| 32. | Section 3.2.4 of WP-PSET indicates that it is crucial that the education and training provided in community colleges is of good quality and enables its recipients to make significant progress in learning, training, and development. Strategic objective 2 of the CET College System National Plan for the Implementation of the WP-PSET System 2019-2030 refers: “Improve youth and adults’ success in education and training programmes”. This indicates a need for a gradual increase of student completion rates by CET colleges. |
| 33. | The CET College System National Plan for the Implementation of the WP-PSET system 2019 -2030 projects a student completion rate of 78% by 2030. This requiresappropriate academic support interventions by colleges. Through Academic Boards, CET colleges will establish student learning, training and development support committees that will plan and support academic support interventions for the college. |
Proposed Learning, Training and Development Support Interventions
| 34. | The Report of the Task Team on Community Education and Training Centres (2013), makes a recommendation for CET colleges to apply more flexible modes of provision and delivery to accommodate the needs of students as some students cannot attend face-to-face class lessons due to various reasons. This then requires CET colleges to make provision for mixed and blended teaching and learning options, including support services. |
| 35. | The Open Learning Policy Framework for Post-School Education and Training (2017) indicates that the Department advocates for post-school institutions that provide adequate student support when addressing open learning and distance learning methodologies. The Department envisions its institutions to provide student support services that are anticipated to create an enabling environment that provides educational, administrative, logistical, access to digital and online learning materials, National Online Learning System (NOLS) as well as library services. Such services are to benefit all students in CLCs and Satellite centres. |
| 36. | The provision of timeous and appropriate learning, teaching and support materials (LTSM) and a variety of learning, training and development support interventions is necessary to achieve desirable learning outcomes within the CET environment. The National Policy on Learning and Teaching Support Materials highlights that students and lecturers must be provided with quality LTSM to comply with the curricular needs of the college. |
| 37. | The following interventions are recommended to provide learning, training, and development support to CET students. |
| 37.1. | Basic literacy skills programmes, including braille and sign language; |
| 37.2. | Provision of access to internet connectivity; |
| 37.3. | Access to the NOLS to enable learning support; |
| 37.4. | Provision of additional resource materials to supplement prescribed textbooks; |
| 37.5. | Access to online and Open Educational Resources (OER) to enhance and stimulate learning; |
| 37.6. | Structured peer study groups ; |
| 37.7. | Group messaging systems to update students on learning and college related matters; |
| 37.8. | In-class peer mentor support programme (to be led by best performing students); |
| 37.9. | Revision classes and catch-up programmes; |
| 37.10. | Workshops on study skills, preparing for examinations and time management; |
| 37.11. | Access to community library services and study areas; |
| 37.12. | Use of a variety of learning, teaching and development methodologies by lecturers; |
| 37.13. | Provision of well-structured feedback by lecturers on marked assignments; |
| 37.14. | Remedial teaching to support developmental areas; |
| 37.15. | Collaborative- teaching by lecturers to enhance learning; |
| 37.16. | Reading, writing, spelling and poetry clubs; |
| 37.17. | Monitoring of students with slow academic progression; |
| 37.18. | Motivation sessions; and |
| 37.19. | Provision of short life skills programme. |
| 38. | To aid in the provision of relevant learning, teaching and development support interventions, in the event of disaster, consideration by the Department and CET colleges must be made to provide and negotiate for access into relevant ICT infrastructure and other necessities as may be deem appropriate. |
Monitoring of student attendance, punctuality, and progress
| 39. | CET colleges must monitor student’s attendance and punctuality as classes and sessions missed may have a negative impact on the success of various support interventions. Colleges must develop their own attendance and punctuality policies. Lecturing staff must identify repeated absenteeism that is not accompanied by formal documentation that explains absence. One-on-one sessions with the affected students must be organised so that early intervention strategies are developed in partnership with the students. |
| 40. | A student tracking mechanism must be established by colleges to monitor student activity such as attendance and academic progress. Students with attendance problems and or slow academic progress must then be identified and referred for necessary teaching, learning and development support interventions. |
Wellness Support
| 41. | In line with the National Youth Policy 2020, CET colleges must work in partnership with other government departments and NGOs to support healthy lifestyles, sports and extra-curricular activities. CET colleges must have structured and coordinated health and wellness and extra-curricular programmes. |
| 42. | CET colleges, through partnerships with NGOs, FBOs and NPOs must offer appropriate psycho-social support as required by the students. CET colleges must establish a referral system with relevant NGOs, FBOs, NPOs and relevant government departments that are already providing the service to the community. |
| 43. | Section 3.6 of the Policy Framework to Address Gender-Based Violence in the Post-School Education and Training System highlights policy actions emanating from its strategic objectives. In line with these objectives, CET colleges are encouraged to create an enabling environment that advocates for the prevention of gender-based violence in colleges. Colleges must therefore develop their own policies addressing gender-based violence. |
| 44. | CET colleges must put in place health and wellness committees that will coordinate health and wellness programmes as well as gender-based violence prevention programmes that will educate and raise awareness amongst students and staff. |
| 45. | In partnership with relevant stakeholders, CET colleges must coordinate the following student wellness and support interventions: |
| 45.1. | Access to multiple forms of counselling and support; |
| 45.2. | Referrals for individual and group counselling support; |
| 45.3. | Counselling support for victims of gender-based violence; |
| 45.4. | Health, wellness, and development programmes for youth and adults; |
| 45.5. | Hunger alleviation programmes in synergy with various NGOs, FBOs, retail industry and relevant government departments and |
| 45.6. | Extra-curricular activities. |
Special support programmes in the event of disaster
| 46. | The awakening of natural disasters and unplanned risks such as pandemics, floods, fire, and earthquakes as will be declared according to the Disaster Management Act,2002 (Act No.57 of 2002) may disrupt normal and traditional modes of teaching and learning delivery. In realisation that CET colleges may not be immune to such risks, special support programmes must be put in place to alleviate the impact of unforeseen catastrophes on normal teaching and learning. |
| 47. | Paragraph 34 above makes a recommendation for CET colleges to apply more flexible modes of provision and delivery. In the event of disaster and where students are unable to attend face-to-face class lessons, colleges must capitalize on the use of alternative, feasible and flexible teaching, and learning modes. |
| 48. | In response to unplanned natural catastrophes that may hinder normal teaching and learning support, the Department, CET colleges and regional offices must establish special support committees in line with the directives of the Disaster Management Act,2002 (Act No.57 of 2002). They will plan and coordinate support programmes during the time of the unforeseen disaster. |
| 49. | The Department, regional offices and colleges shall make necessary arrangements to enable students to have access to the planned support interventions. The Department shall provide guidance on available support structures from the government or any other relevant stakeholders. |
