Empowering Students with Disabilities in TVET Colleges

Student Support Services Managers Meeting 17 August 2021 1

Presentation Outline Disability Support: Inclusion of Students with Disabilities s in TVET Colleges, Ms Selina Kungwane Exit Support: Ms Dorah Lekalakala Academic Support: Ms Nozipho Khumalo Governance: Mr Sphelele Ntuli Financial Aid: Mr Khoisan Sonti 2

Disability Support 3

Background In terms of the 2020/21 Annual Performance Plan, the Department was required to: develop the 1st Draft framework and guidelines to accommodate Students with Disabilities (SwDs) in TVET colleges to develop a report on the investigation of support services offered to SwDs in TVET colleges Various strategies were put in place to develop the draft framework and guidelines. The 1st Draft framework and guidelines to accommodate students with disabilities (SwDs) in TVET colleges was approved by the Minister in March 2021 A report on the investigation of support services offered to SwDs in TVET colleges was approved by the DG in March 2021 In terms of the 2021/22 Annual Performance Plan, the Department is required to develop the final draft framework and guidelines to accommodate students with disabilities (SwDs) in TVET colleges by 31 March 2022 and establish two disability support units (DSUs)

Purpose of the draft framework and guidelines to accommodate SwDs in TVET colleges The purpose of the framework and guidelines is to: develop norms and standards, and guidelines to assist colleges to implement and comply with legal frameworks governing the higher education sector in South Africa to create an inclusive and supportive PSET sector. guide TVET Colleges in promoting the rights of people with disabilities in the TVET sector, create enabling academic environment without barriers and opportunities by removing unfair discrimination against SwDs in order for them to perform like their peers in line with their capabilities, aspirations , talents and abilities. The purpose of the report on the investigation of the support offered to SwDs in TVET colleges: provide colleges with a platform for benchmarking and sharing of best practice. Assist the Department in developing a standardised criterion for disability support unit (DSU) establish two DSUs to support students with disabilities by 31 March 2022

2021 Deliverables per quarter Quarters Deliverables: Target date Establishment of disability support units by 31 March 2022 Final framework and guidelines to accommodate SwDs in TVET colleges approval by the Minister by March 2022 Q1 Draft a Terms of Reference for the working & reference group approved by the DDG: TVET Draft Terms of Reference for the working and reference group approved by the DDG: TVET 31 June 2021 Q2 Draft framework & guidelines to accommodate SwDs in TVET colleges circulated to stakeholders for consultation Draft criteria for the selection of DSUs circulated to stakeholders for consultation 30 September 2021 Q3 Revised framework & guidelines to accommodate SwDs in TVET colleges approved by the DDG Report on the nominated DSUs approved by the DG 21 December 2021 Q4 Final framework & guidelines to accommodate SwDs in TVET colleges approved by the Minister Two DSUs to support SwDs in TVET colleges established 31 March 2022

Implementation of the approved classification model of disabilities in PSET sector According to the Strategic Policy Framework on Disability in the PSET System (2018), the Department and PSET institutions are expected to: Standardise, adopt and implement a common classification framework that will assist in identifying and supporting students and staff with disabilities; and Correctly capture disability related statistics within the PSET system. The old model classified disabilities into big categories that made it difficult to disaggregate the information. The new classification model of disabilities was approved by the DG in 2020 for implementation from 2022

Objectives of the utilisation of the new model It will allow the use of correct data and identification of people with disabilities The new classification will enable planning for and inclusion of people with disabilities in various ways not limited to: Projections for the following year/s; Marketing; Budgets; Reasonable accommodation needs (e.g. assistive devices); Access to the physical environment by adhering to the Universal Design Principles and Guidelines for new and renovated infrastructure in the PSET system; Access to inclusive teaching and learning methods; etc.

Benefits of the approved classification model of disabilities in PSET sector No unfair discrimination of prospective students or enrolled students; An inclusive TVET sector will be created for persons with disabilities (PwDs); Spending on PwDs will be accounted for; The right to education/employment for PwDs will not be violated by the sector; The TVET sector will comply with all policies and conventions on the rights of people with disabilities; Students with disabilities will be empowered to live independent and sustainable lives. The sector needs to be ready for the implementation of the new model in 2022. Various stakeholders are vital to succeed with the implementation process.

Exit Support 11

EXIT SUPPORT Development of the Guidelines for placement of students in the workplace for Experiential Learning A plan on establishment of the entrepreneurship hub was developed and approved Development of the Standard Criteria for establishment of the entrepreneurship hub Five colleges supported to establish Entrepreneurship Hub SEDA advert shared with colleges to submit the proposals for establishment of CEFERIs-closing date 16 July 2021 DHET will monitor and support not only the programmes offered through entrepreneurship hubs but also all other college interventions intended to promote entrepreneurship among students. Implementation of Student Focused Entrepreneurship Development Activities

FEEDBACK ON SURVEY HUB QUARTERLY REPORTING Guidelines for quarterly completion of the online SSS Survey Hub developed and shared with the colleges prior to Q1&Q2 reporting. Hub opened on 12 July, was supposed to close on 23 July, extension granted to the colleges till 30 July to accommodate KZN colleges affected by riots and also due to technical glitches. Colleges continued to experience glitches while trying to capture data and submission button was also a challenge. IT Support was overwhelmed and not able to respond promptly to queries, however all queries were resolved. Challenges with some of the questions and submission button.

COLLEGES STATUS ON SUBMISSION College Submitted Q1&Q2 Complete but not submitted No completion West Coast College Some questions not completed for Q1&Q2 South Cape Submitted Northlink Submitted College of Cape Town Some questions not completed Q1&Q2 False Bay Submitted Northern Cape Some questions not completed Urban Northern Cape Rural Some questions not completed Goldfields Submitted Maluti Submitted Flavius Mareka Port Elizabeth Submitted Submitted

College Submitted Complete but not submitted No completion East Cape Midlands Buffalo City Submitted Complete but not submitted Lovedale No Reporting King Sabata Dalindyebo Submitted Ingwe Submitted Ikhala Complete but not submitted King Hintsa Submitted Mtshashana Submitted Umfolozi Complete but not submitted Majuba Submitted Mnambithi Submitted Elangeni Submitted

College Submitted Complete but not submitted No completion Coastal Submitted Thekwini Submitted Umgungundlovu Submitted Esayidi Submitted Ehlanzeni Submitted Nkangala Submitted Gert Sibande Submitted Lephalale Complete but not submitted Capricorn Submitted Waterberg Complete but not submitted Vhembe Submitted Mopani South East Complete but not submitted

College Submitted Complete but not submitted No completion Letaba Submitted Sekhukhune Complete not submitted Tshwane South No Reporting Tshwane North 4 questions incomplete Ekurhuleni West 4 questions incomplete Ekurhuleni East Submitted South West Gauteng Submitted Central Johannesburg Submitted Western Submitted Sedibeng 2 questions not completed

College Submitted Complete but not submitted No completion Taletso Submitted Vuselela Submitted Orbit Complete not submit

Academic Support 19

ACADEMIC SUPPORT The DHET is working towards strengthening pre-entry support to prepare new and returning students to adapt to the academic programmes and social life DHET is establishing a Task team that will draft a holistic student orientation and induction programme /checklist which will outline the minimum standard/ requirement for a well-structured, holistic, well-co-ordinated orientation and induction programme. Colleges will be requested to input on the draft and by consultation meetings with selected colleges. The 5 day programme will be presented to the DDG for approval

Utilisation of selection and placements test The SSS Survey hub requests colleges to report on the use of selection and placement tools How many students used the tool? How many students were referred for academic support and tracking of their academic performance? Is the college conducting feasibility studies on the relevance of the tools, and updating them to suit current student challenges.

Exam Preparation Programme The DHET developed the Academic Support Guidelines which are posted on the DHET Website. The purpose of the document also encourages colleges to create study skills and exam preparation workshops for students especially during the COVID-19 pandemic. The activities in the guideline also encourage students to self- study to meet their academic demands in every quarter, semester and trimester to prepare for their assessments. Colleges will be requested to design an activity plan and report impact per quarter.

Student Governance 23

Presentation Outline Context and Background Availability of structured SRC Student Leadership Training Programme Recognition of student formations/structures Structured meetings with SRC An update on SATVETSA TVET Month activities 24

Availability of structured SRC training programme Student governance at TVET colleges is located within the Student Support Services (SSS) unit. Each year, colleges, in particular SSS units are expected to plan and conduct elections for the Student Representative Council into leadership positions as prescribed by the CET Act, 16 of 2006. However, quality and effectiveness of capacity training programme to facilitate for effective and efficient student governance has been a bone of contention recently. There is often a lack of proper, structured training provided to student leaders so that they are able to manage their portfolios in an efficient manner throughout their term of office. 25

Recognition of student formations/structures The department issued a communique to TVET Colleges on 1 December 2015, regarding recognition of student formations in colleges. In terms of (section 23(2)(b) of the Standard College Statute) SRC is the umbrella body for all student organizations committees, clubs, councils, structures and societies as per the CET Act. However from the College SRC constitutions we analyzed the following issues were picked up: College SRC constitutions did not have a clear process on how student formations are recognized. Some colleges SRC Constitutions did not even recognize student formations. SRC constitutions did not clearly indicate the process of deregistering student formations who no longer met the SRC requirements or SRC code conduct nor serve the interest of the college. There is no clearly defined funding model and accountability procedures for these student formations. 26

Structured meetings with SRCs Adapt to the demands of college student governance life Strengthens the relation between management and SRC Improves communication and team work Increases team morale and satisfaction Minimise student protests 27

Update on SATVETSA In April 2021, the department issued TVET Lettered Circular MU requesting colleges to continue providing support to students who were elected to serve on provincial and national SATVETSA structures. The circular provided a condition that these student leaders must be still be full time registered in their respective colleges. Task Team was formed, following instruction from college principals, to expedite the constitution, affiliation process and programme of action of SATVETSA. Members from SAPCO (4), DHET (3), and SATVETSA (5) were elected to serve on this task team. 28

TVET Month Activities The TVET Month was opened on 3 August 2021, at West Coast TVET college, Malmesbury Campus by the Deputy Minister. 11 August 2021, Career Awareness Campaign hosted by Mthashana TVET college, Vryheid Campus 19 August 2021, Entrepreneurship Awareness Campaign to be hosted by Vhembe TVET college; and 24-27 August 2021, National Debate Competition, venue to be confirmed in Gauteng. 29

Thank you 30

Financial Aid 31

Review of the Bursary Rules and Guidelines In preparation for the 2022 academic year, the Department has initiated the review of the Bursary Rules and Guidelines for the Director-General`s approval by 30 September 2021. The review of the Bursary Rules and Guidelines is intended to provide greater clarity to colleges regarding the administration, management and awarding of bursaries to qualifying students. College submissions, signed off by College Principal, must be submitted to the DHET Regional offices by no later than Wednesday, 25 August 2021. 32

Proposed Changes A student will be funded for the Report 191 Introductory Programme for one semester and it is not linked to the N rule Students may be awarded bursaries up to a maximum of four consecutive years (N+1) for completion of the NC (V) programme, provided that they are progressing to the next level Report 191 students may be awarded bursaries up to a maximum of non- consecutive four trimesters or semesters (N+1) for completion of the Report 191 programme N3 or N6 respectively The only bursary recipients permitted to switch programmes are those at the entry level of their studies, that is, NC(V) L2, Report 191 N1 and N4 students. Notwithstanding the switching of programmes, NSFAS funding for this cohort of students is still in accordance with the N+1 and N+2 principle 33

Proposed Changes The rates for student allowances will remain the same Given the limited allowance allocation, the college s Financial Aid Committee may consider all the alternative options at its disposal to stay within the available allocation such as: Utilising a campus category with a lower rate for private accommodation; Confining the awards for accommodation to college residence; Confining the awards for accommodation (college and private accommodation) to qualifying returning students and the awards for travel to new students regardless of the distance requirement; etc. 34

Sustainability of the Laptop Initiative Following the media briefing held on 30 April 2020, the Minister of Higher Education, Science and Innovation, Dr BE Nzimande, various plans intended to save the 2020 academic year, in the midst of the coronavirus pandemic, were outlined. The Minister indicated that the Department was in the process of acquiring devices for all National Student Financial Aid Scheme (NSFAS) students. The acquisition of devices for NSFAS students was one of the interventions put in place by the Department across the post-school Education and Training (PSET) system to support remote learning during the lockdown. 35

Sustainability of the Laptop Initiative The Department has established a Task Team to determine whether the laptop intervention for NSFAS recipients introduced in the midst of Covid-19 pandemic in 2020 is sustainable beyond the 2021 academic year. The task team is made up of DHET, SACPO,SATVETSA and NSFAS officials The Task Team will be expected to deliver on the following: 1. Recommend a viable and sustainable source of funding model for procurement and distribution of laptops. It is anticipated that the lifespan of the task team will be a period of two months, that is, with effect from 15 June 2021 to 15 August 2021. 36

Asante Sana! 37