Appendix 8

The Technical College of South Africa

 Introduction 

This case study focuses on the Technical College of South Africa (Technisa), a distance education college based in Blairgowrie, Johannesburg. Set up approximately 15 years ago, Technisa currently has about 7,000 registered students from all over the country.

The research team conducted an initial interview with three members of Technisa’s management team in order to explain the objectives of the research and obtain buy-in from the institution. Subsequently, three programmes were chosen for in-depth review: the Certificate in Ore Dressing, the National Certificate/Diploma in Travel and Tourism, and the National Certificate in Orientation. Interviews were conducted with each of the programme coordinators in this regard.

Further interviews were also conducted with the principal and rector, Mrs Riki Malan, the vice-rector, Mr Qetelo Masitha, and the two deputy-principals, Mrs Eugene Rabie and Mrs Ronel Maree.

 Areas of investigation 

The interviews conducted with the management team mainly probed issues around Technisa’s institutional framework and their recent restructuring process. Although the questionnaire was used as a basis for these interviews, each interview was semi-structured in order to allow for follow-up questions and some discussion about particular issues. The institution’s transformation process was also reviewed in the context of its courses and curriculum.

 Broad themes emerging 

Institutional Transformation

Technisa has recently undergone an intensive restructuring and transformation process aimed at shifting the college towards a more business-oriented approach. A management consultancy was brought in to assist with design of a new organizational structure and to guide staff through the change process. As one interviewee commented, ‘we all used to be civil servants and we’ve had to become output-oriented and focused on generating income’. 

Finalized in September 1999, the most dramatic change in structure has been to integrate the academic and administrative functions of the college, which are now clustered around the programmes offered by the institution. Also, all staff members now have new job descriptions focused on outputs and core competencies and the management team has a more client- and business-oriented objective. 

Transformation has not been entirely smooth, and staff expressed many fears and uncertainties. However, there has been a consistent staff development programme in place to create common understanding within the staff body about the impact of the new structure, and staff members have been involved in writing their own job descriptions. There is an admission by some senior managers that there was a lack of buy-in to the transformation process at all levels. One gets the sense that, although there may be unity and excitement about the restructuring among the management team, it has not necessarily permeated the whole staff body. Nevertheless, there is currently a programme underway to train all second-tier managers in the new approach, and the management team is confident that staff will soon see the benefits of a more cohesive, integrated structure.

Innovation

The three programmes chosen for further analysis are seen by Technisa to embody a range of innovative learning and teaching practices. Each of these is dealt with in detail in the programme reports below.

Another innovative outcome of the restructuring process is outsourcing of the college’s printing operations. In a model of which the management team are especially proud, Technisa has entered into a joint venture with a private company, which runs the printing function as a profit centre. This has resulted in a much more cost-effective operation, and saves the college money.

Alignment with FET Criteria

Technisa officials believe that the college fits most of the criteria necessary to register as an FET institution, but are concerned that there is lack of clarity about the position of distance education institutions in this category. They do have the requisite number of students registered and are currently setting up centres to facilitate dual modes of delivery and student support, as required. Also, the requisite governance structures (Council and Senate) are in place. However, they express concern about insufficient classroom space on their premises and the absence of a library or resource centre. They also need to implement better quality assurance procedures and improve on learnerships.

There is also a belief that Technisa will not be able to operate nationally in future, partly because the Gauteng Department of Education (GDE) will not be prepared to subsidize activities in other provinces. If this happens, Technisa will attempt to focus on providing courseware to other provinces, while trying to get other provincial administrations to fund posts at the regional satellite campuses. 

Asked why the GDE should continue its support to Technisa, one interviewee commented that "they need us, we are specialists in distance education and we have expertise in this medium…[but] the GDE doesn’t know what to do with us. Because of our uniqueness, they can’t slot us in. They may be relieved if Technisa simply closed shop".

Partnerships

Technisa has always maintained a variety of partnerships with external organizations and bodies, most specifically with industry. These partnerships arise when an industry training board or company approaches the institution to develop a learning programme for their industry. With the inception of the NQF, Technisa is also working to develop standards and outcomes with a number of industries, through the SGBs and SETAs. 

Technisa further has relationships with some technikons (Technikon Witwatersrand and Technikon SA) and universities (University of South Africa (UNISA) and Rand Afrikaans University), whereby a Technisa qualification is recognized as an admission criterion to a higher qualification. Students registered for an Adult Basic Education and Training (ABET) qualification at UNISA also take a number of Technisa courses as part of their programme. Further partnerships exist with other colleges, such as Atteridgeville and Alexandra colleges. 

A third form of partnership exists whereby other educational institutions purchase Technisa courseware and deliver it through their own programmes.

 Detailed findings of research 

Curriculum Issues Assessment

Technisa assesses students’ progress continuously throughout their courses. Many of these assessments are self-evaluations in which a learner can track their own understanding of the material. Although it seems to depend largely on individual lecturers, assignments are supposed to be followed up and discussed with students. 

Technisa students write national examinations administered by the education department. Historically, the college has struggled to obtain examination results from the department, and has been unable to monitor irregularities in the results. However, a new electronic system is due to be implemented by the department soon, which should assist in consolidating the examination process. 

Although it is acknowledged that there are often contradictions between Technisa course material and national examination material (primarily because national examinations tend to be outdated), there is no real mechanism to evaluate the discordance between internal and external processes. Any feedback generated comes from learners who may complain about their results.

Outcomes-Based Learning

Although the management team claims that there is an emphasis on developing outcomes-based curricula, it seems that few of Technisa’s programmes actually reflect this change. Also, despite assertions that all academic staff members are trained in this approach, there is little evidence of a sustained, comprehensive drive to re-orientate the curricula of existing programmes. New programmes are developed according to outcomes-based methodologies in order to align them correctly within the NQF.

Learner Support and Advocacy

Profile of Learners

The majority of Technisa students are adults already employed in the industries linked to their courses. These learners’ needs relate to promotion opportunities and improvement of qualifications in order to consolidate their employment. However, unemployed youth (often without matriculation certificates) are also targeted. Technisa aims to assist these learners to become employable through focused vocational training. 

Many of these learners live and work in environments that are not conducive to proper study, and Technisa aims to try and track these problems, although specific mechanisms to do this were unclear. It seems mostly up to individual educators to form relationships with their students and analyse their particular problems and needs.Of the approximately 7000 registered students, approximately 60% are black.

Learner Support

Technisa has recently started operating a call centre from its Blairgowrie premises, whereby students and others can telephone in and ask for advice and lodge complaints. However, there does not appear to be a comprehensive system for tracking and evaluating use of the call centre, or for passing feedback to the relevant departments. 

Technisa also has a student advisory services department, which is located under client services. Learners are able to discuss their requirements and career plans with counsellors. Career advice and counselling is also available at the satellite centres. General life skills (such as writing a CV and applying for a job) are not provided, although some component of this may be built into some curricula. 

Although Technisa has a small library, it is mainly used by staff. A study centre at the Blairgowrie campus is equipped with computer facilities, and Saturday tutorials and workshops are sometimes held here.

Modes of Delivery

Technisa is the only dedicated distance education institution in the FET band, and offers courses ranging from ABET to level 6 of the NQF framework. Its courses are offered on a national basis through a network of distance education centres and through workplace mentorship programmes. 

Many of Technisa’s programmes are driven by industry needs, and courses are developed in consultation with particular industry stakeholders. In the past, this occurred through cooperation with industry training boards, which are currently being supplanted by SETAs and other NQF-related structures. Under its business-oriented model, new courses are created through the Business Development Unit, which engages in a dual process of consulting industry stakeholders and conducting its own market analysis. The costs of developing new course material, contracting teaching expertise, and running the course are taken into account to establish the feasibility of a new programme. An industry partner may meet some of these costs, but this would be on a case-by-case basis. Occasionally, a miscalculation occurs when the college incurs costs to develop a new course and too few students register to make it financially viable (for example, the funeral directing programme).

Dual Modes of Delivery

Increasingly, Technisa is moving towards a system of dual modes of delivery: combining its traditional, distance learning with new distance education centres (located in regions) where students can benefit from face-to-face teaching and interaction. 

A series of formalized, applied learnerships are also facilitated by Technisa. In this instance, the college provides theoretical training, while a local company or industry provides facilities and supervision for related practical training. A learner would register with Technisa for a course, and would simultaneously register with a local learnership centre for the practical component.

Language Policy

Officially, Technisa only uses English, both to communicate internally and in its curricula. Historically, all courses were offered in either English or Afrikaans, but new courses are now only developed in English. If there is sufficient demand, courseware will be translated into Afrikaans but no other language choices are available.

 Institutional transformation 

Mission and Vision

Technisa began revising its mission and vision from the mid-1990s when the political changes taking place in the country started to have implications for this previously white institution. The trend of other colleges beginning to offer distance education options also threatened Technisa’s monopoly in the market. 

A series of consultants, as well as an external evaluation of the institution by AusAid and SAIDE, have all informed thinking about a new strategic framework for Technisa. Finalized in September 1999, the summarized vision statement is as follows:

Technisa is a ‘learner-oriented business which is a partner in a network of enterprises’, using appropriate technology and methodology to provide business solutions to clients in the Southern African context.

The mission statement is ‘to involve key stakeholders in creating business solutions in defined dynamic and changing markets’. 

Essentially the shift captures a new impetus to operate along business principles that include a profit motive, increased client awareness, and use of more advanced technology. Also taken into account are new policies and regulations governing the education sector broadly and FET institutions in particular.

Management and Governance

All interviews with the management team yielded the same point: Technisa has a very ‘flat’ management structure. The top management tier consists of the rector and principal, the vice-rector and senior deputy principal, two deputy rectors, three heads of department, an assistant director, and a marketing manager. 

A newly appointed Council is in place, which consists of about ten people, including the rector, who are appointed in terms of the FET Act. These include representatives of academic and non-academic staff, local government, and various industry stakeholders. There is no student representation on the Council at present. An Academic Board or Senate is also in place, which comprises various senior academic staff, as well as representatives of other education organizations. 

Currently there is no Students’ Representative Council (SRC) at Technisa, and the institution has obtained a provisional exemption from the GDE in appointing a student to the Council. Management argues that it is very difficult to organize students from far-flung places, some of whom only register with the college for a few months. A process to organize an SRC some time ago elicited three nominations from the entire student body. 

Technisa is also a member of various external bodies and associations, including the Committee of Technical College Principals.

Marketing and Communications

Marketing takes place at three levels within the organization. The rector and vice-rector take responsibility for corporate communications and profile building with key industry and education stakeholders. Existing and potential courses are marketed to industry and the general public through the business development unit, while student contact is dealt with by customer services. There seems to be little analysis of how integrated all these processes are.

 Human resource management 

Staff Development

Professional staff members are encouraged to attend workshops and seminars in their fields. However, although further academic training is encouraged, there is a feeling that this of little value (except for personal growth) as the government does not recognize further qualifications in its pay structure. 

Staff at Technisa’s assessment centre are trained assessors who can evaluate recognition of prior learning and broad learner needs. 

There is a wide-ranging staff development programme that also trains staff in education and labour policy such as the Labour Relations Act and Skills Act. Those staff who attend external training are encouraged to pass their skills back to other staff members.

Performance Management

At present, Technisa does not have a systemic performance management process in place. Staff are appraised by their heads of department, using the GDE’s old system. Professional staff are evaluated in terms of their marking and any appraisal questionnaires generated by students. However, since learner feedback is voluntary, this is not seen as a particularly useful appraisal mechanism. 

As part of the restructuring process, all Technisa staff (academic and non-academic) have new job descriptions which are based on core competencies and outputs. These job descriptions will be used as a checklist, against which staff performance will be assessed in future. 

There is a perception that, because of Technisa’s distance education approach, many professional staff have ‘lost’ their teaching abilities and lack the skills to interact with learners on a face-to-face basis. There is also no mechanism to encourage innovative practices in teaching and curriculum development

Employment Equity

Prior to 1997, there were no black staff in senior management positions at Technisa and only three black academics overall. At present, there are three black senior lecturers, one head of department and the vice-rector. There are no coloured or Indian staff. 

Most posts currently occupied by black staff have been filled only after the resignation or retirement of previous white encumbents. Similar trends apply within the non-academic staff. 

Technisa has no affirmative action policy in place. Interestingly, the college maintains that it, itself, is not an employer but that the GDE is the actual employer of Technisa staff, with the result that the Employment Equity Act applies only across the Department as a whole. There is some internal dispute about the stating of affirmative action requirements in job advertisements, as well as the type of publications used to advertise (for example, the City Press versus the Citizen). 

However, there is a sense that the black staff will not stand for this in future. Currently, the rector’s post is being advertised (the present incumbent will be retiring in April) and the COSATU-affiliated unions operating in the organization (NEHAWU for the non-academic staff and SADTU for the academic staff) have stated that they will not accept the appointment of a white rector.

Challenges

Technisa faces major challenges on two levels. Firstly, it needs to be properly aligned with the criteria for registration as an FET institution which will inform its operations and future strategic direction, and secondly, it must ensure a real transformation in its racial and organizational profile so that it successfully meets its strategic objectives.

Analysis of Individual Programmes

The three programmes, Travel and Tourism, Ore Dressing, and the National certificate in Orientation were investigated in detail to establish how Technisa offers these programmes as a distance learning college in terms of new education and training policy issues. The following people were interviewed for each of the programmes: 

Programme	Person Interviewed	Date of Interview
1.  Travel and Tourism	Senior Lecturer	24:03:2000
2.  Ore Dressing	Coordinator of Courseware Development	29:03:2000
3.   National Certificate in Orientation	Head of Department (to be called Manager in the restructuring)	29:03:2000

Areas of Investigation

A structured interview schedule was used as a basis to probe issues around the following themes:

•   Programme purpose and target learners;

•   Description of educators in the programmes;

•    Programme management;

•    Learning Materials;

•    Courses in the programme;

•    Teaching Learning and Assessment Strategies;

•    Collaboration and partnerships;

•    Communication;

•    Institutional Quality Assurance; and

•    Administration Systems.

 Themes from programmes analysed 

Innovation

The materials for Travel and Tourism and National Certificate in Orientation are written according to OBE requirements. Ore Dressing is written according to OBE and in the language of unit standards as required by the NQF. 

Each programme has formal entry-level requirements, but for Ore Dressing and National Certificate in Orientation learners could be assessed for basic competency in reading, writing, and numeracy at Technisa by the Assessment Unit, which is registered with City and Guild.

The most innovative of the three programmes is Ore Dressing for the following reasons:

•      The programme was initiated by industry, and has now developed into a formal partnership with Technisa and Foskor.

•      The learning materials incorporate work place training and learners have to be employed in the mining industry.

•      The programme was developed by holding workshops with relevant stakeholders and representatives which included union representatives as well as a learner representative;

•      The modules are written according to OBE requirements with unit standards (see under learning materials).

•      This certificate programme provides learners with the opportunity to study further. They could obtain an NCOR certificate of competence by completing fundamental courses, core and elective courses. This will allow them to go onto N courses in engineering.

•      The programme is directly related to the needs of the mining industry Foskor, i.e. developing efficient operators in the surface mining industry.

•      The programme is delivered at the workplace by tutors employed by Foskor.

•      The learner’s ability to integrate theory and practice will be assessed in the workplace.

Learner Profiles

The profile description shows that in the National Certificate in Orientation and Ore Dressing the majority of learners are black males but that in Travel and Tourism the learners are mostly white females. 

In Ore Dressing, 80% of the learners are black males working in the mining industry and who don’t have formal qualifications. The remaining 20% is made up of Colored Indian and White males who are working in the mining industry and who do not have formal qualifications. 

In the National Certificate in Orientation 34% are African males and 10% are African females. 29% are white males and 9% are white females. The remainder is made up of Coloured, and Indian students.

Conceptualization and Alignment with FET

The three programmes reveal some conceptualization and alignment with FET, as follows:

•     The programmes provide access to learners who do not have formal qualifications through assessment conducted at the Assessment Unit.

•      The programmes have minimum time for completion, but there is also maximum time, which means that there is some flexibility for learners to pace the programmes according to their needs.

•      In Ore Dressing, learners accumulate credits but other programmes are still course-driven.

•      Pathways are provided for learners. The Certificate in Orientation allows learners to do N courses. Ore Dressing can also be converted to a General Certification in Orientation, which then allows learners to do N courses in Engineering at Technisa.

•      In Travel and Tourism, an ABET programme is just being launched for learners who do not have NSC/N3 entry requirement. This course will provide access to the Certificate/Diploma course.

•      The Ore Dressing Course was developed in partnership with Industry and is directly addressing labour market needs.

Consultation

The Ore Dressing Programme was developed through consultation with all the relevant stakeholders, which included union representatives as well as learner representatives. The other two programmes, Travel and Tourism and National Certificate in Orientation, are very much a top-down process, where the National Department provides the syllabus and Technisa develops the courseware. Innovation is restricted as requirements come from the National Department.

Partnerships

The Travel and Tourism and the National Certificate in Orientation has a formal partnership with the National Department of Education, which provides the syllabus, conducts the examinations, and provides certification. 

The Certificate in Ore Dressing has a formal partnership with Foskor whereby both parties share responsibility for the programme but Technisa provides the certification. The programme will be run In April 2000.

 Detailed findings from programme-based research 

The National Certificate in Orientation (NCOR)

This is a bridging course offered at Std 7/Abet level 4. The purpose is to enable learners to gain entrance to N1 course in Engineering Studies. This programme is course-driven and learners have to complete all five courses in order to gain the qualification. The programme targets learners who wish to enrol for Engineering Courses, but do not have Std.7 or Abet level 4. In order to obtain the National Certificate in Orientation, learners must pass all five courses.

The following five courses are offered:

•     Engineering Drawing NCOR ED000 – D.

•     Engineering Mathematics NCOR WIS000 – R.

•     Engineering Science NCOR TWE000 – M.

•     Engineering Technology NCOR ET000 – T.

•     Industrial Communication NCOR 1C0000 –C.

Learning Pathways

Once a learner has completed this programme he/she is able to do any Engineering Studies Course from N1-N6.

National Certificate/Diploma Travel and Tourism

The main aim of the programme is to provide formal qualification for people working in the Travel and Tourism Industry. This programme is also course-driven and learners have to complete all the courses at one level in order to move onto the next level. Theory is balanced by practical work completed in the Tourism Industry. 

The target learners are people working in the tourism industry who do not have formal qualifications and post matric students who wish to enter the Travel and Tourism Industry. The entry level qualification required for this programme is NSC/N3 certificate or a grade 12 or equivalent qualification. The full-time equivalent years of study is minimum18-24 months for N4 –N6 certificates and three years for the Diploma.

The following courses are offered:

1.           N4     (Offered in English only)

•              Tourist Destinations       TRD004-S

•              Travel Services               TRS004-V

•              Travel Office Procedures TR004 P

•              Tourism Communication TRC004N

2.           N5

•              Tourist Destinations       TRD600-S

•              Travel Services              TRS500-V

•              Travel Office Procedure   TRD500-P

•              Tourism Communication TRC500-N

3.           N6

•              Tourist Destinations       TRD600- S

•              Travel Services              TRS500-V

•              Hotel Reception            TRH006–H

•              Travel Services              TRS006-V

•              Travel Office Procedure   TRO 600-P

Rules of Combination

Once a learner has passed the N4, N5 and N6 courses and has completed 18 months practical he/she will qualify for a National N Diploma.

Students are not allowed to enter for a particular subject at more than one level per registration. A subject should be passed successfully at one level before attempting the next level. On N5 level students do Fares within Africa Certificate, which is equivalent to Travel Services N5.

Learning and career pathways

On N6 level learners will be given the opportunity to do the following optional certificates at an additional cost:

•    Galileo

•    Fares11

•    BSP – ZA (Bank Settlement plan)

 

The following career pathways open up for learners after the successful completion of the programme:

•    Travel consultant;

•    Working as a tour operator/tour wholesaler;

•    Tourist information centres;

•    Ground staff at airports;

•     Airline consultant;

•     Reservation clerk;

•     Transport sector (rail, shipping, air);

•     Hotel reception;

•     Car rental companies;

•     Guest houses and lodges;

•     Holiday resorts.

 

In terms of learning pathways, students who complete a certificate course can go on to the diploma.

Certificate in Ore Dressing

The purpose of the programme is to enable learners to perform duties as production operators in the surface mining industry. In this programme learners will be able to accumulate credits although to obtain the certificate they have to complete all the courses. 

The target learners are mine employees who do not have a formal qualification. The entry-level qualification is Abet level 3 or equivalent. If learners do not have this qualification, Technisa or Foskor does an Abet assessment (reading and writing test).

Courses Offered

The course code is ORE 000 – D and is made up of the following modules:

•    Module 1: Orientation

•    Module 2: Health and Safety Management for Ore Dressing

•    Module 3: Quality Requirements for Ore Dressing

•    Module 4: Environmental Management for Ore Dressing

•    Module 5: Business Administration

•    Module 6: Open Cast Mining

•    Module 7: Geology

•    Module 8: Material Transport

•    Module 9: Mining and Concentration Methods

•    Module 10: Knowledge of the Basic Principles and Importance of Sampling

 

Learners who want a General Education Certificate (Certificate of Competence) have to complete the following courses in addition to the above:

•     Fundamental Courses

–                Mathematics NCOR

–                Science NCOR

•      Core

–                Engineering Drawing NCOR

–                Engineering Technology NCOR

–                Engineering Science NCOR

•      Elective

–                Ore Dressing Technisa certificate

After completing the above courses students obtain NCOR – certificate of competence which will allow them to do N courses.

 Learning and career pathways 

The NCOR allows learners to go onto N courses in terms of learning. In terms of their careers within the industry they can move on to become supervisors, frontline managers, or senior managers according to the structures in the industry.

 Teaching, learning and assessment strategies 

The learning teaching and assessment strategies for each of the three programmes are covered separately, although there are common assessment practices especially with National Certificate in Orientation and Travel and Tourism. The teaching and learning strategies are outcomes-based in all three programme.

 National certificate in orientation 

The two subjects chosen to answer questions on teaching, learning, and assessment strategies were Mathematics and Science.

Mathematics

The course intends to teach fundamentals in calculation. The learner is able to manipulate equations and do simple calculations like adding, multiplying, and division. Assignments determine whether a learner is able to do this. A variety of questions asking learners to add, multiply, convert to decimals, and simplify fractions, thus attempting to determine what the learner is able to do.

Science

The course intends to introduce learners to scientific notations and concepts. Learners will be able to apply the scientific notations in scientific calculations and measure and interpret scientific experiments. Assignments determine whether a learner is able to do this. A variety of questions asking learners to provide example of acids, name particles of an atom, name differences between masses, complete tables on abbreviations, describe a force, state what the law of movement means, thus attempting to determine what a learner can do. 

Learning materials are designed in a way that enables learners to work independently 90% of the time. They also attend two four-hour workshops per subject. If the programme is run by industry, more contact time is negotiated. The workshops address problems experienced by learners and help them to prepare for examinations. 

Assessment is both formative and summative. Learners write two assignments per subject, which make up 40% of the final mark, and an examination per subject, which makes up 60% of the final mark. There is no workplace practical as the programme teaches basics concepts. When learners get onto the N1 courses then they apply the concepts. 

The National Department sets examinations. Lecturers from South African technical colleges apply to the national Department of Education to be examiners. These examiners set the question paper and send it to the moderator, who is also appointed by the Department. 

The learning materials are described as workbooks, which are written within the OBE philosophy. A variety of activities and self-tests encourage learners to take responsibility for their own learning. The courses are not yet written according to unit standards.

 National certificate/diploma travel and tourism 

The two subjects chosen to answer questions on teaching, learning, and assessment strategies are Travel Services N4 and Travel Office Procedures N4. 

Travel Services N4 intends to teach learners about how Travel and Tourism Industry functions and give them knowledge about the different sectors and role players. By the end of the course, learners should be able to:

•     Make bookings (airlines, car rental, hotel accommodation, coach travel);

•     Calculate fares; and

•     Provide travel information to clients.

 

Travel Office Procedures N4 intends to teach learners about layout and procedures in a travel office as well as marketing a business successfully. By the end of the course, learners should be able to:

 

•     Mail;

•     File documents;

•     Bank; and

•     Deal with insurance and security.

Assessment is both formative and summative. Formative assessment is done through assignments, which make up 40% of the final mark. Summative assessment is done through examinations, which make up 60% of the final mark. Assignment questions range from open-ended questions, listing information, analysing case studies, filling in forms and unraveling procedures to dealing with dishonored cheques.

The national Department sets examinations. Lecturers from South African technical colleges apply to the Department of Education to be examiners. These examiners set the question paper and send it to the moderator, who is also appointed by the Department.

Materials are written in a way that enables learners to work independently. The teaching methodology is encompassed in the materials. A conversational style, with activities and self-tests encouraging active involvement in the learning process, is used. Learning activities include practical tasks, which the learner must research from industry, and self-test activities, which enable learners to track their own progress.

The programme is reviewed once a year and information is updated according to changes in the industry.

 Certificate in ore dressing 

The two modules chosen to answer questions on teaching, learning and assessment strategies are Geology and Open Cast Mining. These modules are written within the OBE philosophy and according to NQF requirements. Unit standards, range statements, and assessment criteria, set out below, given an indication of what this means in practice. 

Unit Standard (7): Geology
Field: Manufacturing, Engineering, and Technology Sub field: Surface Mining Level: 01 Credit value: half credit Date of issue: January 1999 Review date: November 1999 Purpose of the unit standard: differentiating between ore types in Phalaborwa igneous complex Learning assumed to be in place before this unit standard is commenced: successful completion of admission requirements
Specific Outcomes	Assessment Criteria
7.1. Distinguish between igneous, sedimentary and metamorphic rock 7.2 Explain the economic viability of minerals 7.3. Identify different mineral types 7.4. Explain the composition of rock	•      Explanation of characteristics of igneous, sedimentary and metamorphic rock •      Explanation of what the complex consists of •      Give reasons for the economic viability of minerals •      Identification of different mineral types
Range Statements
•            Ore: specific to Phalaborwa Igneous complex •            Types of rock: igneous •            Minerals: carbonatite, foskorite, dolerite, pyroxenite, chakapyrite, bornite, cubanite, chakocite, vallerite, baddelite, apatite, flogopite
Underpinning Knowledge
•            Basic geological knowledge – broader than just phosphate and copper mining •            Ore: specific to Phalaborwa Igneous complex •            Types of rock: Igneous •            Minerals: carbonite, foskorite, dolerite, pyroxenite, chakapyrite, bornite, cubanite, chakocite, vallerite, baddelite, apatitie, flogopite
Critical Outcomes
Analyse information
Assessor Guidance Notes
The following tasks will help the learner to reach outcomes: •            Look at different samples of rock and identify type •            Compare samples of rock •            Write a short report of a tour undertaken on site

 

Unit Standard: (5) Open Cast Mining
Field: Manufacturing, Engineering, and Technology Sub–field: Surface Mining Level: 01 Credit value: 4 credits Date of issue: January, 1999 Review date: November, 1999 Purpose of the unit standard: understanding of the process – flow of ore dressing in open cast mine. Learning assumed to be in place before this unit standard is commenced: successful completion of admission requirements.
Specific Outcomes	Assessment Criteria
5.1. Explain the drill process 5.2. Explain a blast 5.3. Differentiate between ore and waste 5.4. Explain loading 5.5. Explain hauling of waste and ore	•        Clear verbal communication distinguishing between ore and waste •        Explain the planning for drilling, blasting, loading and hauling.
Range Statements
1.      Rotary drill process 2.      Pyroxinite 3.      Dolerite 4.      Electrical rope shovels 5.      Haul trucks
Underpinning Knowledge
•            Safety and health (Mine health and Safety Act – same as Health and Safety Act) •            Induction course specific to that mine •            Licensing procedures •            Knowledge of heavy earth moving equipment
Critical Outcomes
•            Communicate effectively •            Collect, analyse, organize, and evaluate information
Assessor Guidance Notes
Verbal explanation Written assignments Oral questioning

Materials are designed in a way that requires learners to work on their own 70% of the time, with the remaining 30% of time made up of contact with a tutor. This contact takes place at Foskor once a week for two hours. Tutors facilitate discussion, activities in groups and pairs, and practical work in the workplace.

There is no formal examination. The portfolio forms the summative assessment. This portfolio will include two formal assignments and a range of activities that learners do on their own, in pairs, and in groups. Most activities require practical work in the mining industry. The tutors, learners, and Technisa lecturer will assess the portfolio jointly. Assessment will follow the following bands:

•            Merit

•            Higher Credit

•            Credit

•            Insufficient Evidence

The practical activities in the workplace will be supervised, and the learner will be supported by a line manager, supervisor, or tutor. Learners’ ability to integrate theory and practical skills will be assessed in the workplace.

 Human resource development 

The Travel and Tourism programme is managed by a Senior Lecturer who is assisted by an administrative secretary and is accountable to the Head of Department General and Business Studies.In Ore dressing there is a coordinator and a lecturer who work in partnership with Foskor, but who are also accountable to a Head of DepartmentThe Certificate in Orientation has a coordinator and five lecturers, who are accountable to a Head of Department: Product Development and Delivery.

There are no formal structures to manage performance of the educators. They are, however, accountable to heads of departments and have to submit progress reports. Individual educators who feel the need to develop their skills can motivate to attend training courses.

Quality Assurance

Quality Assurance in developing courseware is coordinated by the coordinator of Courseware Development. Her main task is to facilitate the design of the curriculum according to SAQA formats and requirements. The actual writing of the materials is contracted to writers internally or externally.

A flow chart helps to ensure that all modules go through a process of consultation, editing, reviewing and correction over a six-month period. This chart has deadlines for the following processes:

•            Pre – development

•            Initial Consultation

•            Development of modules

•            Edit modules

•            Review modules

•            Correct modules

•            Develop all modules

•            Edit/Proof all modules

•            Review all modules

•            Correct all modules

•            Edit/Proof all modules

•            Validate Final copy

•            Print, collate and distribute

 

Learners evaluate course materials through questionnaires. They are given the opportunity to rate administrative support, study materials, assignments, and student support from excellent to poor. This data is processed by the research unit and is meant to be fed to the different programmes so that necessary changes can be made.

As part of the overall Quality Assurance policy, courses are reviewed on a two-year basis. The following instrument is used for the review of courses, applying the following set of rankings:

ü             =            Satisfactory Standard

 ?                       =            OK but improvements suggested

û             =            Not Satisfactory – major changes required 

Evaluation Criteria	Rank	Problems	Suggestions
Learning Outcomes
–        Clearly stated –        Restated in sections/modules –        Match syllabus –        Match examinations –        Show course pathway –        Show career pathway
Design and Format
–        Layout, appearance –        Modular structure –        Binding –        Pagination –        Contents page –        User friendly introduction –        Overview –        Text –        Icons –        Graphics –        Diagrams/labels –        Editing/proofing –        Instructions/assessment –        Glossary/key terms
Language
–        Fits target audience (ESL) –        Grammatically correct English –        Non discriminatory –        Appropriate level –        Writing style –        Concepts clearly/briefly explained –        Penetrating questions –        Key terms/definitions
Content
–        Matches syllabus –        Prepares for examinations –        Logically developed –        Manageable chunks –        Applied to life experiences –        Terminology explained (key terms) –        Reflects current industry standards
Activities/Self Tests
–        Clearly stated instructions –        Reinforce and apply concepts –        Match objectives –        Challenging and varied –        Give continuous feedback –        Increasing level of difficulty –        Space/directions for answers
Assignments/Assessments
–        RPL –        Pre-test –        Challenging and varied –        Increasing level of difficulty –        Assess application of concepts –        Match syllabus –        Prepares for examinations
Independent Learning
–        Interactive exercises/activities –        Facilitates independent learning –        Promotes self study skills –        Encourages alternative views

 Learner support and advocacy 

Materials are designed to facilitate independent learning. However, additional learner support is provided in the following ways:

•      Workshops. These provide learners with the opportunity to communicate their problems. Lecturers are also able to relate information or raise their concerns with learners. In the Certificate in Orientation learners attend two four-hour workshops per subject. In Travel and Tourism they attend one workshop per term per subject. In Ore Dressing learners spend 30% of the time in contact with a tutor who facilitates discussion, activities in groups as well as practical work in the workplace. This contact time is about two hours per week at the workplace.

•      Study Letter. This serves as a reminder for assignments and examinations. New information is also communicated through this letter.

•      Call Centre. Learners are able to phone in with their problems. Personnel at the centre address the issues and also pass on the problems to the relevant Departments who can act on the issues.

•      Consultation Times. Learners are able to consult with their lecturers by appointment. They could discuss problems directly related to their course or other problems.

 Institutional transformation 

Technisa has recently undergone an intensive transformation process, which was aimed at shifting the college towards a more business-orientated approach (see Institutional information above). It is interesting that the people interviewed for the programmes did not articulate the new process but spoke in the ‘old language.’

Challenges

The views expressed in this section are those of the researcher, and do not reflect those of any persons interviewed in the course of the research.

The three programmes in this case study reveal that there is a commitment to developing outcomes-based curricula. The major challenge however is to re-orientate the curriculum of all existing programmes in a sustained and comprehensive manner.

Quality assurance procedures exist within different departments and in pockets. There is a need to develop efficient and easy information flow, which will help to feed into programmes the evaluation done by students. At present, it is not clear how the data from students’ evaluation of programmes is used to effect changes. In order to be self-improving, the establishment of systems and processes needs to be followed by action, evaluation, and revision, implemented in a cyclical pattern.

Learning pathways are provided for students within Technisa programmes in a horizontal manner. A challenge is to make articulation possible between different sectors of education and training and the recognition of credits earned at institutions other than Technisa to achieve national qualifications.