management 0 1 1 R 5 500

ICT 0 0 0 R -






Programmes




Other BathoPele Principles 0 15 15 R 82 500

Total 0 50 50 R 275 000

Lecturing Staff

(Academic Staff)

Subject Knowledge (Fundamentals, NC(V), Report 191, Skills Programmes)

5 2 7 R 38 500

Classroom Practice (Fundamentals, NC(V), Report 191, Skills Programmes)

7 3 10 R 55 000

Teaching Qualifications 3 0 3 R 16 500

Workplace Exposure and Work-based Learning Management

6 0 6 R 33 000

Assessor, Moderator, Coaching 5 0 5 R 27 500

Artisan 0 0 0 R -

Other 0 11 11 R 60 500

Total 26 16 42 R 231 000






Programmes



Support Staff(All non-Academic Staff

including Senior and Middle Managers)

Improved Management Skills 1 2 3 R 13 500

Planning 1 1 2 R 9 000

Performance Management 3 3 R 13 500

Financial Management 3 3 R 13 500


Administration 2 2 R 9 000

ICT 0 R -

Leadership 0 R -

Health and Safety 7 7 R 31 500

Work-based Learning Management 3 3 R 13 500

Other 0 R -

Total

9 28 37 R 166 500



Section 16: ENVIRONMENTAL SUSTAINABILITY PLAN

College Environmental Plan Summary for 2018

Total Consumption (All Campuses)

The objective is to decrease consumption in each operational year

Category / Type

(if applicable)

Unit of Measure

Actual 2016 Projected 2017 Target 2018 2016 vs 2017

Variance 2017 vs 2018 Variance

Example of Items / Usage

Areas Units Amount Units Amount Units Amount Units % Amount Units % Amount

Electricity Offices, Classrooms, Residences

Kwh 4 253 218 R 4 642 678 4 683 096 R4 807 724 7 102 714 R 18 056 803 10,11% R165 046 51,67% R13 249 079

Petrol Cars, Buses, Garden Tools

Litres 11 043 R145 578 10 752 R149 324 17 260 R 227 383 -2,64% R 3 746 60,53% R 78 058

Diesel Cars, Buses, Garden Tools

Litres 1 472 R 19 712 1 300 R17 488 1 792 R 31 553 -11,68% R2 224 37,85% R14 065

Paper (A4)

Printer, Copier, Classroom Stationery

Reams 10 220 R 390 371 10 884 R471 266 13 500 R517 000 6,50% R80 895 24,04% R 45 734

Paper (A3)


Reams 130 R12 404 134 R13 186 215 R76 875 3,08% R782 60,45% R 63 689

Waste (Food) Kitchens, Residences

KG 9 R 6 076 0 R -

0 R - 100,00% R6 076

Waste (General)

Offices, Classrooms, Residences

KG 0 R22 152 10 560 R 35 444 6 480 R90 453 R 13 292 -38,64% R55 009

Waste (Garden) Garden, Refuse

KG 23 040 R30 768 10 000 R15 000 11 520 R 53 640 -56,60% R15 768 15,20% R38 640

Water Bathrooms,

Kitchens, Residences

Litres 153 868 R1 485 818 137 805 R1 547 072 274 499 R2 306 911 -10,44% R61 254 99,19% R759 839

Total R 300 946 Total R14 304 114



Total Recycling (All Campuses)

The objective is to increase the amount of recycling done in each operational year

Category / Type

(if applicable)

Unit of Measure




Areas Units Units Units Units % Units %

Glass Offices,

Classrooms, Residences

KG 0 300 650 116,67%

Paper Offices,


KG 1 364 1 764 2 250 29,33% 27,55%

Plastic Offices,


KG 0 200 550 175,00%

Metal Offices,


KG 1 500 1 600 1 825 6,67% 14,06%


Consumption The objective is to decrease consumption in each

operational year

Category / Type

(if applicable)

Unit of Measure




Areas Units Amount Units Amount Units Amount Units % Amount Units % Amount

Electricity Offices,


Kwh 306 896 R 315 000

Petrol Cars,

Buses, Garden Tools

Litres 1 500 R 20 655

Diesel Cars,

Buses, Garden Tools

Litres 400 R 5 568

Paper (A4) Printer,

Copier, Reams 2 000 R17 600



Classroom Stationery

Paper (A3)


Reams 35 R 5 775

Waste (Food) Kitchens,

Residences KG

Waste (General)


KG R 24 367

Waste (Garden)

Garden, Refuse

KG

Water Bathrooms,


Litres 1 200 R 27 600

Total R - Total R -

Recycling The objective is to increase the amount of recycling done in each operational year

Category / Type (if applicable)

Unit of Measure

Actual 2016 Projected

2017 Target 2018

2016 vs 2017 Variance


Example of Items / Usage Areas Units Units Units Units % Units %

Glass Offices, Classrooms, Residences KG 0 150 200 33,33%

Paper Offices, Classrooms, Residences KG 0 200 250 25,00%

Plastic Offices, Classrooms, Residences KG 0 100 150 50,00%

Metal Offices, Classrooms, Residences KG 0 50 75 50,00%



Projects to Increase Recycling (Current and Planned)

Project Name

Project Objectives

Project Activities Project Timeline

Paper To recycle all scrap paper

Have .bins to place scrap paper December 2018

Plastic To recycle all plastic bottles and bags

Have a bin where all students can place their plastic bottles December 2018

Glass To recycle all glass bottles .

Have a bin where all students can place their glass bottles December 2018

Metal To recycle all cans

Have a bin where all students can place their tins December 2018

Campus Name:

Benoni

Consumption The objective is to decrease consumption in each

operational year

Category / Type

(if applicable)

Unit of Measure


Variance 2017 vs 2018

Variance

Example of Items /

Usage Areas Units Amount Units Amount Units Amount Units % Amount Units % Amount



Kwh 348406 R 818 204 199 331 R465 233 400000 R930 466 -42,79% -R352 971 100,67% R465 233

Petrol Cars,

Buses, Garden Tools

Litres 1 750 R 22 662 1 173 R14 319 2 500 R28 600 -32,97% -R8 343 113,13% R 14 281

Diesel Cars,

Buses, Garden Tools

Litres

Paper (A4) Printer,

Copier, Reams 1 530 R 50 010 1 160 R94 790 2 500 R188 000 -24,18% R44 780 115,52% R93 210



Classroom Stationery

Paper (A3)


Reams 24 R 2 702 45 R54 000 87,50% R51 298


Residences KG

Waste (General)


KG

Waste (Garden)

Garden, Refuse

KG

Water Bathrooms,


Litres 19 099 R 439 919 19 099 R 489 920 200 000 R 490 000 0,00% R50 001 947,18% R 80

Total -R266 533 Total R624 102

Projects to Decrease Consumption (Current and Planned

Project Name Project Objectives Project Activities Project Timeline

Paper To recycle all scrap

paper Have .bins to place scrap paper Dec-18

Plastic To recycle all plastic

bottles and bags Have a bin where all students can place their plastic bottles

Dec-18

Glass To recycle all glass

bottles . Have a bin where all students can place their glass bottles

Dec-18

Metal To recycle all cans Have a bin where all students can place their tins Dec-18





Unit of

Measure

Actual 2016 Projected 2017 Target 2018



Example of Items / Usage Areas

Units Units Units Units % Units %

Glass Offices,


KG 0 0 150

Paper Offices,


KG 0 0 200

Plastic Offices,


KG 0 0 100

Metal Offices,


KG 0 0 50



Paper To recycle all scrap

paper Have .bins to place scrap paper December 2018

Plastic To recycle all plastic

bottles and bags Have a bin where all students can place their

plastic bottles December 2018

Glass To recycle all glass

bottles . Have a bin where all students can place their

glass bottles December 2018

Metal To recycle all cans Have a bin where all students can place their

tins December 2018



Campus Name: Brakpan

Consumption The objective is to decrease consumption in each operational year


Example of Items / Usage Areas

Unit of Measure



Units Amount Units Amount Units Amount Units % Amount Units % Amount



Kwh 111 405

R144 543 73 707 R 141 382 -33,84% -R3 161

Petrol Cars,

Buses, Garden Tools

Litres 50 R400 60 R 523 20,00% R122

Diesel Cars,

Buses, Garden Tools

Litres

6 R 6 417

Paper (A4)


Reams 1 050 R31250 1 050 R 44 090 0,00% R12 840 -100,00% -R44 090

Paper (A3)


Reams 20 R2 175 0 R - 0 R - -100,00% -R2 175


Residences KG 9 R6 076 -100,00% -R6 076

Waste (General) Offices,


KG 10560 R 13 292 6 480 R 41 719 -38,64% R28 427

Waste (Garden) Garden,

Refuse KG

Water Bathrooms,


Litres 7 405 R 97 229 2 315 R 31 133 -68,74% -R66 096

Total R4 588 Total -R84 798



Projects to Decrease Consumption (Current and Planned)

Project Name Project

Objectives Project Activities Project Timeline

Paper

Less printing and more use of technology

Training of staff in the use of technology Dec-18

Electricity

Change to more energy sufficient systems

Assign Energy Consumption Champions Dec-18

Water

Effective maintenace of water supply system

Fix Leaks, dripping taps.etc as soon it occur Dec-18



Unit of Measure



Variance

Example of Items /

Usage Areas Units Units Units Units % Units %

Glass Offices,


KG 0 0 150

Paper Offices,


KG 0 0 200

Plastic Offices,


KG 0 0 100

Metal Offices,


KG 0 0 50




Project Name Project

Objectives Project Activities Project Timeline

Paper To recycle

all scrap paper

Have .bins to place scrap paper Dec-18

Plastic

To recycle all plastic bottles and bags

Have a bin where all students can place their plastic bottles Dec-18

Glass To recycle

all glass bottles .

Have a bin where all students can place their glass bottles Dec-18

Metal To recycle

all cans Have a bin where all students can place their tins Dec-18

Campus Name:

Daveyton

Consumption The objective is to decrease

consumption in each operational year


Unit of Measure



Variance

Example of Items /




Kwh 618 000 R 538 220

618 000 R 538 220

706 896 R 615 000

0,00% R -

14,38% R 76 780

Petrol Cars,

Buses, Garden Tools

Litres 1 079 R 15 106

900 R 12 650

1 500 R 20 655

-16,59% R -2 456

66,67% R 8 005



Diesel Cars,

Buses, Garden Tools

Litres 658 R 9 312

400 R 5 488

400 R 5 568

-39,21% R -3 824

0,00% R 80

Paper (A4)


Reams 2 200 R 88 889

2 100 R 84 840

2 000 -4,55% R -4 049

-4,76% R -84 840

Paper (A3)


Reams 45 R 6 840

40 R 6 384

35 R 5 775

-11,11% R -456

-12,50% R -609


Residences KG



KG R 22 152

R 22 152

R 24 367

R -

R 2 215


Refuse KG 11 520

R 15 384

-100,00% R -15 384

Water Bathrooms,


Litres 11 301 R 259 923

11 301 R 259 923

11 200 R 257 600

0,00% R -

-0,89% R -2 323

Total

R -26 169

Total R -692


Project Name

Project Objectives

Project Activities Project Timeline

Paper To recycle all scrap paper

Have .bins to place scrap paper December 2018


Have a bin where all students can place their plastic bottles

December 2018

Glass To recycle all glass bottles .

Have a bin where all students can place their glass bottles

December 2018

Metal To recycle all cans

Have a bin where all students can place their tins

December 2018




Category / Type

(if applicable)

Unit of Measure


2017 Target 2018




Glass Offices, Classrooms, Residences KG

Paper Offices, Classrooms, Residences KG 682 682 700 0,00% 2,64%

Plastic Offices, Classrooms, Residences KG 0 0 50

Metal Offices, Classrooms, Residences KG 750 750 800 0,00% 6,67%


Project Name

Project Objectives Project Activities Project Timeline

Paper Less printing and more use of

technology Training of staff in the use of technology

December 2018

Electricity Change to more energy sufficient

systems Assign Energy Consumption Champions

December 2018

Water Effective maintenance of water supply

system Fix Leaks, dripping taps.etc as soon it occur

December 2018

Campus Name: Kwa-Thema


Category / Type

(if applicable)

Example of Items /

Usage Areas

Unit of Measure


2017 Target 2018



Units Amount Units Amount Units Amount Units % Amount Units % Amount



Kwh 3 131 748 R 665 160 3 100 000 R731 676 4 871 252 R13 054 955 -1,01% R66 516 57,14% R12 323 279



Petrol Cars,

Buses, Garden Tools

Litres 2 845 R 42 687 3 129 R46 955 5 700 R 76 950 9,98% R4 268 82,17% R 29 995

Diesel Cars,

Buses, Garden Tools

Litres

Paper (A4)


Reams 1 790 R 67 017 1 969 R 73 718 2 000 R 149 000 10,00% R 6 701 1,57% R75 282

Paper (A3)


Reams 50 R2 039 50 R2 100 75 R8 625 0,00% R61 50,00% R 6 525


Residences KG

Waste (General)


KG

Waste (Garden)

Garden, Refuse

KG 11 520 R15 384 10 000 R15 000 11 520 R53 640 -13,19% -R384 15,20% R 38 640

Water Bathrooms,


Litres 123 468 R 785 976 100 000 R700 000 59 784 R1 500 578 -19,01% -R85 976 -40,22% R 800 578

Total -R8 814 Total R 13 274 299



Paper To recycle all scrap paper Have .bins to place scrap paper December 2018


Have a bin where all students can place their plastic bottles

December 2018

Glass To recycle all glass bottles . Have a bin where all students can place their glass bottles

December 2018



Metal To recycle all cans Have a bin where all students can place their tins December 2018



Unit of Measure



Variance


Glass Offices, Classrooms, Residences KG

Paper Offices, Classrooms, Residences KG 682 682 700 0,00% 2,64%

Plastic Offices, Classrooms, Residences KG 50

Metal Offices, Classrooms, Residences KG 750 750 800 0,00% 6,67%



Paper Less printing and more use of technology Training of staff in the use of technology December 2018

Electricity Change to more energy sufficient systems Assign Energy Consumption Champions December 2018

Water Effective maintenance of water supply system Fix Leaks, dripping taps.etc as soon it occur December 2018

Campus Name: Springs



Unit of Measure



Example of Items /






Kwh 155 064 R2 621 094 654 360 R2 928 052

743 963 R3 000 000

321,99% R306 957 13,69% R 71 948

Petrol Cars,

Buses, Garden Tools

Litres 5 369 R65 123 5 500 R75 000

6 000 R80 000 2,43% R 9 877 9,09% R5 000

Diesel Cars,

Buses, Garden Tools

Litres 814 R10 400 900 R12 000

986 R14 000 10,57% R 1 600 9,56% R2 000

Paper (A4)


Reams 3 650 R153 205 4 605 R173 828

5 000 R180 000

26,16% R 20 623 8,58% R6 172

Paper (A3)


Reams 15 R1 350 20 R2 000 25 R 2 700 33,33% R 650 25,00% R700


Residences KG



KG


Refuse KG

Water Bathrooms,


Litres

Total R 339 707 Total R85 820



Paper To recycle all scrap paper Have .bins to place scrap paper December 2018

Plastic To recycle all plastic bottles and bags Have a bin where all students can place their plastic

bottles

December 2018



Glass To recycle all glass bottles . Have a bin where all students can place their glass

bottles

December 2018

Metal To recycle all cans Have a bin where all students can place their tins December 2018



Unit of Measure

Actual 2016 Projected 2017 Target 2018




Glass Offices, Classrooms, Residences KG 0 150 150 0,00%

Paper Offices, Classrooms, Residences KG 0 200 200 0,00%

Plastic Offices, Classrooms, Residences KG 0 100 100 0,00%

Metal Offices, Classrooms, Residences KG 0 50 50 0,00%



Paper Less printing and more use of technology Training of staff in the use of technology December 2018

Electricity Change to more energy sufficient systems Assign Energy Consumption Champions December 2018

Water Effective maintenance of water supply system Fix Leaks, dripping taps.etc as soon it occur December 2018



17 Risk Management

No Strategic Objective Risk Statement

and Source

Likelihood of

Occurrence Consequence Rating

Risk Rating

Risk Treatment Options

Activities to address

risk

(Mitigating measures) Inherent Residual

1. 1. To provide quality

technical and

vocational education

and training services

and increase

academic

achievement and

success of students

Under-prepared

students

(Teaching and

Learning)

5

a) Low certification rate

b) High number of

repeaters/decrease

in government

subsidy

c) Student drop-out

d) Low throughput rate

e) Misplaced students

Inadequate capacity

for new intakes (due

to repeaters)

a) CAP test (placement

test)

b) Remedial Plan

c) Student support

services in place

d) Induction and

orientation

programme

e) Implementation of

Examination

Instruction 1 of 2015

(minimum

requirements for

ICASS and ISAT to

sit for examinations)

a) Capacitate

lecturers to conduct

remediation

b) Review and

effective

implementation of

the Remedial Plan

Unqualified/under

-qualified

lecturers

(Teaching and

Learning)

5

a) Low pass rate

b) High number of

repeaters/decrease

in government

subsidy

c) Low throughput rate

d) Graduates not

adequately prepared

for the workplace

a) Vocational

Education

Orientation

Programme (VEOP)

b) DHET bursary

c) College bursary

d) Partnership with

private sector and

SETAs for Work

Integrated Learning

(WIL)

e) Internal training

programme

a) Effective

implementation of

Integrated Quality

Management

System (IQMS) for

lecturers

b) Conduct

qualifications and

skills audit

c) Strengthen the

recruitment

process

d) d) Effective

implementation of

DHET framework




and Source

Likelihood of


Risk Rating



risk


for professional

development of

TVET lecturers

Ineffective

learning

programme

management

(Teaching and

Learning)

4

a) Student and staff

absenteeism

b) Student and staff

unrest

c) Low pass rate

d) Loss of revenue

e) Over burdening of

some staff

f) Low staff morale

a) Campus Managers

b) Deputy campus

Managers

c) HODs

d) Program Managers

e) Attendance registers

and records

f) Academic Plans

g) SRC

h) Student Support

Services

a) Effective

attendance record

keeping and

monitoring

b) Effective

implementation of

DHET 80%

attendance

requirement to

qualify for

examinations

c) Effective

monitoring of

adherence on

completion of

attendance

software

programme

d) Consider procuring

bio-metric system

2. To have adequate

infrastructure and

systems in place to

increase access and

provide effective

services to students

Over/under-

enrolment of

students

(Infrastructure

and Facilities)

5

a) Unfunded students

(over-enrolment)

b) Reduced subsidy

(under-enrolment)

c) Over-crowding

d) Shortage of

lecturers

a) Adherence to

targets set in

College Strategic

Plan approved by

DHET

a) Awareness

campaigns on

TVET Colleges

and programmes

b) Effective control of

placement of

students




and Source

Likelihood of


Risk Rating



risk


e) Student and

lecturer unrest

f) Poor quality of

students

Inadequate

/poorly

maintained

infrastructure

(Infrastructure

and Facilities) 5

b) Unsuitable

environment for

teaching and

learning

c) Health and safety

risk

d) Dilapidated facilities

e) Litigation against the

college

f) Student unrest

a) Maintenance Plan

b) Estates and

Facilities

Management

Strategy (EFM)

c) Annual operational

plan includes

CAPEX plan

d) OHS function

a) Review and

effective

implementation of

EFM

b) Capacitate OHS

and Facilities

Maintenance units

c) Development of

EFM structures

Ineffective ICT

governance and

systems

(Infrastructure

and systems) 3

a) Disruptions in

operations

b) Loss of critical

information and data

c) Business continuity

concerns

a) ICT Policy and

Strategy

b) Internal ICT

support

c) Onsite backup

d) d) ICT Steering

Committee

a) Review and

effective

implementation of

ICT Policy and

Strategy

b) Establishment of

ICT governance

framework

Inadequate

health and safety

measures

(Health and

Safety) 4

a) Injuries on premises

b) Non-compliance with

relevant legislation

and regulations

c) Disgruntled staff and

students

d) Litigation against the

college

e) Closure of premises

a) Sick bays at all

campuses

(awareness not

always good)

b) First aid kit on site

c) Contract with

hygiene service

provider and

cleaning services

a) Finalise

emergency and

evacuation

procedures (in

progress)

b) Complete

development of

OHSAS 18001

system




and Source

Likelihood of


Risk Rating



risk


f) Business

interruptions

g) Penalties and fines

h) Reputational

damage

d) Annual servicing of

fire equipment

e) Health and Safety

Committees with

SHE

representatives at

all campuses

f) Training of SHE

Officers

g) Outsourced

security services

h) Dedicated key

master

i) Fire drills and

evacuation

procedures

j) Monthly Health and

Safety meetings at

campuses

c) Continually

conduct OHS risk

assessments on all

campuses

3. To develop

partnerships and

maintain good

stakeholder relations

in order to increase

the number of

students who are

adequately prepared

to enter the labour

market or further and

higher learning

opportunities

Insufficient

student

workplace

exposure and

experience

(Teaching and

Learning) 4

a) Low employability of

students

b) Failure to meet set

annual targets

c) Failure by students

to graduate within

the prescribed

period

a) Partnerships with

industry

b) Dedicated

Placement Officer

c) Placement

processes and

tools

d) SETA and

government

department funding

e) Quarterly reporting

to Academic Board

a) Industry MOUs

b) Strengthen

Campus

Placement

Committees

c) Develop

Stakeholder

Engagement

Strategy




and Source

Likelihood of


Risk Rating



risk


and DHET on work

placement

f) Placement budget

in place

g) WIL framework

h) Internal

placements

i) Implementation of

government

Internship Policy

j) Insurance cover for

all students

Challenges in

learner

articulation to

higher learning

institutions

(Teaching and

Learning)

4

a) Non-articulation

b) Low student skills

levels (failure to

proceed to HEIs)

a) Subject options

provided for

students

b) Advocacy on

minimum

requirements for

articulation

a) Career guidance

b) More partnerships

with Higher

Education

Institutions (HEIs)

Ineffective

leveraging of

stakeholder

relationships

(Stakeholder

Relations) 3

a) Loss of relevance

b) Loss of stakeholder

trust

c) Failure to achieve

work placement

targets

d) Brand damage and

reputational risk

e) Failure to raise

additional funding

a) Participation in

various

stakeholder forums

b) Marketing Plan

c) MOUs with some

stakeholders

a) Develop

comprehensive

Stakeholder

Engagement

Strategy

b) Sign more MOU's

with stakeholders




and Source

Likelihood of


Risk Rating



risk


4. To ensure continual

business excellence

in terms of good

corporate

governance and the

effective

management of

college resources as

well as information

and data reporting

Ineffective

corporate

governance

(Governance)

5

a) Poor College

performance

b) Being placed under

Administration

a) Council and

Committees

b) Relevant charters

c) Most policies and

procedures in

place

d) Review of College

Statute

(constitution)

a) Review and

update of policies

and procedures

Non-alignment of

human capital to

organisational

strategy

(Human Capital) 4

a) Poor College

performance

b) Low staff morale

c) Burdening of

existing staff

a) DHET approved

HR structure

a. Improved

Recruitment

strategy

b. Effective College

branding

c. Develop Retention

strategy (including

incentives)

Non-compliance

with legislative,

regulatory and

policy prescripts

(Governance)

5

b) Penalties and

sanctions

c) Litigation against

the college

d) Financial

misconduct

e) Loss of

stakeholder trust

f) Reputational

damage

g) Adverse audit

opinion

a) Most policies and

procedures are

recommended by

DHET and aligned

with relevant

legislation

b) Policies and

procedures

available on

Quality

Management

System (intranet)

c) Awareness and

training of staff

a) Review and

update policies

and procedures

b) Develop and

implement

Compliance

Management

Framework

c) Staff training and

awareness

d) Disciplinary action

for non-compliance




and Source

Likelihood of


Risk Rating



risk


d) Staff and student

induction

e) Compliance audits

f) DHET and

Treasury training

g) Assurance

provided by

certification bodies

and other

assurance

providers

h) SETA reviews

Funding

constraints

(Financial

Sustainability

and Viability)

4

a) Failure to meet

operational costs

b) Lack of funding for

capital projects

c) Student and

lecturer unrest

a) Capping of staff

costs and

operational costs

b) NSFAS

administration in

line with DHET

guidelines

c) Occupational

programmes which

come with funding

d) Debt arrangements

for student fees

e) Debt Management

Policy

a) Expand

occupational

programmes which

come with funding

b) Improve revenue

collection

measures

c) Review and

effective

implementation of

Debt Collection

Strategy

Financial

mismanagement

(Financial

Sustainability

and Viability)

5

a) Loss of revenue and

assets

b) Loss of stakeholder

trust

a) Approved policies

and procedures

b) Oversight by

governance

structures

a) Capacitate the

Finance Unit

b) Adherence to

monthly financial




and Source

Likelihood of


Risk Rating



risk


c) Being placed under

Administration

d) Reputational risk

e) Adverse audit

opinion

c) Financial reporting

and monitoring

d) Management

e) Information

systems (MIS)

reporting

requirements

5. To monitor and

evaluate all college

processes in terms

of the TVET College

Monitoring and

Evaluation

Framework and

report quarterly on

college performance

in this regard

Ineffective

monitoring and

evaluation of

organisational

performance

(Monitoring and

Evaluation)

5

a) Poor college

performance

b) Loss of

stakeholder trust

c) Reputational

damage

d) Non-compliance

with reporting

requirements

a) Quarterly

performance

reporting and

monitoring

b) Quarterly

performance

reviews

(employees)

a) Monthly

performance

reporting and

monitoring

b) Align employee

performance

agreements with

college strategy

6. To enhance the

college and

community socio-

economic

development

through the

promotion of

effective broad-

based Corporate

Social Investment

projects, while

promoting access,

sustainable use and

benefit sharing of

resources

Growing levels of

unemployment in

the local

community

(Socio-

economic

Development)

4

a) Poor relations with

local community

b) Increase in crime

rate

c) Lack of ownership of

the Institution by the

community

d) Loss of relevance of

the college to the

communities

a) College Strategic

Plan includes CSI

Budget

b) Research on

corporate

citizenship

completed

a) Develop and

implement

Corporate Social

Investment (CSI)

strategy



Keys for the Risks

Table 1: Risk Levels

Thresholds Description Risk Acceptability Action Required

19 – 25 Very high risk Unacceptable

This risk should be highlighted as a priority and decisions made to address it through termination/management to a tolerable level/insurance.

13 – 18 High risk Unacceptable This risk will typically initiate a discussion as to how it may be mitigated (treated).

6 – 12 Medium risk Cautionary Management will make an informed decision as to whether this risk must be controlled or absorbed by the entity. The decision will be based on a ‘cost versus benefit’ assessment.

1 – 5 Low risk Acceptable This risk may be tolerated. The cost of control may well exceed any losses that may comfortably be absorbed by the entity.

Table 2: Risk Likelihood of Occurrence

Probability Rating Likelihood of Occurrence

Almost certain

5

Almost certain to occur in most circumstances.

Likely

4

Likely to occur frequently.

Possible

3

Possible and likely to occur at some time.

Unlikely

2

Unlikely to occur but could happen.

Rare

1

May or may not occur but only in rare and exceptional circumstances.



ANNEXURE A: ENROLMENT PLAN 2018

Total Total Total Total

Actual

StudentsActual Students

Planned

StudentsPlanned Students Total Cost 80% ± 20%

2016 Actual 2018 Planned 2016 Actual 2018 Planned2016

Actual2018 Planned (Headcount) (FTE) (Headcount) (FTE) of Programme State Subsidy Fee Income

Civil Engineering and Building Construction 70 70 57 30 51 30 178 178 130 130,00 R 8 424 260 R 6 739 408 R 1 684 852

Total 70 70 57 30 51 30 178 178 130 130,00 R 8 424 260 R 6 739 408 R 1 684 852

Management 85 85 36 55 41 30 162 162 170 170,00 R 8 248 230 R 6 598 584 R 1 649 646

Office Administration 171 180 94 111 94 65 359 359 356 356,00 R 14 748 012 R 11 798 410 R 2 949 602

Total 256 265 130 166 135 95 521 521 526 526,00 R 22 996 242 R 18 396 994 R 4 599 248

Engineering and Related Design 278 330 142 111 87 57 507 507 498 498,00 R 38 966 616 R 31 173 293 R 7 793 323

Electrical Infrastructure Construction 248 360 130 100 65 52 443 443 512 512,00 R 28 904 948 R 23 123 958 R 5 780 990

Primary Health 208 0 61 0 52 46 321 321 46 46,00 R 8 521 569 R 6 817 255 R 1 704 314

Total 734 690 333 211 204 155 1 271 1 271 1056 1056,00 R 76 393 133 R 61 114 506 R 15 278 627

Engineering and Related Design 164 202 134 163 96 54 394 394 419 419,00 R 26 893 626 R 21 514 901 R 5 378 725

Electrical Infrastructure Construction 242 204 116 163 94 46 452 452 413 413,00 R 22 126 354 R 17 701 083 R 4 425 271

Process Plant Operations 60 101 35 49 21 13 116 116 163 163,00 R 6 613 578 R 5 290 862 R 1 322 716

Primary Health 60 0 59 0 96 27 215 215 27 27,00 R 3 546 243 R 2 836 994 R 709 249

Total 526 507 344 375 307 140 1 177 1 177 1022 1022,00 R 59 179 801 R 47 343 841 R 11 835 960

Marketing 123 175 78 70 101 18 302 302 263 263,00 R 10 930 017 R 8 744 014 R 2 186 003

Finance, Economics and Accounting 56 60 47 27 45 12 148 148 99 99,00 R 4 588 155 R 3 670 524 R 917 631

Information Technology and Computer

Science149 160 59 90 44 50 252 252 300 300,00 R 19 030 200 R 15 224 160 R 3 806 040

Tourism 177 180 86 93 58 24 321 321 297 297,00 R 17 872 866 R 14 298 293 R 3 574 573

Hospitality 153 200 77 120 40 33 270 270 353 353,00 R 27 734 857 R 22 187 886 R 5 546 971

Total 658 775 347 400 288 137 1 293 1 293 1312 1312,00 R 80 156 095 R 64 124 876 R 16 031 219

Number of Students (Headcount = All 7 Subjects)

Level 2 Level 3 Level 4Programme

NC(V) PROGRAMMES BY CAMPUS (Levels 2 - 4)


Springs

Daveyton

Kwa-Thema

Benoni

Campus Name




Actual


Planned




70 70 57 30 51 30 178 178 130 130,00 R 8 424 260 R 6 739 408 R 1 684 852

256 265 130 166 135 95 521 521 526 526,00 R 22 996 242 R 18 396 994 R 4 599 248

Daveyton 734 690 333 211 204 155 1 271 1 271 1056 1056,00 R 76 393 133 R 61 114 506 R 15 278 627

526 507 344 375 307 140 1 177 1 177 1022 1022,00 R 59 179 801 R 47 343 841 R 11 835 960

658 775 347 400 288 137 1 293 1 293 1312 1312,00 R 80 156 095 R 64 124 876 R 16 031 219

Grand Total (NC(V) Levels 2-4) 2 244 2 307 1 211 1 182 985 557 4 440 4 440,00 4046 4046,00 R 247 149 531 R 197 719 625 R 49 429 906


Actual StudentsActual

Students

Planned

Students

Planned

StudentsTotal Cost 80% ± 20%

2016 Actual 2018 Planned 2016 Actual 2018 Planned 2016 Actual2018

Planned(Headcount) (FTE) (Headcount) (FTE) of Programme State Subsidy Fee Income

Benoni Engineering Studies 1 089 1 000 1 513 1 500 857 800 3 459 1 153 3 300 1 100 R 16 741 120 R 13 392 896 R 3 348 224

Total 1 089 1 000 1 513 1 500 857 800 3 459 1 153 3 300 1 100 R 16 741 120 R 13 392 896 R 3 348 224


N1 Actual StudentsActual

Students

Planned

Students

Planned

StudentsTotal Cost 80% ± 20%

2016 Actual 2018 Planned 2016 Actual 2018 Planned 2016 Actual2018

Planned(Headcount) (FTE) (Headcount) (FTE) of Programme State Subsidy Fee Income

Benoni 1 089 1 000 1 513 1 500 857 800 3 459 1 153,00 3 300 1100,00 R 16 741 120 R 13 392 896 R 3 348 224

Grand Total

(N1-N3 Trimester)

All PROGRAMMES NC(V) (Levels 2 - 4)

Campus Name (All Programmes)


Benoni

Kwa-Thema

Springs

N1 - N3 (Trimesters 1 - 3)

Campus Name Programme


Level 2 Level 3 Level 4


N2 N3Campus Name (All Programmes)

N1-N3 (Trimesters 1 - 3)


N1 N2 N3

R 16 741 120 R 13 392 896 R 3 348 224857 800 3 459 1 153 3 300 1 100,001 089 1 000 1 513 1 500




Actual


Planned




Engineering (Mechanical) 243 360 137 143 77 120 457 152,33 623 207,67 R 6 182 652 R 4 946 122 R 1 236 530

Engineering (Electrical) 247 360 194 200 133 120 574 191,33 680 226,67 R 6 748 320 R 5 398 656 R 1 349 664

Total 490 720 331 343 210 240 1 031 343,66 1303 434,33 R 12 930 972 R 10 344 778 R 2 586 194

Engineering (Mechanical) 215 250 164 100 104 80 483 161 430 143,33 R 4 267 320 R 3 413 856 R 853 464

Engineering (Electrical) 251 240 222 96 166 66 639 213 402 134,00 R 3 989 448 R 3 191 558 R 797 890

Engineering (Civil) 71 90 61 40 76 25 208 69,33 155 51,67 R 1 538 220 R 1 230 576 R 307 644

Total 537 580 447 236 346 171 1 330 443,33 987 329,00 R 9 794 988 R 7 835 990 R 1 958 998


Actual


Planned




Daveyton 490 720 331 343 210 240 1 031 343,67 1 303 434,33 R 12 930 972 R 10 344 778 R 2 586 194

537 580 447 236 346 171 1 330 443,33 987 329,00 R 9 794 988 R 7 835 990 R 1 958 998

Grand Total (N4-N6 Trimesters) 1 027 1 300 778 579 556 411 2 361 787 2 290 763,33 R 22 725 960 R 18 180 768 R 4 545 192

N4 N5 N6

Daveyton


Campus Name Programme

N4 – N6 (Trimesters 4 - 6)



N4 N5 N6

N4 – N6 (Trimesters 4 - 6)

Kwa-Thema

Kwa-Thema




Actual


Planned


Programme 2016 Actual 2018 Planned 2016 Actual 2018 Planned2016


Financial Management 120 90 136 70 167 45 423 211,50 205 102,50 R 2 583 820 R 2 067 056 R 516 764

Marketing Management 247 247 229 200 173 165 649 324,50 612 306,00 R 7 713 648 R 6 170 918 R 1 542 730

Management Assistant 278 278 258 200 255 200 791 395,50 678 339,00 R 8 545 512 R 6 836 410 R 1 709 102

Human Resource Management 392 392 434 434 232 200 1 058 529,00 1 026 513,00 R 12 931 704 R 10 345 363 R 2 586 341

Total 1 037 1 007 1 057 904 827 610 2 921 1 460,50 2 521 1260,50 R 31 774 684 R 25 419 747 R 6 354 937

Financial Management 122 122 111 103 112 103 345 172,50 328 164,00 R 4 134 112 R 3 307 290 R 826 822

Marketing Management 136 140 137 110 117 124 390 195,00 374 187,00 R 4 713 896 R 3 771 117 R 942 779

Management Assistant 195 200 197 180 172 212 564 282,00 592 296,00 R 7 461 568 R 5 969 254 R 1 492 314

Total 453 462 445 393 401 439 1 299 649,50 1 294 647,00 R 16 309 576 R 13 047 661 R 3 261 915

Financial Management 306 200 289 180 194 180 789 394,50 560 280,00 R 7 058 240 R 5 646 592 R 1 411 648

Marketing Management 402 340 281 275 192 200 875 437,50 815 407,50 R 10 272 260 R 8 217 808 R 2 054 452

Tourism 457 315 371 300 281 242 1 109 554,50 857 428,50 R 23 744 042 R 18 995 234 R 4 748 808

Hospitality and Catering Services 284 220 204 215 132 155 620 310,00 590 295,00 R 16 776 650 R 13 421 320 R 3 355 330

Total 1 449 1 075 1 145 970 799 777 3 393 1 697 2 822 1411,00 R 57 851 192 R 46 280 954 R 11 570 238


Actual


Planned




Benoni 1 037 1 007 1 057 904 827 610 2 921 1 460,50 2 521 1 260,50 R 31 774 684 R 25 419 747 R 6 354 937

453 462 445 393 401 439 1 299 649,5 1 294 647,00 R 16 309 576 R 13 047 661 R 3 261 915

1 449 1 075 1 145 970 799 777 3 393 1 696,50 2 822 1 907,50 R 57 851 192 R 46 280 954 R 11 570 238

Grand Total (N4-N6 Semesters) 2 939 2 544 2 647 2 267 2 027 1 826 7 613 3 807 6 637 3 815,00 R 105 935 452 R 84 748 362 R 21 187 090


N4 N5 N6

N4 - N6 (Semesters 1 - 2)

Springs

Campus Name

Benoni

Brakpan

Brakpan

Springs



N4 N5 N6

N4 - N6 (Semesters 1 - 2)



Programme +

SAQA ID + relatedContact Hours

2016 Actual

Students

2018 Planned

StudentsTotal Cost

Artisan V13 OFO

Code(s) where / Duration (Headcount) (Headcount) of Programme

Patternmaker – 652204 3 Years Yes Level 4 7 10 R 46 333 R 463 330 Seta's

Moulder – 651101 3 Years Yes Level 4 5 10 R 46 333 R 463 330 Seta's

Melter-684913 3 Years Yes Level 5 10 10 R 46 333 R 463 330 Seta's

Toolmaker – 652201 3 Years Yes Level 5 21 30 R 46 333 R 1 389 990 Seta's

Electrician – 671101 3 Years Yes Level 4 10 10 R 46 333 R 463 330 Seta's

Fitter and Turner - 652302 3 Years Yes Level 4 22 25 R 46 333 R 1 158 325 Seta's

Boilermaker –

6513023 Years Yes Level 4 9 20 R 46 333 R 926 660 Seta's

Air-Conditioning and Refrigeration Mechanic 6427013 Years Yes Level 4 20 25 R 46 333 R 1 158 325 Seta's

Total 104 140 R 6 486 620

Electrician – 671101 3 Years Yes Level 4 25 50 R 69 151 R 3 457 550 DHET-GIZ

Plumber (General) 642601 3 Years Yes Level 4 0 25 R 68 672 R 1 716 800 DHET-GIZ

Total 25 75 R 5 174 350

Skills Programmes

Programme +

related ArtisanContact Hours

2016 Actual

Students

2018 Planned

StudentsTotal Cost

Campus NameV13 OFO Code(s)

where applicable/ Duration (Headcount) (Headcount) of Programme

Source of Fee

Income

Electrical 73313 480 Yes Level 2 0 20 R 10 844 R 216 876

Plumbing 58782 960 Yes Level 4 0 20 R 26 000 R 520 000

Furniture Making

49091480 Yes Level 2 40 25 R 17 380 R 434 500

Contact Centre

Operations 71490640 Yes Level 2 0 20 R 4 400 R 88 000

Total 40 85 R 1 259 376

2016 Actual

Students

2018 Planned

StudentsTotal Cost

(Headcount) (Headcount) of Programme

98 150 R 6 949 950

31 40 R 1 853 320

40 85 R 1 259 376

Grand Total (All Programme Types) 169 275 R 10 062 646

SETA

Programme

Approval

Programme

Level

Cost Per

Student

Central Office

Occupational Programmes

SETA

Programme

Approval

Programme

Level

Cost Per

Student

Central Office

Artisan and Skills

Development Centre

Apprenticeship Programmes Level 5

Skills Programmes Levels 2 - 4

Level

Apprenticeship Programmes Levels 4

Source of Fee

Income

Apprenticeship Programmes

Campus Name

Programme Type



Total Total

Actual Students Planned Students

2018 Planned 2016 Actual 2018 Planned (FTE) (FTE)

30 51 30 178,00 130,00

166 135 95 521,00 526,00

211 204 155 1 271,00 1056,00

375 307 140 1 177,00 1022,00

400 288 137 1 293,00 1312,00

1 182 985 557 4 440,00 4046,00


Total

Planned

Students

(Headcount)

Number of Students (Headcount = All 7 Subjects) Total

80%

State Subsidy

± 20%

ENROLMENT PLAN SUMMARY OF ALL PROGRAMMES- 2018

Fee Income2016 Actual 2018 Planned 2016 Actual

Level 2 Level 3 Level 4 Total Cost

of Programme

Actual Students

(Headcount)

R 8 424 260 R 6 739 408 R 1 684 852

Benoni 256 265 130 521 526 R 22 996 242

Artisan and Skills Development Centre 70 70 57 178 130

R 18 396 994 R 4 599 248

Daveyton 734 690 333 1 271 1 056 R 76 393 133 R 61 114 506 R 15 278 627

Springs 658 775 347 1 293 1 312

R 197 719 625 R 49 429 906

Kwa-Thema 526 507 344 1 177 1 022 R 59 179 801 R 47 343 841 R 11 835 960

R 80 156 095 R 64 124 876 R 16 031 219

2 244 2 307 1 211 4 440 4 046 R 247 149 531

Variance (Actual vs Planned) 9,00% 9,00%

NC(V) (Levels 2 - 4)

Grand Total (NC(V) Levels 2-4)



Total Total



1 500 857 800 1 153,00 1 100,00

Grand Total (N1-N3 Trimesters) 1500 857 800 1 153,00 1 100,00

Total Total



343 210 240 343,67 434,33

236 346 171 443,33 329,00

Grand Total (N4-N6 Trimesters) 579 556 411 787 763,33

Fee Income2016 Actual 2018 Planned

Total Cost

of Programme

R 2 952 070


Campus Name (All Programmes) Actual Students

(Headcount)

Total

Planned

Students

(Headcount)


80%

State Subsidy

± 20%

Benoni 1 089 1 000 1 513 3 459 3 300

2016 Actual

N1 N2 N3

R 13 392 896

R 16 741 120 R 13 392 896

R 2 952 071

Variance (Actual vs Planned)2,00%

1 089 1 000 1 513 3 459 3 300 R 16 741 120

2,00%

Total

Planned

(Headcount)


College Summary


80%

State Subsidy

± 20%

Fee IncomeCampus Name (All Programmes) 2016 Actual 2018 Planned 2016 Actual

N4 N5 N6 Total Cost

of Programme

Actual Students

(Headcount)

R 8 019 097 R 6 415 277 R 1 603 819

Kwa-Thema 537 580 447 1 330 987 R 9 794 988

Daveyton 490 720 331 1 031 1303

R 7 835 990 R 1 958 998

R 3 562 817

Variance (Actual vs Planned)

1 027 1 300 778 2 361 2 290 R 17 814 085 R 14 251 268

24,65% 24,65%



N4-N6 (Semesters 1 - 2)

Total Total

Actual Students Planned Students 80%

2016 Actual 2018 Planned2016

Actual2018 Planned 2016 Actual 2018 Planned (FTE) 2016 (FTE) 2018

Benoni 1 037 1 007 1 057 904 827 610 2 521 1 460,50 1 260,50

Brakpan 453 462 445 393 401 439 1 294 649,50 647,00

Springs 1 449 1 075 1 145 970 799 777 2 822 1 696,50 1 411,00

Grand Total (N4-N6 Semesters) 2 939 2 544 2 647 2 207 2 027 1 826 6 577 3 807 3 288,50

8,58%


Total Actual

Students 2016

Total Planned

Students

(FTE) (FTE) 2018

178 130,00

3 134,50 2886,50

649,5 647,00

1 614,67 1490,33

1 620,33 1351,00

2 989,50 2723,00

Total Cost

of Programme State Subsidy

± 20%

Fee Income

Total

Actual Students

(Headcount)

2016

Planned

Students

(Headcount)

2018

Total

2 521

1 294

2 822

6 577

8,58%

R 31 774 684 R 25 419 747 R 6 354 937

R 16 309 576 R 13 047 661 R 3 261 915

R 57 851 192 R 46 280 954 R 11 570 238

R 105 935 452 R 84 748 362

Total Actual Students

(Headcount)

2016

Total Planned

Students

(Headcount)

2018

R 21 187 090

± 20%

Fee Income

Total Cost

of Programme

College Summary

All NC(V) & Report 191

80%

State Subsidy

Artisan and Skills Development Centre 347 205

Brakpan 1 299

R 8 424 260 R 6 739 408 R 1 684 852

Benoni 6 901 6 347 R 71 512 046 R 57 209 637 R 14 302 409

Daveyton 2 302 2 359 R 84 412 230 R 67 529 784 R 16 882 446

2 507 2 009 R 68 974 789 R 55 179 831 R 13 794 958

1 294 R 16 309 576 R 13 047 661 R 3 261 915

R 138 007 287 R 110 405 830 R 27 601 457Springs 4 686 4 134

9 227,83 R 387 640 188 R 310 112 150 R 77 528 03818 042 10 186,50 16 348

Campus Name (All Programme Types)

Variance (Actual vs Planned)-17,42% -14,59%



N4 N5 N6

Grand Total (All NC(V) and

Report 191 Programmes)

Kwa-Thema



Total

Actual

Students

2016

Total Planned

Students 2018

Total Planned

Students 2018Total Cost 80%

±

20%

(Headcou

nt)(Headcount) (FTE) of Programme State Subsidy

Fee

Inco

me

347 205 193,00 R 8 424 260 R 6 739 408 ###

6 901 6 347 2506,50 R 71 512 046 R 57 209 637 ###

1 299 1 294 594,50 R 16 309 576 R 13 047 661 ###

2 302 2 359 1395,67 R 84 412 230 R 67 529 784 ###

2 507 2 009 1185,00 R 68 974 789 R 55 179 831 ###

4 686 4 134 2876,00 R 138 007 287 R 110 405 830 ###

-16,67% -14,59%

15 900

Total Cost

of Programme

2016 Actual Students

(Headcount)

2018 Planned Students

(Headcount)

###

R 10 062 646Grand Total (All Occupational and Other Programmes) 169 275

16 348 8 750,67 R 387 640 188 R 310 112 150

275 R 10 062 646Artisan and Skills Development Centre


18 042

All Occupation & Other Skills Programmes.


169

Campus Name (All

Programme Types)

All Programme Types




LINKS TO OTHER PLANS

This Strategic Plan links with the following plans:

o DHET Strategic Plan (2015/16-2019/20);

o DHET Annual Performance Plan (2016/17);

o Ekurhuleni East TVET College Operational Plan;

o Ekurhuleni East TVET College Annual Performance Plan;

o Ekurhuleni East TVET College HRD Plan;

o Ekurhuleni East TVET College Monitoring and Evaluation (M&E) Plan;

o Ekurhuleni East TVET College Teaching and Learning Plan; and

o Ekurhuleni East TVET College Student Support Services Plan.

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