Semi-Annual Report of Institutional Progress
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- Bu səhifədəki naviqasiya:
- Development of Level Descriptors for the National Qualifications
- South African Universities Vice-Chanceliors Association (SAUVCA) and the Universities
- Council of Technikon Principals (CTP) and the Technikons
- Recommendations for Curriculum and Program Development
- 1. Peninsula Technikon;
- 3. Eastern Cape Technikon
- 4. Durban Institute of Technology
- 5. Medical University of Southern Africa: Dentistry and Psychology
- 6. University of the Western Cape
- 7. University of Durban-Westville
- 8. University of Zululand
- Three Year Rolling Plans
- Recommendations for Year 5
- Human Resources Development
- INSTITUTION DATE TOPIC NUMBER OF PARTICIPANTS
- Achievement of Year Four Result: Fifteen HDIs have the management, administrative and leadership capacity to effectively draft three-year Rolling institutional plans.
- 1. EASTERN CAPE TECHNIKON
- 2. DURBAN INSTITUTE OF TECHNOLOGY
- 4. TECHNIKON NORTHERN GAUTENG
- 5. UNIVERSITY OF DURBAN-WESTVILLE
- 6. UNIVERSITY OF THE NORTH
- 7. UNIVERSITY OF THE NORTH-WEST
- 8. UNIVERSITY OF TRANSKEI
- 10. UNIVERSITY OF THE WESTERN CAPE
- 14.UNIVERSITY OF FORT HARE
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Semi-Annual Report of Institutional Progress June 2002 Executive Summary
This report covers the period from December 2001 through June 2002. The Report focuses on two aspects: a summary of all activities and individual institutional progress reports. The Report assesses institutional progress within the five TELP focus areas: curriculum and program development; student academic and social development; management and administrative development; staff development; and research. The Executive Summary provides a comprehensive understanding of the activities that have taken place since December 2001 and, as such, discusses the strategic interventions that have taken place in order to ensure sustainable capacity-building in the five focus areas. Each section concludes with a discussion of recommendations to be taken in the fifth year of the project. Similar to the December 2001 report, the June 2002 report employs a two- pronged approach: reports from individual TELP Coordinators and reports gathered by UNCFSP Program Managers. This includes the use of PIL semi- annual reports and workshop, technical assistance, and milestone reports. This data collection method continues to be the most effective method of supplementing data collected by TCs from the institutions. TELP Coordinators (TCs) are required to collect the necessary data in a format that is prescribed by UNCFSP. Each institution provides the following information for each TELP focus area: status at last reporting period; intervention activities; results, including differences made, barriers encountered; lessons learned; and recommendations for addressing outstanding issues. For the most part, TELP Coordinators' reporting of institutional activities has significantly improved since the beginning of this requirement in the December 2000 reporting period. Nonetheless, UNCFSP continues to encourage and provide guidance for improvement of report writing skills. TELP Coordinators are encouraged to use institutional program managers' reports, TELP committee reports, PIL reports, and discussions and/or reports from workshop participants. UNCFSP will provide feedback on progress report submissions during the annual TC workshop in September 2002. During the next reporting period, TCs will be encouraged to provide more quantitative data in their reports. 2 In the November 2001 TC workshop, TCs were given guidance to assist them in soliciting broad participation in the assessment of institutional activities. As in previous TC workshop, focus was placed on steps that can be taken to broaden participation of TELP participants in the evaluation of activities. This process is very important in this last year of the project where a variety of evaluations and assessments are scheduled to take place. Thus, the September 2002 workshop will again focus on solicitation of broad participation in these activities. The December 2001 - June 2002 reporting period began with a series of challenges. The most critical challenge was the death of the Program Manager for Joint Activities. This led to a reshuffling of workshop and other critical activities that were to have taken place by the end of May 2002. These activities have been successfully completed and all milestones and Results have been submitted to USAID. Another critical challenge related to on-going policy changes within the Department of Education. March 2001 saw the release of the National Plan for Higher Education that caused significant changes in the approaches described in the Year Three Workplan activities. This process continued into the Year Four Workplan. UNCFSP continued to introduce workshops and technical assistance that were required to ensure that HDIs responded to DoE's policy initiatives that were scheduled to be released in January and February 2002. These will be discussed in some detail under the sections on Curriculum Development and Management and Administrative Development. Since the December 2001 report, HDIs have been busy implementing the SAQA June 2000 submissions in preparation of the June 2003 SAQA requirements. Moreover, under management and administrative development, HDIs have been attempting to understand the requirements of the National Plan for Higher Education in preparation for the February 2002 release of DoE guidelines for Three Year Rolling Plans and the approved programme mixes, also scheduled to have been released in early 2002. These February 2002 guidelines had not been released by the end of this reporting period. Since the beginning of Year 4, UNCFSP has devoted considerable attention to the new requirements that have emanated from the National Plan for Higher Education. This process will continue as UNCFSP recognizes that this is the only way that HDIs will realize a greater degree of sustainability in their capacity- building activities. 3 I. Curriculum Development New discussion documents have been released in 2001 - 2002 which amplify the policy milieu established between 1995 and 2000. The two documents are:
The Discussion Document for the 'New Academic Policy for Programmes and Qualifications in Higher Education' (NAP) was released for comment in 2002. The aim of the NAP is to provide the academic planning framework to enable the National Plan for Higher Education (DoE, 2001) to be effected. The Discussion Document was released simultaneously with the Development of Level Descriptors for the National Qualification Framework published by SAQA with the intention that both documents be considered together. The NAP is intended to provide, inter alia:
When finalised and approved, the NAP will replace the existing policies, which currently regulate higher education programmes, namely: A Qualification Structure for Universities in South Africa: NATED Report 116(99/02) General Policy for Technikon Instructional Programmes: NATED Report 150(97/01) Formal Technikon Instructional Programmes in the RSA: NATED Report 151 (99/01) 1  A New academic policy for Programmes and Qualifications in Higher Education: Discussion
Document Council on Higher Education. December, 2001 pp 131 4
some eighteen months after the interim registration of qualifications with SAQA. The lack of a policy framework to guide the implementation of transformed curricula has had some inherent implications that should not be downplayed. As indeed the NAP Discussion Document points out, in the late 1990's many higher education institutions attempted to reform their curricula congruent with the goals articulated in the NCHE Report, the White Paper and the requirements for interim registration with SAQA. However, one of the major constraints to this process is the continued existence of the 'old pre- 1994 academic policy frameworks' (the NATED Reports) thus, the 'progress of reform is uneven across the higher education sector1. Notwithstanding this, the Discussion Document highlights that: SAQA has permitted over 5000 existing qualifications in the Higher
The 'Development of Level Descriptors for the National Qualifications Framework: a document for public comment1 was released by SAQA in December 2001. The purpose of level descriptors is to describe the: Nature of learning achievement, its complexity and relative demand at each level of the NQF, distinguishing between the learning demands at each level. Because the level descriptors describe learning across domains, disciplines, fields and learning pathways, they must be broad, generic, qualitative statements against which specific learning outcomes within different organising fields can be compared and located (SAQA, 2001: 11). The role of the level descriptors is, therefore, to 'serve as general reference points for more specific curriculum decisions' (CHE, 2001: 47). A 'nested approach' to standard setting and qualification specification has been advocated by the CHE (2001). With this approach, descriptions of learning move from the generic (level descriptors) to the specialised and specific through qualification descriptors, designated variants and qualification specialisation. 5 Whilst such descriptors allow for provider-flexibility in programme design they are essential, for example, for guiding:
The extended process of the development of the level descriptors has potentially had a negative impact on the process of implementation of the transformed curricula. South African Universities Vice-Chanceliors Association (SAUVCA) and the Universities The SAUVCA established the Generic Qualification Standards Setting Project to run from February 2001 through to June 2002. The project sought initially to develop five generic qualifications: B. Com; LLB; BA; B.Sc; and BscEng. In the process, overseen by a Steering Committee, convenors worked with regionally-based core groups to develop full Standards Generating Body (SGB) proposals together with the relevant generic qualification. The process was loosely based on the 'designer institution' (convenor) model used by Technikons. Comments were invited from non-participating universities, and where appropriate, professional bodies. After the successful registration of the five generics SAUVCA plans to extend the process to the higher levels within the original set (Honours and Masters level) and then to other members of the 20:80 qualification set2. Council of Technikon Principals (CTP) and the Technikons By July 2001 the findings from the focus areas for research (modularisation' assessment; learner guides; level descriptors; and implications for Outcome- based Education and Training (OBET) implementation had been proffered to the Technikon community as a series of publications and as papers presented at a conference. The purpose of the research was to focus on the improvement of learning, teaching and assessment practices, and ultimately to investigate the implications of implementing OBET. The Committee for Tutorial Matters (CTM) National Working Group made a series of recommendations to CTP via CTM with regard to the process that Technikons should adopt for the registration of Technikon qualifications with SAQA in June 2003. One recommendation was the formation of generic qualification standards groups in line with those established by SAUVCA. The establishment of the groups to generate the generic qualifications has not been finalised. 2 the 20% of qualifications for which 80% of students are enrolled
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The progress made by all 17 of the HDI's with the implementation of revised
Overall the universities are far advanced over the technikons with the design, development and implementation of modular programmes. This may be due in part to differences in the conceptualisation of modularisation. The research conducted in the technikon sector showed that fragmentation of existing subjects into modules, with no attempt to foster integration. This is not an acceptable approach for the realisation of curriculum transformation. Some few years ago the technikon sector might have claimed, on the basis that there was a nationally agreed upon process for the sector, to have made excellent progress with the design and implementation of Outcomes-Based Education and Training in comparison to the universities. However, evidence from the UNCFSP evaluation conducted in Year Four indicates that the gap has closed, and that in several cases the universities have 'leapfrogged ahead'. This is possibly due in part to a hiatus in the unfolding of the National CTM process over the 2001 academic year, and a subsequent lack of clear direction for the technikon sector. The evidence required in support of the Result for Year Four substantiates that eight HDI's have shown progress with the actual implementation of revised curricula in the respective indicator departments require evidence of the implementation of one or more of the following:
For each of the eight HDI's the evidence for actual implementation of revised curricula in the indicator departments is provided through the following: 7
Recommendations for Curriculum and Program Development In Year Five, UNCFSP will continue to nurture the rich seam of experience and capacity at the institutional level that has developed through responding to the diverse processes inherent in curriculum change. HDIs will require support to overcome the often-complex challenges that they are facing. Some of the challenges that will shape the nature of the assistance given in Year Five include inter alia:
In addition to the challenges facing the HDI's that are listed above there are two significant external factors that are impeding progress of the implementation of transformed curricula. One factor, discussed earlier in the introduction to the Year Four Result, is the continued uncertainty with regard to the national policy environment created by the delays in the finalisation of crucial policy documents. The second consideration is the proposal to merge various higher education institutions. The consequences of merger are far- reaching and one important ramification is the effect on the process of mergers/curriculum transformation. Flowing out of the above, the recommendation is that the support provided by UNCFSP: Curriculum Development in Year Five for all 17 of the HDI's is tailored to: 8
Achievement of Year Four Result : Eight HDIs have implemented curricula revisions in one department within the Faculty of Science and one other identified faculty that provides for credit accumulation and multiple entry and exit points for learners and conforms to the current NQF guidance. The Eight HDi's have achieved the above result with the actual implementation of revised curricula. It is important to note that curricula change has taken place across the disciplines, thus in some cases, a general statement has been provided for each of the eight institutions. Details concerning the specific indicator departments (one in the Faculty of Science and the other in any other Faculty) were provided in the detailed evidence provided to USAID and is also located in the TELP Resource Center. 1. Peninsula Technikon; Radiography and Mechanical Engineering Peninsula Technikon is doing interesting work in a variety of areas of curriculum development with considerable institutional pressure being applied to 'operationalise' the movement to a modularised curriculum. Timeframes have been set to detail curriculum outputs for the year 2002. The institution currently approaches curriculum from an integrated projects point of view. This means that knowledge, skills and attitudes are brought together in an integrated way. A decision was made in 2000 that continuous assessment would be implemented as widely as possible and a draft version of an Assessment and Moderation Manual has been developed for this purpose. This manual stipulates the link with the requirements of the Norms and Standards for Educators document and stresses the importance of the development of a culture of life-long learning. 2. Mangosuthu Technikon: Surveying and Community Extension An institutional strategy for the implementation of Outcome-Based
9 be 'bottom-up1 (i.e. starting from existing subjects) but should be a hybrid process of 'top-down' by starting with the exit level outcomes for the programme and then aligning modules with the existing subjects. 3. Eastern Cape Technikon: Mechanical Engineering and Tourism Changes have been focussed in specific departments/programmes. The process of development has been on going since 1999 and workshops to familiarise staff with SAQA, the philosophy and principles of OBET, and OBET assessment practices have been held. A core group of five staff in Mechanical Engineering has been trained in techniques of individualised instruction. This training has been a driving force for curriculum change, and as a result, practice is moving away from a traditional lecture-centred approach to promoting active and student-centred learning through an increase in project work, assignments, and self-study. Through using an institution-wide template for learner guides, the indicator departments have achieved uniformity of format, and the guides contain, for example, more learner-friendly' information 4. Durban Institute of Technology: Analytical Chemistry and Biomedical Technology Steady progress has been made with the implementation of outcomes- based education, and there are many exemplars of good OBET practice. The process of developing and designing the learning programme to align with the outcomes-based qualification specification is on-going. Manuals and assessment processes have been developed for the four disciplines within Biomedical Technology. The learner guides for the programme have been revised to be OBET compliant. Interesting innovations in materials are also being introduced and using the facilities in the Effective Learning Centre (TELP PIL 119) for example, a card game to support Microbiology I, and a series of booklet-style handouts that support Power Point presentations have been developed. There have been several innovations in assessment practices, and Senate approval has been granted for several subjects to be assessed by continuous assessment. 5. Medical University of Southern Africa: Dentistry and Psychology The Faculty of Dentistry made very good progress with curriculum development and the curriculum is almost fully developed into OBET format. Templates of the different curricula (macro and micro) are fully developed for BDS, oral hygiene diploma and dental therapy. The revised curriculum is being implemented at the first year level in 2002. The revised curriculum is now fully modularised in themes, with each module assigned a credit. The revised curriculum demands the use of student centred learning as opposed to classical teaching. The faculty has made 10 a breakthrough in implementing continuous assessment and a variety of assessment approaches and techniques such as portfolios are included in the curriculum. The new learner guides reflect the changes made in the curriculum including assessment criteria. The Department of Psychology has developed a new four-year B. Psychology degree. The curriculum is modularised into themes and each module is credit bearing. Departmental assessment policies have been changed and the procedures on admission have changed to accommodate recognition of prior learning, however this is done within very strict conditions, especially with enrolments in B. Psychology. The Learner Guides have been adjusted to comply with the revised curricula. 6. University of the Western Cape: Mathematics and Public Administration A new curriculum has been developed and implemented by means of policy development. UWC is undoubtedly advanced in terms of this policy development. Guiding templates or documents that have been developed for modular design are now available to staff to assist them in the design of modules and programmes. Similar guiding documents are also available for programme design. While SAQA guidelines have informed the processes they have not driven the implementation process. This policy driven approach, means that the process was given substance by the development of policy (e.g. assessment policy and RPL policy) around areas that needed to change. 7. University of Durban-Westville: Environmental Studies and Heritage Tourism All its existing and new programmes have been modularised in accordance with SAQA requirements. There is evidence that innovation has taken place in terms of curriculum development throughout the institution. For example, in the area of giving credit to experiential learning, there are several disciplines within the Health Sciences that have experiential practical fieldwork modules i.e. Occupational Therapy, Physiotherapy, Speech and Hearing Therapy, Social Work, Optometry, Dentistry and Pharmacy. Although there is still a formal exam timetable, the emphasis and importance placed on summative assessment has been reduced. There is currently no institution-wide, standardised assessment policy and assessment policies are faculty-specific with the weighting of the year mark to the examination mark varying from faculty to faculty. 8. University of Zululand: Chemistry and Social Work A number of far-reaching changes have been made to the curriculum at the University of Zululand that are reflected in a number of different ways. Although there is no campus wide initiative to start giving credit for experiential learning, credit is given for experiential learning in some 11 subjects, which are orientated towards a profession. Foundation modules have been introduced in ail faculties. Each faculty identified four modules for use as a foundation to their studies. These were then structured into the curriculum at different points. To assist staff in the development of programmes, a number of documents were drawn up, including a template for programme developers to specify modules in terms of the year of study and also the term in which it would be taught. One of the most significant institutional changes has been the transition to an institutional policy of continuous assessment. There are no formal examination timetables for four of the five faculties, and while some departments still choose an extended final assessment, this takes place within the space of the module time. Teaching has become more focused on small groups, tutoring, and computer-aided learning (WebCT and other kinds of web- based learning). Learner guides have changed in terms of the how the outcomes for the modules are stated, more information is given to the student, an explanation of assessment and how it happens is included, making them more student-friendly. II. Management and Administrative Development UNCFSP's interventions focused on four activities: Three-Year Rolling Plans,
In Year 5, UNCFSP will continue to enhance institutional capacity in:
In March 2001 the Ministry released the National Plan on Higher Education. This Plan provided a clear implementation framework and national expected outcomes for the transformation of the higher education system in South Africa. As reported in the December 200I Institutional Progress Report, following the release of the National Plan for Higher Education all institutions for Higher education were required to submit, by the end of July 2001, a submission on Programme and Qualification Mix. In the submission, the institutions had to indicate their proposed mission and niches, their programme and qualification mix for the years 2002-2006 and the projected figures for headcount 12 enrolments, headcount graduates and full time equivalent enrolments for 2002-2006. These submissions formed the basis of the UNCFSP strategic interventions during Year Three. A National Working Group (NWG) was formed in April 2001 by the Ministry to investigate the restructuring of the higher education landscape in South Africa. The report of the NWG was released in December 2001 and comments from stakeholders were requested. This report of the Ministry on restructuring was released in May 2002. In the light of the uncertainties surrounding the restructuring of the higher education landscape (merging of institutions), the Department of Education decided that Three-year Rolling Plans would not be requested from institutions in 2002 (Year 4). Three-year Rolling Plans, however, remain an important requirement in the future because of its central role in the approval of new programmes and in the new funding dispensation. Therefore, USAID accepted that capacity in strategic planning would ensure capacity in Three- year Rolling Plan development. UNCFSP interventions during Year-Four focussed on further enhancing the HDIs' capacity to effectively draft Three-year Rolling Institutional Plans by concentrating on the new/additional planning challenges posed by the National Plan for Higher Education. In order to determine the needs for technical assistance in Year 4, a questionnaire was compiled and sent to all 17 Historical Disadvantaged Institutions (HDIs). Responses to the question on the "needs for technical assistance", provided the basis for the delivery of technical assistance in Year 4. Three primary needs were identified: Strategic Planning; Quality Assurance; and Possible Merging. Strategic Planning related to the enhancement of capacity in Three-year Rolling Plan development and implementation. The Department of Education has maintained that "Three-year Rolling Plans should flow from the Strategic Plan of the institution." Quality Assurance is a high priority item on the higher education agenda. It becomes even more critical for TELP interventions because The Higher Education Quality Committee will start with pilot audits of institutions in 2003 and with full-scale audits in 2004. Because Quality Assurance is so closely related to Strategic Planning, the strategic planning process, including the achievement of its goals and objectives, must become a focus of the Quality Assurance activities. As such, UNCFSP consulted with the Director of the Higher Education Committee to determine the best method for the workshop methodology. 13 Possible merging or restructuring of the higher education landscape is currently being given a great deal of attention by the TELP institutions as most of the higher education institutions will be involved in this process in some form. At the time of the Year 4 workshops, the Minister of Education had not obtained approval from Cabinet on the Restructuring Plan. Therefore, UNCFSP asked all HDIs to respond to the question, "If your institution has to merge with another institution, how will it affect your institution and what do you have to do in respect of the merger process?" Based on this response, UNCFSP concluded that quality assurance and merging (restructuring) were very relevant and thus revealed a need for capacity building. Capacity building in Quality Assurance and Possible Merging therefore, had direct benefits for Three-year Rolling Plan development and implementation. Since all the HDIs already have capacity in Strategic Planning, workshops focused on sensitising HDIs to the use of the systems approach to planning and to the use of the balanced scorecard. By employing the General Systems Theory (GST) or systems approach, HDIs were able to build capacity in viewing each institution as a system and basing the strategic and management planning on institutional analyses. The same principles were then applied to Quality Assurance and to the merger issue. In this way, the three broad topics were linked with a common approach, which helped the HDIs to understand the intricate, interwoven nature of strategic planning, quality assurance, and restructuring. Recommendations for Year 5
Human Resources Development Interventions on human resources development planning is part of a training strategy designed to build capacity amongst HDI managers and staff to enable them to respond more effectively to the challenges currently facing the higher education sector. In order to determine the nature of the Year 4 interventions, UNCFSP conducted an assessment of institutional needs in human resource development planning. This was done by way of studying previous HR Assessment Reports and previous HR workshops reports. Interviews were also conducted with a variety of stakeholders at the  14
institutions to establish their human resource development needs. Workshop manuals were developed based on the needs expressed by the participating institutions, including the TELP Co-ordinator, the HR Director, the Skills Development Facilitator and the Employment Equity Officer.
A total of 218 participants attended the HRD workshops. Recommendations for Year 5
15 • That institutions are urged to consider continuity when planning follow-up workshops. Leadership Development Given the current national and global challenges of leadership in higher education and the rising need for the development of a professional academic and administrative cadre, UNCFSP has continued to provide technical assistance in leadership development. Senior administrators, particularly Deans and Heads of Departments of the seventeen (17) Historically Disadvantaged Institutions (HDI) have been targeted and have benefited from technical assistance through workshops designed to address issues of leadership development. UNCSFP also recognises the centrality of leadership in the transformation of Higher Education in South Africa. Deans and Heads of Departments must play a key role in the current national restructuring of Higher Education. All leadership workshops have been regional and this has provided an environment conducive to sharing. Regional workshops have been shown to be beneficial to the participating institutions. Divergent views are debated, participants share experiences and ideas and work on solutions to challenges facing their respective institutions. The objective of the workshops was to continue to provide training for senior administrators. The workshops, designed as a follow-on to Year Three, were intended to enhance the capacity of those individuals who are in decision making positions and who can impart knowledge to their staff. Each institution was requested to select three senior departmental administrators to participate in the workshops. To assess the status of leadership development at the seventeen (17) HDIs, each institution received a target population analysis form containing module topics. This exercise was to enable the facilitator to assess institutional needs and determine the structure and content of each regional workshop. The following were priority module topics identified by institutions and forwarded to the facilitator for consideration:
The facilitation of the workshops involved several small group exercises based on the participants' own institutional experiences. Group presentations brought 16 to the fore challenges and issues faced by Deans and Heads of Departments at different institutions. These were particularly useful because they highlighted the dynamics, differences and similarities of institutional leadership. Clearly, regions had different priority areas but ultimately the concerns were very similar. Group presentations also enabled participants to share successes and solutions to problems. Sessions were supplemented by handouts from the literature on leadership and management in higher education. Leadership Development workshops reaffirmed the need to support institutions through the current transformation and restructuring processes and the important role institutional leadership will to have to play. Year Five activities will continue to support institutions in their attempt to address the new challenges facing higher education. Recommendations for Year 5 Institutions recommended further technical assistance in the following issues:
Gender Mentoring Year 4 interventions consisted of one-day workshops on gender mentoring, with emphasis on incorporation into rolling plan development. The interventions addressed gender equity and to consider mentoring as a mechanism for staff development and skills development, whilst at the same time serving as a strategy towards achieving employment equity. Therefore, UNCFSP provided skills training for the incorporation of gender mentoring in Three-Year Rolling plans. An assessment of institutional gender mentoring needs informed the workshop programme and training materials. Gender mentoring is part of a training strategy designed to build capacity among especially women managers and staff, thus enabling them to respond more effectively to the challenges currently facing the higher education sector and to actively concentrate on their own career development. In order to determine the nature of the intervention, gender-mentoring needs of the various institutions were determined by reviewing previous Human Resources Assessment Reports and gender mentoring workshops reports. Also interviewed were the various administrative and academic staff and members of gender forums. Workshop manuals were developed based on these needs expressed by the various staff 17
Development Facilitator and representatives of the Gender Forum. Various publications on mentoring and policy development in developing the training manuals.
A total of 170 participants from 16 HDIs attended the gender mentoring workshops. Where institutions have Gender Forums or similar structures, the majority of the participants represented these structures. 18 Recommendations for Year 5 While there is still uncertainty around job security, there is a distinct sense of self- empowerment at HDIs with participants generally re-examining themselves, their careers and their future direction in higher education. The issue of gender and gender stereotyping remains a serious one, and all institutions should sensitise their staff to take gender seriously. The misconception that gender is a women's issue should be challenged at every level. Institutional management should also realize the potential within their institutions, and introduce creative and cost-effective mechanisms to develop women on their campuses so that they could competently and confidently compete for senior positions. Gender mentoring could be but one mechanism to achieve this goal.
19 Achievement of Year Four Result: Fifteen HDIs have the management, administrative and leadership capacity to effectively draft three-year Rolling institutional plans. LJNCFSP in collaboration with HDIs identified the following aspects in order to determine institutional capacity to develop three-year Rolling plans.
The capacities of the institutions in respect of the following aspects of planning were also considered:
The following institutions have now met the Year 4 Result to "effectively draft Three-Year Rolling Plans. 1. EASTERN CAPE TECHNIKON The Eastern Cape Technikon has successfully produced Three-year Rolling Plans for 1999 - 2001 and 2000 - 2002, as well as the Submission on Programme and Qualification Mix for 2002 - 2006. The Strategic Planning document of the Technikon is in the process of being compiled and a consultant with the appropriate know-how will be engaged. The Planning Office is in existence with an Institutional Planner and a secretary. The Planning Committee comprises all the Heads of the academic and administrative departments. The Committee also involves students, staff unions, the Institutional Forum and a Council member. 20
The Durban Institute of Technology has successfully produced Three-year
3. PENINSULA TECHNIKON The Peninsula Technikon has successfully produced Three-year Rolling
Technikon Northern Gauteng has successfully produced Three-year Rolling Plans for 1999 - 2001 and 2000 - 2002 as well as the Submission on Programme and Qualification Mix for 2002 - 2006. The Technikon has adopted a strategic planning model designed to provide guidance and direction throughout the planning process and to produce a systematic process for measuring the effectiveness of Technikon activities. The focus of the Strategic Planning Process was the revision of the planning framework and the Three-year Rolling Plans of 1999-2001 and 2000-2002 and the development of an Academic Plan for 2001-2003 and Business Plan for 2001-2003. The Planning Office consists of one person as Institutional Planner and a secretary. The Planning Committee consists of all Senior Managers and the Rectorate. 5. UNIVERSITY OF DURBAN-WESTVILLE The University of Durban-Westville has successfully produced Three-year Rolling Plans for 1999 - 2001 and 2000 - 2002 as well as the Submission on Programme and Qualification Mix for 2002 - 2006. The University has a Planning Office as well as a Planning Committee, which is a Senate/Council 21 sub-committee. There is a capable, cohesive planning team, which enjoys strong support and leadership from the Executive Management. 6. UNIVERSITY OF THE NORTH The University of the North has successfully produced Three-year Rolling Plans for 1999 - 2001 and 2000 - 2002 as well as the Submission on Programme and Qualification Mix for 2002 - 2006. Action Plans were developed at a strategic planning workshop facilitated by Deloitte and Touche in October 1999. The position of an Institutional Planner has been advertised and is due to be filled shortly. The University has an Academic Planning Committee, which is a subcommittee of Senate. 7. UNIVERSITY OF THE NORTH-WEST The University of the North-West has successfully produced Three-year Rolling Plans for 1999 - 2001 and 2000 - 2002 as well as the Submission on Programme and Qualification Mix for 2002 - 2006. The University developed a Strategic Plan in 1999 through workshops and participants of all stakeholders. The Strategic Plan of 1999 is currently being reviewed under the new Vice-Chancellor. The position of the University Planner is still vacant but the Office of the Vice Chancellor plays a major role in all strategic planning processes. 8. UNIVERSITY OF TRANSKEI The University of Transkei has successfully produced Three-year Rolling Plans for 1999 - 2001 and 2000 - 2002 as well as the Submission on Programme and Qualification Mix for 2002 - 2006. The University has a Strategic Plan, which was developed in 2000 with the full participation of the different faculties, departments, units, sections and various stakeholders. An action plan for implementation is currently being developed. The University has a University Planner, a position which is in the Vice Chancellor's department. The Planner works hand in hand with the Curriculum Development Committee, the Three-year Rolling Plan Committee and the Quality Assurance Committee. 9. UNIVERSITY OF VENDA The University of Venda has successfully produced Three-year Rolling Plans for 1999 - 2001 and 2000 - 2002 as well as the Submission on Programme and Qualification Mix for 2002 - 2006. The Strategic Plan 2001 - 2005 of the University has been completed. The document contains action plans that indicate action deadlines and responsible executors. The University does not have a Planner but planning is the responsibility of a committee made up of convenors of commissions and an Oversight Committee. Planning is co- ordinated by the Strategic Planning Oversight Committee, which is made up 22 of members of the Rectorate, senior academic and administrative staff and chaired by the Vice-chancellor. 10. UNIVERSITY OF THE WESTERN CAPE The University of the Western Cape has successfully produced Three-year Rolling Plans for 1999 - 2001 and 2000 - 2002 as well as the Submission on Programme and Qualification Mix for 2002 - 2006. The University has developed a Strategic Plan for 2001 to 2005, based on various existing documents, with some revisions to resolve inconsistencies and incompatible proposals. The internal and external factors outlined in the plan were articulated in the course of rigorous commentary on these documents. The Planning Office is staffed by an Institutional Planner, a Head responsible for Management Information and Quality Assurance and other support staff. The Planning Office is located in the Office of the Rector. Several specialist planning committees have been established. These include the Academic Planning Committee of Senate, a Senate Enrolment Management Committee, respective Finance and Audit committees of Council and a Physical Planning Committee. 11. BORDER TECHNIKON Border Technikon has successfully produced Three-year Rolling Plans for 1999 - 2001 and 2000 - 2002 as well as the Submission on Programme and Qualification Mix for 2002 - 2006. A fully functional Planning Office with a Director level position is in place since 1997. A Planning Committee is also in place since early 1998. Co-ordination of planning activities is going on smoothly. The Institutional Strategic Plan of Border Technikon is being constructed under TELP funding from the Linkage grant with the University of Maryland Eastern Shore. The Director, Strategic Planning, is fully equipped to develop the Three-year Rolling Plan according to the Guidelines, which were to be announced by the Ministry. There are, however, still some problems with data provision. 12.MANGOSUTHU TECHNIKON Mangosuthu Technikon has successfully produced Three-year Rolling Plans for 1999 - 2001 and 2000 - 2002 as well as the Submission on Programme and Qualification Mix for 2002 - 2006. The various stakeholders were extensively consulted before the Council of the Technikon approved the Strategic Plan of the institution. The Strategic Plan has been circulated extensively throughout the institution and all staff members are familiar with its contents. The Technikon has a Planner who is responsible for co- ordinating the planning activities of the institution and who is Head of the Planning Office. A Planning Committee, which is a sub committee of Council also exists. The processes used for compiling the Submission on Programme 23 and Qualification Mix will be used to produce the next Three-year Rolling Plan. 13.TECHNIKON NORTH WEST Technikon North-West has successfully produced Three-year Rolling Plans for 1999 - 2001 and 2000 - 2002 as well as the Submission on Programme and Qualification Mix for 2002 - 2006. Strategic Plans for 2003 have been completed but action plans are yet to be developed. There is a Planning Committee established, but the lack of a dedicated planning officer has impacted on its effectiveness. 14.UNIVERSITY OF FORT HARE The University of Fort Hare did not submit a Three-year Rolling Plan at the time of the previous round but capacity was sufficient to generate the Programme and Qualification Mix. This puts the institution in a good position to be able to produce Three-year Rolling Plans. After a period of very intense strategic planning the University's SP2000 Strategic Plan was launched in 2000. This Strategic Plan has been fully implemented by means of a carefully structured Implementation Plan. An Acting University Planner has been in place since May 2001. An Assistant Planner is also employed. The Acting Planner is a member of a considerable range of key committees, including the Finance Committee of Council, the deans' Forum and the Executive Management Forum. 15.VISTA UNIVERSITY Vista University has produced Three-year Rolling Plans for 1999 - 2001 and 2000 - 2002 as well as the Submission on Programme and Qualification Mix for 2002 - 2006. During 2001 the newly appointed Vice Chancellor embarked on a process of strategic planning based on stakeholder consultations. This resulted in a Strategic Planning document which was openly and intensely debated and adopted as the new strategic plan of the University with a new vision and mission. An academic Planner has been appointed. The University has had an Academic Planning Committee, which deals essentially with the planning and implementation of academic programmes. There is however a need to revamp it and re-orient it to tackle the overall planning needs of the institution. Based on the experience of compiling the two previous Three-year Rolling Plans, the offices of the Deputy Vice-Chancellor: Academic, Chief University Administrator, the Departments of Management Information and Academic Administration will be able to prepare these plans, taking into account the guidelines which will be announced. 24 III. Student Academic Development UNCFSP interventions for student academic and social development are being conducted by the Desmond Tutu Educational Trust (DTET), located in Cape Town. Year Four activities demanded a clear progression from the Year Three that required institutions to participate with 50% placement level of students tested. From a developmental perspective, Year Four was seen as a follow through from Years One and Two where the foundations of the programme were laid. DTET, in collaboration with the participating HDI's, played a seminal role in preparing the groundwork for Years Three and Four. In Year Three there was a shift in focus to implementation. The Year Four Result showed qualitative and quantitative growth as well as a shift in focus towards consolidating the work clone in Year Three. This was demonstrated by the participating institutions on different levels. Qualitatively, there has been a greater emphasis on test validation, the integration of testing as part of institutional culture and the relationship between the SAT's, placement and curriculum design. On a quantitative level there has been an increase in the number of participating institutions from 8 (Year Three) to 10 (Year Four) fully participating and 3 partially participating (Year Four). Secondly, there has also been an increase in the placement percentage of tested students into compensatory (bridging) programmes. The increase in the number of institutions brought about an increase in the number of participating students. A comparison of the number of students tested in Years Three and Four is illustrated in figure 1 below. 
FIGURE 1: Graphic comparison of Year 3 and 4 total number of students tested. A further analysis of institutional data for Year 4 is provided in Section 2. This Yüklə 0,54 Mb. Dostları ilə paylaş:
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