..h 138 19~ 7'{ m~v.. BIBLIOTEEg ",",.IIVCI.o:Iny litt: 'lldlt:= 1111111 1111111111111111111111111111111111111111 111111111111111111111111111111111 34300000347082 Universiteit Vrystaat 1 ' nl ti • "i_E" ' 1:~ikYDLHWOrD "Ii·~ ._... .......... _ :...... •• ;r.:._"I.iW\lAIW~""" '_:-...rrl'tOU'.:'i!Il-" o'\ THE ESTABLISHMENT AND DEVELOPMENT OF A FURTHER EDUCATION SECTOR IN SOUTH AFRICA WITH SPECIFIC REFERENCE TO THE COMMUNITY COLLEGES CONCEPT IN THE GAUTENG PROVINCE ! Thesis by LEKHOTLA JAMES MAFISA (M.A., B. Ed., B.A.,S.S.T.C.) In fulfilment of the requirements for the degree Philosophiae Doctor in the DEPARTMENT OF DIDACTICS FACULTY OF THE HUMANITIES at the UNIVERSITY OF THE ORANGE FREE STATE BLOEMFONTEIN Promoter: Dr H R Hay (Ph.D) Co-promoter: Prof A H Strydom (D.Ed) November 1999 ];)ecfarctien l'Lekhotla James Mafisa, declare that the doctoral thesis, "The establishment anddevelopment of community colleges as part of further education" is my own work and that all the sources used or quoted have been acknowledged by means of complete references and that this thesis was not previously submitted by me for any other degree at any other university. LEKHOT~ AMES MAFISA (ii) Acknowledgement of Financial Assistance ** Financial assistance provided by the Centre for Science Development of the Human Sciences Research Council for this research is hereby gratefully acknowledged. Views expressed in this thesis are those of the author and should not be attributed to the Centre for Science Development or the Human Sciences Research Council. (iii) l Jl:>eSication This dissertation is dedicated to the learners I taught over the years. It is these learners who made it possible for me to rise against all odds, and spurred me to reach greater heights. To them I remained a 'professor' - the title to which I would like to remain true to its demands. (iv) r l Acknowfe5gement5 m; humble tribute ij directed to the SUjtainer 0/ c:1/e, the _A/might'j (jod, who gave me the jtrength and courage to undertake thij jtud'j. *** ~he quality of this research could not have been achieved without the ~ exceptional supervision of both Prof. Kalie Strydom and Dr Driekie Hay. I am greatly indebted to their unwavering support. Gratitude goes to my family for the support and sacrifices they made as a result of my commitment to this doctoral programme. To my wife, Ntsutle, my 'pillar' of strength, and to our children, Thato, Thabo and Thabiso, who were curiously puzzled by adult learning, - I thank you heartily. My mother, Tlalane, remains my role model for it is from her that I learned the ideals of fending for oneself. Special thanks go to my colleagues in the Research Unit of the Gauteng Department of Education for their wholehearted support for this project. Dr Anne Chandler became a source of inspiration during difficult times, while Thomas Mathiba, despite the heavy work schedule of the Unit, could still give undivided support for this study. The work could not have been completed without the interest of colleagues, especially the staff at Bonamelo College of Education who enabling me to attend numerous further education and training workshops, and friends who motivated me throughout. Special gratitude goes to the National Institute for Community Education for the priviledge they granted me to participate in its National Coordinating Committee. Acknowledgement is given to the Rand Afrikaans University for the statistical computing of the questionnaires, the library services at the University of the Orange Free State, and especially to Mrs Alida Strydom who engaged in countless searches for relevant materials. Appreciation is given to the staff at Bilston Community College for granting me the use of study resources at their disposal. Special thanks go to Ms Sim Wignal and Dr Frank Reeves at Bilston Community College for their encouragement. A word of gratitude is also extended to the Gauteng Department of Education for granting permission to conduct research in departmental institutions. My many thanks go to students and staff of Gauteng technical colleges and those at head office who participated in this research. (v) ta6fe of School NQF BAND Types of Qualifications & Grades level Certificates 8 HIGHER Doctorates 7 EDUCATION Further research degrees 6 AND 5 TRAINING BAND Degrees, Diplomas & Certificates x ~ BAND 12 4 FURTHER 11 3 EDUCATION Schools/Colleges/NGOs AND Training Cetificates. Mix of Units 10 2 TRAINING BAND Schools/Colleges/NGOs Training Cetificates, Mix of Units Schools, CollegesINGOs Training Certificates, Mix of Units BAND 9 1 GENERAL ABET4 8 EDUCATION Senior Phase ABET3 7 AND Intermediate Phase ABET2 6 TRAINING BAND Pre-school Phase ABET 1 5 4 3 2 1 R NQF= National Qualification Framework ABET= Adult Basic Education and Training NGO= Non-governmental organisation (Adapted from Curriculum: Lifelong Learning for the 21" Century, 1997) Lategan (1998:61-62) confirms the above perspective in proposing that community colleges in South Africa should become part of a collegiate system in post-compulsory education and that their programmes should be in alignment with regional developmental needs. As in the USA, Canada and the 87 Chapter 6 Historical development of community colleges In South Africa UK, regional needs would then shape the nature of community colleges. He continues by saying that community college programmes must be given the scope for effective utilisation of existing regional resources and facilities such as teacher colleges, nursing colleges, agricultural colleges, and secondary schools. The latter colleges have been, up to now, operating as separate entities with little articulation between them. This has marked cost implications, for each sector, whether, for example, agriculture or nursing, its own physical facilities, may in fact be under-utilised. The proposed new approach to community colleges should enable students to take theoretical courses in, say, agriculture or nursing on the same college campus, and do only their practical courses in institutions with specialised facilities. This will allow considerable improvement in the use of physical and human resources, as the present number of colleges will be reduced and the staff effectively utilised. The period after the inauguration of the new government will be remembered as the time in which various policy documents for the restructuring of South African higher education were drafted. The FET sector is no exception. 6.3 POLICY iNITIATIVES A number of forums were created for policy deliberations at regional, provincial and national level with regard to community colleges. These policy initiatives have been spearheaded by the Tertiary Education Programme Support (TEPS) and the National Institute for Community Education (NICE). The national Ministry of Education has shown keen interest in the formulation of policy for a further education and training sector by establishing the National Committee for Further Education and Training (Strydom, 1996:126-130). This has created impetus to make progress from policy framework to policy implementation. The vigorous campaigns for the establishment of the further education sector as an interface between general and higher education bore fruit when the then 88 _...".,r: .. Chapter 6 Historical development of community colleges in South Africa . national Minister of Education, Prof. Sibusiso Bengu, appointed the National Committee on Further Education (NCFE) on 18 September 1996. The Minister also appointed a reference group for further education and training, which comprised provincial representatives of various stakeholders groups, and whose main objective was to ensure that the NCFE kept to its mandate. The mandate of the NCFE, composed of experts in further education, was to provide the Minister with a research report outlining the basis, as well as the content for further education and training. The Report of the National Committee on Further Education (1997) was well received by broad stakeholders. However, despite warm acceptance of the report there was also criticism of its lack of focus in some areas, its verbosity and certain recommendations which were allegedly not well stated. This report led to the presentation of the Green Paper on Further Education and Training (April 1998). The Green Paper improved on irrelevant information contained in the initial report, and set the tone for policy formulation in the form of the Education White Paper 4. Subsequent to the Green Paper on Further Education and Training was the Further Education and Training Bill (May 1998). It was viewed by some as disappointing. It left out a large number of the recommendations of the Report of the National Committee on Further Education and it was simply seen as a Bill for technical colleges, thus lacking the transformative value which education sought. The Education White Paper 4 (1998), however, accurately captured the sentiments of the broad stakeholders, and is regarded by many as a product of the people' struggle. A milestone in the development of South African further education in general and of community colleges in particular, is the decision that further education will in future be underpinned by an integrated approach to education and training. The South African Qualifications Authority (SAQA) through the National Qualification Framework (NQF) is to ensure equal national accreditation of courses offered by a variety of providers, as well as practical 89 Chapter 6 Historical development of community colleges in South Afnca skills or level of experience achieved within NQF levels 2 to 4. The advantage lies in a co-ordinated approach to the planning of the further education band, which will also facilitate better cooperation between community colleges as part of further education, on the one hand, and between universities and technikons as part of higher education on the other hand (cf. Strydom, Bitzer & Lategan, 1995:52). Hereafter, it was furthermore proposed that a coherent strategy should be developed to translate policy initiatives into practice. During 1999 the National Department of Education identified the following areas as priorities: o The setting up of governance structures in terms of the Further Education Training (FET) Act; o The determination of national guidelines for the design of learning programmes, qualifications, institutional re-organisation, funding, quality assurance, and the establishment of relevant agencies for accreditation in the FET sector; o The setting up of a national system and infrastructure for information management; o The establishment of criteria for the recognition and registration of private FET institutions; and o The determination of national guidelines for the provision of programmes for the education, training and development of educators (National Strategy for Further Education and Training, 1999). The above mentioned policy initiatives represent impressive strides in policy formulation with regard to further education and training. Nevertheless, it remains to be seen whether these initiatives will achieve the proposed outcomes and expectations. If community colleges are to accelerate change for the better, however, they must be supported by principles which facilitate the desired changes. 90 Chapter 6 Historical development of comrnunity colleges in South Africa 6.4 PRINCIPLES UNDERPINNING COMMUNITY COLLEGES IN SOUTH AFRICA Conference reports on community colleges in South Africa (e.g. National Consultative Conference on Community Colleges, 1996; Community Education in South Africa: Conference Report, 1995; Seminar on the University and Community College, 1995 and A Framework for the Provision of Adult Basic and Further Education and Training: NICE Report, 1995) underline the need for community colleges in South Africa to respond to the following social values and principles: o Open access - Implying that all barriers in admission of learners should be removed. o Democratic governance D The form of governance in community colleges should be shaped and developed by broad stakeholder participation. It is argued that only then will participants take ownership of the process. o Flexible scheduling - Programmes in community colleges should be flexible to accommodate the different schedules of possible learners (e.g., both day and evening classes which can be held at venues wherever space is available, such as community halls, churches and classrooms in schools). o Single colleges with a multi-campus college district - It is proposed that a college should have satellite colleges, or branch campuses, and community learning centres located in its vicinity or/and within/across a district wherever the need exists. o Student support services are aimed at providing a variety of courses, such as (academic) writing skills, study skills and counselling services, in order to facilitate effective learning and to· help learners to overcome academic problems. o Curriculum comprehensiveness - Provision of a variety of courses in order to afford a broader choice of subjects and career paths (National Consultative Conference on Community Colleges, 1996:2-4). 91 Chapter 6 Historical development of comrnunitv colleges in South Afncu In addition, the National Consultative Conference on Community Colleges (1996:4) proposes that community colleges should furthermore be guided by the following principles: o Development The type of education and training provided at community colleges should be geared towards a holistic approach to student development. o Transfer/Articulation Courses provided at community colleges should have the potential to be transferable to other colleges which offer courses at the same level or grade, and should serve as foundation for further study. o Vocationalisation Courses offered at community colleges should have entrepreneurial content in order to develop both vocational skills and skills to create one's own income. o Equity, democracy and fairness The majority of South African learners in the FET sector consist of those who were educationally disadvantaged under the previous dispensation. It is therefor imperative that ample opportunities should be provided for the purpose of redressing existing inequalities in the provision of education. South Africa has experienced a past in which the right of choice of expression and the right to learn were deliberately curtailed through the apartheid laws. There is a need for democratic process wherein every citizen's rights are protected by law regardless of class and race. The substitution of openness, accountability and well directed educational aims will promote responsibility and a sense of ownership. This also calls for fairness with regard to both distribution of educational resource for human development (cf. Zuma, 1995:130-131). 92 Chapter 6 Historical development of comrnunitv colleges in South Africa It is vital that these principles will be reflected and managed within community colleges. 6.5 GOVERNANCE OF SOUTH AFRICAN COMMUNITY COLLEGES The governance of educational institutions has hitherto been a contested and explosive area of discussion. In the past there was a centralised governance system of institutions of learning, which meant lack of autonomy and little participation by community structures. Those who served on the then governing councils of schools and colleges were usually eo-opted because of their usefulness in the maintenance of the status quo. The coming to power of the new government in 1994 brought the concept of democratisation. A growing need arose in institutions of learning for democratisation, as well as ownership of these learning centres, which was followed by the devolution of power to these institutions and the involvement of stakeholders. The governance structure which is presented in the Education White Paper 4 on Further Education and Training (1998), is based on devolution of power from the national to provincial government, then to regional sub-structure, and from local to institutional authority. The national Department of Education is responsible for policy formulation with regard to FET, while the provinces are tasked with the implementation of policies. The communities in which institutions of the further education and training (FET) sector will be established, will assume ownership of these institutions. To a large extent the governance of further education institutions will be provincially based, while the role of the national coordinating structure will be mainly of an advisory nature. The Education White Paper 4 also presents the concurrent model of governance, which will play a key role in the governance of community colleges. This model stipulates that at a nattenat level FET will be coordinated by two structures. The first structure or tier will be formed by the national Department of Education and the national Department of Labour as well as other national stakeholders such as the organised business sector, civic 93 Chapter 6 Historical development of cornrnunitv colleges In South Africa associations and youth organisations. The provincial departments of education will form the second tier, and there will be a consultative network between the two structures with regard to policy matters. The national stakeholders' first tier will constitute the National Board for Further Education and Training (NBFET), while stakeholders from the provinces second tier will comprise the Provincial Board for Further Education and Training (PBFET). At local level, FET institutions will be governed by properly and democratically elected governing councils, the composition of which should reflect important or major stakeholders in the vicinity or area. The role of stakeholders or community representatives in community college governance must ensure that the whole process is community-driven and enjoys a high level of community ownership (cf. Venter, 1996: 17). Apart from governance sound policies on the financing of community colleges are imperative. 6.6 FINANCINGOFCOMMUNITYCOllEGES The ever increasing investment in education underscores significance of education to the community. The compromising of academic standards, whether due to internal or external factors in an educational situation, is not to be accepted. Keen interest is being shown in quality institutions and quality programmes. However, without a well planned and coordinated financial system, as well as effective governance structures, there will be little chance of success in community colleges. The Report of the National Committee on FET (1997: 130-167) puts forward policy proposals with regard to the further education and training sector. It suggests that the government, through the national Department of Education, must take the primary responsibility for the funding of this sector. It is envisaged, however, that the private sector will play an important role in funding, and payment of user fees is suggested as an additional source of 94 Chapter 6 Historical development of comrnunitv colleges in South Afnca: revenue. The report tables different formula options in the funding of further education and training sector, with the overarching consideration being redress and leveling the playing fields with regard to existing inequalities in the provision of education. There should, therefore, be earmarked funding for this purpose, and in the same vein there is a strong rationale for national loan schemes for students, since these would do much to afford opportunities to the many learners who cannot meet financial commitments due to poverty. Zuma (1995: 17) is of the opinion that the financing of community colleges should be based on the following budgetary categories: o Staffing requirements; o Student services; o Academic support; o Administration including consumable commodities; o Marketing and public relations; o Building programmes; o Maintenance; o Staff development; o Media resources; and o Furniture and equipment. 6.7 PROPOSED CURRICULUM FOR COMMUNITY COLLEGES IN SOUTH AFRICA Much can be learned from the curricula and programmes offered at community colleges in the USA, Canada and the UK; however cognizance should be taken of the unique South African needs and characteristics when the curricula and programmes are planned. 6.7.1 An outcomes-based approach to further education and training Developments in South Africa's education system, such as advocacy for an outcomes based education system, have been influenced by international 95 Chapter 6 Historical development of community colleges In South Alma trends. Outcomes based education (OBE) appears to hold the promise of part of a solution to the rampant educational problems in South Africa and views learners as individuals, capable of creating their own learning environment. This approach represents a paradigm shift away from the present input-based model, which revolves around learning content at the expense of the learners. Since outcomes based education is learner-centred, lecturers/instructors do not occupy central roles, and moreover, the use of formative evaluation outweighs that of summative evaluation. Instructors are not considered as sole custodians of knowledge in the learning situation, but as facilitators to promote meaningful learning. Outcomes based education does not rely on examination as the major criterion for determining learner success, but also takes practice and experience into consideration (Lubisi, Wedekind, Parker & Gulting, 1997: 1-8). It would be unrealistic to expect outcomes based education to be a panacea to an education system with lengthy mismanagement and ineffective planning behind it. It needs to be pointed out, that unless high quality pre-service and in- service education for instructors are put in place, OBE will simply be a fine philosophy that is impracticable in the South African context. Intensive research needs to be undertaken to investigate the merits and demerits of outcomes based education before embarking on possibly a costly national project which may not measure up to its ideals (Garson, 1999:34). Current indicators are however, that curriculum innovations are well meaning and will place South Africa on the competitive international platform for quality assurance. This development could, however, have little impact if effective student support programmes are not put in place. 6.7.2 latest trendsanddevelopmentsin programmeplanning Makhene (1995:36) states that the programmes offered by community colleges in South Africa will have to be evaluated in terms of the quest for meaningful innovations. Programmes which are designed for community colleges should, however, not only be innovative, but also meet standards of quality. The Report 96 Chapter 6 Historical development of community colleges in South Africa of the National Committee on Further Education (1997:35-37) proposes that three main types of programmes should be offered at community colleges. They comprise the following: o General education programmes, which is supposed to include a high proportion of generic skills meant for the general development of the individual. o Vocational education and training programmes, which should be in line with labour market needs, and providing the individual with entrepreneurial or occupationally directed skills. In order to offer a balanced programme, both theory and practice must be emphasised. o Community and personal development programmes directed at equipping the individual with personal development skills, as well as the knowledge and skills necessary for community development, for example, good citizenship, goal-setting, sexuality, conflict management skills, Acquired Immune Deficiency Syndrome (AIDS) awareness and other health hazards, institutional development and capacity building of community structures. In addition, the structure of the Further Education and Training qualification framework proposes the following three categories of courses: o Fundamental courses (Courses considered essential in laying the foundation for further study and lifelong learning, such as mathematics and communication studies). o Core courses (Sets of courses which are compulsory for particular career streams). o Elective courses (Additional courses which are necessary for the completion of a qualification, and which are chosen from a set of options). A particular qualification requires, for example, fundamental and core courses, 97 Chapter 6 Historical development of community colleges in South Africa which are compulsory, and a number of elective courses from which students can choose (Report of the National Committee on Further Education, 1997:40- 50). In order to bring about the envisaged curricular innovations within the further and higher education sector, the National Department of Education has outlined a short-term plan, called the Review and Modernisation Strategy. The outline of the plan involves the following: o Learning outcomes to be achieved at grade 12; o Pedagogic vision (the teaching and learning intended to enhance learning performance) ; o The capacity (human and physical resources) required to achieve the pedagogic vision; o Involvement of stakeholders in review and modernisation of the curricular process; o Expertise required for the review and modernisation process; and o The way in which the review and modernisation process will be monitored and evaluated (Review and Modernisation of FET Programmes, 1999). The proposed FET structure as prescribed by the requirements of the NQF and as indicated in Figure 6.1, is underpinned with an outcomes based approach to education and training. To enhance the participation of all South African citizens, the rethinking of access policies is vital. Programmes will, however, be unsuccessful if not accompanied by effective student support programmes. 6.8 ACCESS AND STUDENT SUPPORT The attainment of access and redress needs to be built into the FET band. It should be recognised that the present education system is rooted in the inconsistencies and distortions of the past, which prevented the majority of students from acquiring proper education. The new education system is 98 Chapter 6 Historical development of community colleges in South Africa therefore underpinned by deliberate moves to Increase student access to community colleges (Rensburg, 1996:4-6) .. The recognition and assessment of prior learning are important considerations with respect to the above. Flexible entry requirements are envisaged, with different entry requirements for various programmes. Emphasis is laid on the importance of articulation between different programmes and courses which are within, below and above the FET band (Report of the National Committee on Further Education, 1997:40-50). However, access without effective student support services in place will not be successful as students from disadvantaged communities are in need for academic support. Student support programmes are intended to help ensure student success in the teaching and learning environment. No matter how well designed curricular programmes may be, if there are no institutional support programmes for students in community colleges, learning may turn out to be merely an expensive exercise. Zuma (1995) stresses that every community college should be in a position to offer the following student support services: o A learning resource centre including media/technological support services; o Career and counselling services, provided by qualified counsellors and advisors; o Child care services, with a child care centre In close proximity to the community college; o Administrative staff to keep records of students and their progress; o Bursary loan schemes for students; and o Academic support to distance education students. The Report of the National Committee on Further Education (1997:56-60) emphasises that specialised support must be provided for learners with learning disabilities, as well as highlighting a need for a concerted effort in the 99 Chapter 6 Historical development of community colleges In South Afnca provision of education to women, especially those living in rural areas and who have hitherto been deprived of learning opportunities. Academic support should not be offered at piecemeal but based on sound planning and proper training of those involved in support programmes. Senior students and others with excellent academic records could be involved to facilitate peer learning, providing motivation to less experienced students, as well as helping them with their academic work to some extent. Education that is not accompanied by a programme for organisational and human resources development specifically, will be less effective. It is therefore vital for the personnel of community colleges to participate periodically in staff development programmes in order to enable them to meet expectations. 6.9 ORGANISATIONAL DEVELOPMENT IN COMMUNITY COLLEGES The human potential of all population groups in South Africa has not been developed to any degree that enables its workforce to be productive, competitive and assertive as measured against world standards. This lack of development is worse with regard to the black population, which comprises the direct victims of the legacy of apartheid education (cf. National Consultative Conference, 1996). The challenge for the new government is to reconstruct and develop the South African society, in order to restore human dignity and harness available resources to the advantage of all South Africans (Reconstruction and Development Programme, 1994). There is a growing need in South Africa for competent and skilled personnel. In response, measures such as the Skills Strategy Act, have been devised to equip the labour force with the necessary skills. Community colleges could be ideal centres for the training and retraining of students and workers. There is also an increasing demand for quality, both in education and in the workplace. The attainment of quality is, however, largely dependent on staff who will be 100 Chapter 6 Historical development of community colleges in South AfrICa·-: instrumental in quality provision through their competences. This makes it imperative that the staff complement at the present colleges offering further education and training, undergoes retraining in order to be better prepared for the new ethos and philosophy of community colleges (cf. Marumo,1996:10 - 11). The thrust of current government policies is to develop self-sufficient, self- respecting and resourceful citizens, who are capable of generating or initiating their own development. Policies and campaigns intended to develop human resources include the following: o The Letsema campaign which was initiated by the premier, Mathole Motshega, in Gauteng province, is based on the philosophy of 'helpmekaar' (helping one another). Adults who have worked hard to achieve success in their vocations/jobs are to serve as role models, and help motivate the- youth to assert themselves in learning and also in acquiring skills in order to be able to fend for themselves in life. o The Masakhane campaign which is a national campaign aimed at motivating communities to undertake responsibility for their own development. o The Growth Employment and Redistribution Policy (GEAR), which is a macro-economic framework based on job creation and stimulating productivity in the labour market. o The Skills Development Act (1998) which aims at developing the skills of the country's people with particular attention to skills required by industry. o The National Youth Policy (1997), which has the purpose of encouraging the youth to take charge of their own development. This policy welcomes any initiative by industry, communities and community colleges to provide programmes to benefit youth, particularly with regard to job creation. Academic development as part of human resources development, should incorporate programmes that target both teachers and students. Bitzer 101 Chapter 6 Historical development of community colleges in South Africa (1995:70) warns that any development which focuses on the instructor without regard to the student or vice versa is bound to fail. Zuma (1995: 16) suggests that provision should be made for the development of the following members of staff: o Core full time faculty; o Part-time faculty; and o Contracted staff from non-governmental organisations (NGOs). Part-time faculty could be drawn from higher education institutions as well as from the business sector. At the same time, competent staff could be recruited on a contract basis from a number of NGOs which have a wealth of experiences in community education. Quality assurance is considered to be a dominant feature of FET, through the setting of effective procedures in the designing of learning material and programmes on the one hand, and of human resources development on the other. There is expectation that institutions of learning must be able to deliver, with output to a large extent measured by student achievement. Excellent achievement cannot be realised, however, unless there is a commitment to quality assurance. 6.10 QUALITY ASSURANCE IN THE SOUTH AFRICAN FET SECTOR The education provided at community colleges should not be viewed as being of inferior quality. The broadening of access and toppling barriers to learning may be perceived as implying 'easy' education even while efforts and deliberations to make education accessible to the majority of learners are hailed. Increased access to further education and training should not, however, be used as an excuse to produce ill-prepared graduates, particularly in view of the urgent need for skilled personnel. 102 Chapter 6 Historical development of community colleges in South Africa Community college education should fit the purpose for which it is intended and at the same time provide value for money. It will thus be imperative that the South African Qualifications Authority (SAQA), through its specialist bodies, should monitor the standard of courses at community colleges, and also ensure that the credits earned at different institutions offering the same programmes are of the same value or standard (cf. Noruwana, 1996: 26). The South African Qualifications Act (1995) stipulates that there will be accrediting body known as Education and Training Quality Assurance, which will be established to monitor quality by: o Accrediting providers for specific standards or qualifications; o Promoting quality across all the providers it accredits; o Monitoring the provision of learning programmes by such providers; o Evaluating assessment and moderation arrangements across such providers; and o Taking responsibility for registering learners with appropriate certification with such providers. The importance of the monitoring process for quality assurance is not only limited to ensuring the quality of learning and teaching programmes, but also involves ensuring that lecturers are engaged in quality promotion and that learners benefit from quality programmes (Procedures for Preliminary Accreditation: Private Higher Education Institutions, 1998). The following points must be borne in mind for the attainment of quality at community colleges: o The nature and definition of quality should' be communicated to, and understood by, all relevant stakeholders. o Measures must be taken to ensure that all stakeholders are aware of the necessity for quality, and are in agreement about the ways and means of attaining quality. o There must be a willingness and determination to build a culture of teaching and learning. 103 Chapter 6 Historical development of community colleges in South Africa o Steps must be taken to encourage team effort to ensure the delivery of quality teaching and learning programmes. o Students must understand the need for quality assurance, and should voluntarily play a pivotal role in the realization of quality. o The vision and mission statements of institutions must evoke a high level of motivation for achievement (Noruwana, 1996: 35-36). Muller (1996: 87-88) enumerates the direct ways in which institutions can achieve quality in the FET sector: o An Institutional audit Institutions should undergo external assessment audits of the entire institution to determine the institution's effectiveness. The intention is to identify both strong and weak points, and set out corrective measures for the latter. o Institutional self evaluation Institutions may set up internal monitoring bodies and processes for evaluating the effectiveness of their programmes and personnel. It would be ideal for institutions to establish measurable objectives, as we" as check lists for operations, in order to ensure that the institution's mission and vision are achieved. In this case formative, rather than summative, evaluation is preferred. o Programme accreditation There is a need for standard procedures for the accreditation of new programmes by the relevant accrediting bodies, such as SAQA. Furthermore, accreditation should be an ongoing process, in order to allow for upgrading the quality of existing programmes. With the above mentioned background in mind, it is obvious that it is indeed imperative that an investigation into the possibility of restructuring current further education and training institutions into community colleges should be carried out. 104 Chapter 6 Historical development of community colleges in South Africa 6.11 MERGING OF EXISTING .. FURTHER EDUCATION AND TRAINING INSTITUTIONS INTO COMMUNITY COLLEGES Participants in a number of workshops for community education in South Africa, have argued in favour of merging existing institutions into community colleges. These would include the non-governmental organisations (NGOs) which provide for Adult Basic Education and Training and certain teacher colleges, particularly those which have not been integrated into Higher Education and learning centres. Debates on community education indicate support for an integrated approach to education and training underpinned by a single coordinated Further Education and Training system (National Consultative Conference on Community Colleges, 1996). SAQA will play a major role in shaping this integrated approach through the NQF, which will benchmark the courses provided at this level in relation to the qualifications to be offered. Keeping the 'community' in community college (1995:8) cautions that even though the argument for merging existing technical colleges into community colleges makes sense, owing to the physical facilities which the colleges already possess, infrastructure must not be the only criterion, since technical colleges could convert into community colleges without significantly going through the process of transforming. Merging of community colleges for the sake of convenience has to be avoided, and there must therefore, be a well meaning transformation agenda in favour of community colleges. South Africa, has for a long time, had a skewed provision of resources favouring certain sections of the community at the expense of others (Rensburg,1996:24).As a result of apartheid education, technical colleges for Whites in particular were better resourced than those for Blacks with the result that Blacks obtained training for technical education of inferior quality. In striving to achieve equity, it is imperative that the provision of education at technical colleges should not be a preserve of only the few, but should involve ownership by the broader communities. Student access and governance issues 105 Chapter 6 Historical development of community colleges in South Africa were used in the past to deny Blacks opportunities to study at historically White institutions. These issues must consequently be given attention in the transformation of technical colleges into community colleges and should include relaxing stringent admission requirements. In highlighting the situation in the previous education dispensation, Kulati (1998:3-4) correctly describes the governance and management structures and systems of the past as characterised by an undemocratic culture and practice, fragmentation, inefficiency and ineffectiveness. The transformation of the historically White institutions must introduce democratic governance structures reflecting inclusion of the various stakeholders from the communities in which these institutions are located. Furthermore, there will be a need to ensure that the newly appointed governing bodies take as their mandates fairness, justice, equal opportunities for learning, and redress for past imbalances. This transformation should not merely be 'papering over the cracks', but must embody radical and noticeable change in the philosophy, mission and purpose of the entire institution, charting a new process, and incorporating specific time- frames. The merging of the present colleges into community colleges or FET institutions must be driven by willingness to address the glaring gender and racial inequalities in the former. The majority of technical colleges in particular are managed and staffed predominantly by white males, with few employment opportunities made available to females or to Blacks in general. Furthermore, the student intake of these institutions does not match with the country's new philosophy based on multiculturalism or the 'rainbow' nation (Qualitative Review of FET Providers, 1997). Equally important, concerted efforts must be made to recruit black professional staff as instructors to the formerly white institutions. It holds educational significance for Black students to identify with role models of Black instructors. It also makes sense that the professional staff at institutions of learning should reflect the racial composition of the country in order to give credence to the 106 Chapter 6 Historical development of community colleges in South Afnca . idea of a transformed society. An added advantage is that, reciprocally, Whites also come to learn a great deal from black professionals. These institutions should operate in an environmental climate which favours transformation, not only as a perceived necessity, but also as a goal that must be accomplished. The environmental climate conducive to ideal transformation emanates from a strong community ethos which influences the institution to reflect the philosophy of the community, and to set for itself clear targets and time-frames for transformation. There can be no effective transformation which is not informed by strategic planning, and therefore, there need to be actions to propel the institution in this direction. Thorough planning involving discussions which lead to consensus will bring forth true transformation. Transformation must be derived from internal institutional processes, as opposed to external incentives, such as transformation in order to qualify for state funding, as has been the case with many institutions (Qualitative Review of FET Providers, 1997). 6.11.1 Options for the merging of existing technical colleges into community colleges Lategan (1998:63-74) puts forward different options for the conversion of existing technical colleges into community colleges as follows: 6.11.1.1 Conversion of all technical colleges into community colleges This option would be cost-effective in that the infrastructure for this purpose already exists. Some of the technical colleges could, however, opt to form part of the higher education sector by virtue of offering courses which lie beyond the FET band. 107 Chapter 6 Historical development of community colleges in South Africa 6.11.1.2 Conversion of selected technical and teacher colleges into community colleges This option would target under-utilised teacher colleges and technical colleges, which would then redirect their missions to reflect community college ideals. This would carry cost implications, particularly with regard to human resources development in order to respond to the needs of community colleges. 6.11.1.3 Creation of new colleges that could share existing facilities This option would depend to a large extent on the availability of existing educational facilities which could be used as community colleges after normal teaching hours to accommodate community college programmes. The sharing of facilities in this could restrict access to learning, however, and additionally disadvantage the large number of out-af-school youth and unemployed youth desirous of further study. An urgent aspect of conversion is the development of the capacity of personnel from rationalised institutions for transfer to community colleges. Appropriate training for instructors or the teaching corps must be available, as well as in- service programmes tailored for administrative and managerial staff with a view to increasing productivity. The retraining or reskilling of educators to fit in with the mode of teaching in community colleges is a sine qua non (Report of the National Committee on Further Education, 1997). 6.11.2 Possible problems and concerns in merging Fielden and Markham (1997) emphasise that merging is not an easy task to accomplish and mention the following possible problems when institutions merge: o A clash of institutional cultures; o Different educational philosophies and priorities; c Disruption of relocation for staff and students; n The poor quality of the junior partner's academic programmes and staff; and 108 Chapter 6 Historical development of community colleges in South Africa o Costs involved in moving house and disruption of personal and academic life. Above-mentioned authors (1997:2), on the other hand, describe the benefits of merging as follows: o The enhancement of the institutions' academic portfolio; o The delivery of academic quality at the smaller institution; o Culture mix (in the sense of having a staff of different educational philosophies and background which is an enriching experience); o Staff development; and o Improved governance. Ngara (1998:6-8) points out that the transformation of an institution could occur at the following levels: o The structural level, which refers to the governance of the institution and how the governance structures are being changed; and o The demographic level, which reflects the demographics of the institution with regard to student enrolment and staff composition. Merging will inevitably have financial implications. Table 6.1 provides an outline of the financial implications of merging. 109 Chapter 6 Historical development of comrnunitv colleges in South Africa Table 6.1 Financial implications of merging AREA DESCRIPTION Staff The harmonisation and levelling up of terms and conditions of service is a long term cost I Staff development Heavy investment is necessary in this area in I order to take advantage of enhancing the entire institutions Relocation of staff Relocation of staff Redundancy costs Payments to staff in duplicated or superfluous functions who are made redundant. Administration of IT These costs are normally underestimated and systems and networks in involves substantial one-off costs. academic, library and administrative areas Redesign of prospectus This involves management time and extra costs and all publicity material Modification and Refers to the modification of buildings removal expenses Security costs of empty This can be a burden to maintain and police buildings buildings containing fitted equipment and furniture. Management time Time can never be quantified and is always underestimated. In addition, Strydom (1999) identified the following areas to take care of in the merging process: o Merging should not be viewed as a marriage between equal partners; o Geographical location plays a decisive role; o Be aware of the tension between change and the status quo; o Organisational goals should be viewed to be more important than individual needs; and 110 Chapter 6 Historical development of community colleges in South Afnca o More bottom-up decision making processes should be established. 6.11.3 Prerequisites for successful merging Strydom (1999) has identified the following prerequisites for successful merging: o A shared vision; o A strong commitment to merger by participating institutions and their staffs; o Strong leadership from heads of participating institutions; o A shared view of threat facing the current institutions and/or of shared vision of the future potential benefits from merger; o Wide consultation with staff and their involvement in planning and integration processes; o Transparency in key-decision-making processes; o Guarantees given as soon as possible to staff about security of employment and to continuing students for continuity in courses; o A well thought out plan for merger negotiations and implementation of any merger agreement and speed in achieving the merger once agreement has been reached; o A decision as early as possible about the name of the new institution; o Strong efforts to build a sense of loyalty to the new institution and a common culture; o Clearly defined goals; o Local decision making; o Continuity among partnership personnel; o Systematic communication with all partners and with the community; o Sufficient time for institutional change to occur; o The provision of resources to those whose roles and relationships will change; and o The provision of professional development training. 111 Chapter 6 Historical development of cornmunitv colleges III South Atnca 6.12 SUMMARY The policy initiatives as described in this chapter, are responsible for the development of South Africa's community college sector and provide the legislative framework within which the colleges will be able to operate. Policy initiatives, if not supported by sound implementation strategies, will, however, fail to bring desirable changes. The implementation strategy for community colleges which the present study intends to devise will achieve a constructive contribution to the realisation of a single, coherent programmatic FET sector. However, transforming the present technical colleges, as well as declaring some of the present secondary schools as further education and training institutions, is a daunting task. Coupled with transformation is the setting up of the Further Education and Training Boards, both at national and provincial levels, to serve in an advisory capacity. These boards of which much is expected, will play a very important role in consolidating the gains already achieved, and paving the way for a transformed education system. The study of community colleges would not be complete, however, without referring to the debates which have leveled criticism at community colleges. 112 CRnnC~SM AGA~NSr COMMlUlN~rYCOLLEGES 7.1 INTRODUCTION ~he literature study provided both international and national perspectives ~ on the community colleges and addressed programmatic issues, areas for organisational development and the financing and governance thereof. However, it seems imperative to briefly reflect now on some of the main criticism against community colleges. There is indeed a continuous debate on the efficacy of community colleges, in general, and in particular instances these colleges are criticised for raising expectations which are not being met. It is not realistic, however, to view community colleges as a panacea for educational ills. Criticism of the missions and programmes of community colleges should not be taken negatively, but instead be seen as a constructive means to improve the quality of further education and training. 7.2 REASONS FOR CRITICiSM In the United States of America not everyone is convinced that the implementation of the community college sector has achieved the expected outcomes. Vaughan (1992: 108-1 09) presents the argument that community colleges have abandoned their mandate as transfer programmes, and are serving as institutions offering predominantly vocational programmes. In addition, very few community college students have been transferred into higher education, particularly to universities. This is perceived as stifling of Chapter 7 Criticism against cornmurutv colleges significant progress of formerly disadvantaged students by community colleges into higher education. Vaughan further argues that as a result of their shift in emphasis, community colleges have done little to change the status quo of social stratification in that the position of members of the lower socio-economic groups has not improved. Brint and Karabel (1989: 107-115) also maintain that community college students have been left to grapple with career education instead of being placed into transfer programmes. In the same vein, they go on to say that community colleges have done little to heighten the motivation of the lower socio-economic classes because their dreams of obtaining higher education through community colleges are not realised. They claim further that in most cases community college courses or career programmes are not only terminal, but when the graduating students do not obtain employment, their original situation has not changed, and they remain disillusioned. Brint and Karabel (1989: 107-115) appear to have neglected the fact that community colleges are institutions of learning in their own right, and, over and above transfer programmes, offer their own programmes which are tailored to meet the needs of intending students. It needs to be emphasised that community colleges provide the opportunity for learning while on the other hand, learning in itself has never actually guaranteed a position in the workplace, but only increases the chances of employment. These colleges have, moreover, never regarded transfer programmes as their main responsibility, they have successfully carried out their mandate of providing a second chance to students whose dreams of work opportunities were not, and are still not, being realised. These authors also seem to have lost sight of the fact that the majority of students at community colleges are not in any way interested in university education. It should also be noted that these students are largely disadvantaged in that they posses weaker academic skills and lower levels of motivation than the four-year college students (Dougherty, 1992: 188). On the other hand, different interpretations of success may have contributed to lack of agreement on the achievement levels of these students. 114 Chapter 7 Cnticism against cornrnunnv colleges At a community college, success is understood to mean the attainment of a goal, whether personal or work-related, while university success is measured by the completion of a degree (Conkiin, 1993: 1-2). The most salient feature of the community college, namely "open access", can also be referred to as its weakness. Critics of community colleges claim that the principle of providing access to ill-prepared students, who are in no position to gain access to other tertiary institutions, serves to dilute the college programmes, and also lowers entrance standards in order to admit students whose academic performance has been deficient. They go further to state that the collegiate nature of community college is fairly demanding, and requires students to be academically prepared for the various programmes (Rhoads & Valadez, 1996: 35). A reasonable proposition would be instead of these colleges abandoning their educational responsibility of making students achieve scholastic success, and blame students for not being academically suited to learning, they would rather adapt community colleges to cater for the needs of various students (Lyons & Smith, 1990:11-15). What community college students need are opportunities to sharpen their skills, to experiment and to improve their lot. Indeed through these colleges many students have realised their ambitions, and have achieved qualifications. They talk about their acquired trades with pride, and some are keen to acknowledge that their community college experience has enabled them to succeed in establishing their own businesses, and thereby become self employed (Cantor, 1989: 315-318). Kempner and Taylor (1993: 415-417) argue that much of the criticism leveled at community colleges is misplaced, since it is rooted in the expectation that community colleges should match higher education institutions in caliber, and deliver accordingly. These authors contend that this criticism focuses exclusively on the class aspect of college enrolment, without taking into consideration the concomitant aspects of age, gender, race and programmes of 115 Chapter 7 Criticism against cornmurutv college- study. They call for more research in order to provide a more accurate understanding of community colleges and their students. The type of research needed will expand awareness of the dynamic process of enrolment in community colleges, and counter any simplistic explanations of these complex institutions. Labour markets are experiencing a severe shortage of trained person-power, to such an extent that traditional institutions are unable to cope with the demand. Community colleges are, therefore, well positioned to expand access to the education which is to usher in a new concept, democratisation of schools", which has now become the hallmark of American education policy (Report on the Future of the University of Kentucky Community College, 1989: 10). 7.3 SUMMARY A major illusion has been created that education is only successful if it leads to a qualification, such as a diploma or certificate. The goal underpinning education in the broader sense is the provision of learning in order to enable individuals to properly fend for themselves in life. Criticism of community college ideals should, however, be taken as a challenge which can be used to measure whether community colleges will yield academic success in the future, and whether the expectations of all students can be met. The next chapter reports on an empirical study on community colleges, with the purpose of providing an implementation plan for such colleges in Gauteng province. The research methodology includes questionnaires and interviews relating to the establishment and development of community colleges in South Africa. Analysis and interpretation of results are also provided. 116 8, AN ~NVEST~GArION ~NTOTHE DEVELOPMENT OF A FRAMEWORK FOR THE INTEGRATION OF COMMUN~TY COLLEGES INTO THE FURTHER EDUCAT~ON AND TRAINING SECTOR IN SOUTH AFR~CA 8.1 INTRODUCTION ~he preceding chapters provide evidence of the need for the development of ~ community colleges in South Africa. This need should be viewed against the background of an entire society being politically, socially, economically and educationally transformed. In FET discourse, development of the community college sector is high on the agenda, Although various workshops were conducted on how community colleges should be integrated into the FET sector, it is an issue which requires careful planning. In order to determine how people working in the FET sector perceive the integration of community colleges into a future FET system, an investigation seemed imperative. The aim of this chapter is therefore to provide an analysis of the data gathered from such an investigation. Chapter 8 An investigation into the development of a framework for the uuegrauon of community colleges into the fwther education and training sector lI1 South Atrica 8.2 THEORETICAL PERSPECTIVES ON THE RESEARCH METHODOLOGY The two main paradigms that have dominated the educational research scene for the past century were quantitative and qualitative research methodologies. For the purpose of this study the researcher embarked on an integrated research methodology by using both quantitative and qualitative research methods. Robson (1993) expresses the opinion that a research problem can be addressed by more than one method. The use of more than one research method seems to have substantial advantages. One vital advantage of the use of multiple methods is in the reduction of inappropriate certainty. Using a single method and finding a clear-cut result may delude investigators into believing that they have found the correct answer. Using additional methods may point to differing answers which removes specious certainty. The use of multiple methods, also called triangulation, enhances the interpretability of research findings. 8.2.1 Quantitative research Quantitative research emphasises empirical quantifiable observations which can be analysed by means of mathematical tools. Growing numbers of educational researchers are turning away from the traditional positivistic approach underlying the quantitative paradigm, and are increasingly accepting and using an ethnographic research design incorporating phenomenological or qualitative concepts and techniques (Robson 1993). 8.2.2 Qualitative research Qualitative research focuses on holistic and qualitative data gathering and interpretation. The increasing interest in the use of qualitative research techniques to a certain extent arose from the realisation that there are fundamental differences between the study of natural objects and human beings, in that the latter themselves interpret situations and give meanings to them. They can therefore not be studied in an objective, 'value-free' way (Fourie, 1996:246). 118 ."...-" Chapter 8 An investigation into the development of a framework for the intcgrauon of community colleges into the further education and training sector in South Africa In the study of higher education, however, the qualitative research tradition is not strong, and few studies employing an ethnographic approach to higher education data are found. According to Fourie (1996:246) the reason for the dearth of qualitative research in higher education remains somewhat of a mystery, in view of the fact that higher education organisations "display many of the characteristics considered particularly appropriate for anthropological fieldwork". She continues by stating that the characteristics include higher education organisations which are self- contained communities with delimitable boundaries and populations, and with activities that are carried out in a relatively small geographical area which can easily and economically be covered by a single researcher. 8.2.3 Integrated approach In this study the use of both qualitative and quantitative approaches are employed. The two approaches are used to complement each other and to provide a broader understanding of the research problem. While quantitative methodology heavily relies on figures for analysis of the research problem, quantitative methodology, on the other hand, with its emphasis on the human element will provide additional information which could not be covered by the former approach. 8.3 THE QUESTIONNAIRE AS RESEARCH INSTRUMENT Questionnaires, used both in qualitative and quantitative research designs, may be answered in either a written form or verbally. They may be either open-ended, allowing respondents to answer in an unrestricted manner, or closed-ended, where respondents choose what they deem as appropriate answers from a given selection (Oppenheim, 1998). An advantage of open-ended questions is the freedom it gives to the respondents. Once they have understood the intent of the question, they can let their thoughts roam freely, unencumbered by a prepared set of replies. Their ideas are obtained in their own language, and expressed spontaneously. Closed questions can be attitudinal as well as factual. They are normally easier to answer and need no writing and the quantification is rather straightforward. They require little time, imply low costs, are easy to process, make group comparisons easy and need less interviewer training. Disadvantages relate to the fact that there might be 119 Chapter 8 An investigation into the development of a framework for the miegrauon of community colleges into the further education and training sector in South Africa bias in answer categories and may irritate respondents. 8.4 THE INTERVIEW AS RESEARCH TOOL The interview enables the researcher to elicit information from those people who are most knowledgeable about the particular phenomenon or in the specific setting, to focus the investigation towards the central research questions and to gather data in the respondents' own words. Interviews should preferably be unstructured and open-ended. Interviews may be either structured, that is, items are prepared beforehand, or unstructured, in which case informal discussion on the research topic takes place. The reasons behind the responses are thereafter identified, analysed and interpreted by the researcher (Swanson, Watkins & Marsick, 1997:96-97). Structured interviews should be avoided as far as possible in favour of unstructured, in-depth interviews (Oppenheim, 1998). According to Fourie (1996:251-252) the use of interviews in studying higher education institutions has the advantage of providing an opportunity for a "glance backward as well as forward (speculatively) in time". 8.5 RELIABILITY AND VALIDITY OF QUESTIONNAIRES It is extremely important that quality control measures should be applied to give research credibility. Traditionally the two main mechanisms of quality control in quantitative research have been the canons of reliability and validity. Whereas reliability refers to the extent to which studies can be replicated, validity is concerned with the accuracy of research finding (Robson, 1993). 8.6 ETHICAL CONSIDERATIONS According to Huysamen (1994:178) social scientists "do not have a free hand in terms of the research procedures which may be performed". A researcher should 120 Chapter 8 An investigation into the development of a framework for the unegrauon of community colleges into the further education and training sector in South Atnca therefore remember that research participants should be treated with respect, dignity and courtesy. A letter from the Gauteng Department of Education granting permission to conduct the study is attached as Appendix A. The researcher acknowledged the participants' right to privacy and anonymity. 8.7 RESEARCH DESIGN OF THE QUANTITATIVE INVESTIGATION INTO THE DEVELOPMENT OF COMMUNITY COLLEGES IN SOUTH AFRICA 8.7.1 Pilot study Questionnaires do not emerge fully-fledged; they have to be created or adapted, fashioned and developed to maturity after many exhaustive attempts. According to Oppenheim (1998) questionnaires have to be composed and tried out, improved and then tried out again, often several times over, until "we are certain that they can do the job for which they are needed". Piloting can help us not only with the wording of questionnaires but also the procedural matters such as the design of a letter of introduction, the ordering of question sequences and the reduction on non-response rates. Dunn (1999:193-195) underscores the importance of piloting by stating that any extra effort thus expended has value in the long run by enhancing both the quality and the validity of the research. Questionnaires for the pilot study were distributed to persons familiar with FET policy in Gauteng, and with community/technical college matters in particular. Except for a few changes, most participants in the pilot study agreed that the questionnaire was clear and that they knew what was expected from them. 8.7.2 Methods of gathering data The main method of gathering data used in this part of the research project was closed ended questionnaires (see Appendix B). 121 Chapter 8 An investigation into the development of a framework for the nucgrauon of community colleges into the further education and training sector in South Airrea 8.7.3 Selection and sampling of participants The technical college sector in Gauteng formed the focus of the present research, and all thirty-three technical colleges falling under the control of the Gauteng Department of Education (GDE) were included in the study. In each college, the rector or deputy, one head of department (HOD), one senior lecturer and one member of the student representative council (SRC) completed the closed-ended questionnaire. They form part of the decision-making organ of the college. Members of the management in most instances represent the voice of the college to outside agents, and their views on college development carry a great deal of weight. Students were included in the sample, as the learners are central to the development of community colleges, with their roles being emphasised in the Gauteng College Education and Training Act (of 1998). Random sampling is an attractive sampling method as it provides each member of the possible research population the same chance of being included in the sample. To do this, a list with the names of all staff and students was compiled and a number attached to each. At each college, it was decided which "number" would be used for the completion of the questionnaire. In doing so, any member of the identified research groups, being an HOD or SRC member, had an equal chance of being chosen to complete a questionnaire. All respondents completed the same questionnaire in order to enable statistical comparison between the four classes of participants on the major issues regarding college activities. Table 8.1 indicates the various participants in the research project. Table 8.1: Participants Participants Rectorl HOD Sen. SRC member Total (N) Deputy Lecturer rector Number 33 33 33 33 132 122 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa 8.7.4 Response rate The data shown in Table 8.1 above is based on the total number of thirty-three colleges and thirty-three persons per category of position held. The return rate for the questionnaires was 59.8% (79 questionnaires from a possible 132 were returned). Table 8.2: Response rates of the various groups of participation Position % Response N T Rector/Deputy 24 33 72.7 HOD 14 33 42.4 Senior Lecturer 20 33 60.6 SRC Student 21 33 63.6 TOTAL 79 132 59.8 N= Actual number of respondents T= Possible number of respondents Owing to the difficulty of getting all the expected selected respondents to complete the questionnaire, 59.8% should be accepted as a reasonable figure upon which to base deductions. 8.7 RESEARCH DESIGN OF THE QUAlITATTIVE INVESTIGATION INTO THE DEVELOPMENT OF COMMUNITY COLLEGES IN SOUTH AFRICA 8.8.1 Methods of gathering data The questions asked open-ended interviews, and respondents were, therefore, free to express unrestrained views on the research topic. In addition, the respondents were free to discuss other issues which they thought were critical to this research (see Appendix C). 123 Chapter 8 An investigation into the development of a framework for the mtegrauon of community colleges into the further education and traming sector In South Africa 8.8.2 Selection of participants Participants were selected on the basis of their being information-rich persons. Ten persons who form part of Gauteng Department of Education transversal task team on further education and training were interviewed. The task team deals with policy matters and planning for further education and training. These persons each represent their units/divisions in the task team and they deal directly with FET matters, whether from the point of policy, partnership, or curriculum. They were each interviewed individually and their views were recorded in writing as the discussions continued. After the interview, issues raised were read to them for possible corrections and they were also given opportunities to raise issues which were not covered in the interview format. 8.9 FINDINGS FROM THE QUANTITATIVE INVESTIGATION The responses obtained from the various items in the questionnaire (see Appendix 8) were analysed and are presented in tabular form. 8.9.1 The role of community colleges in the reconstruction and development of the South African society (Items A 1, A2, A3, A4 and A5) The majority of respondents confirmed the need for the establishment and development of a community colleges sector. They disagreed that community colleges have no impact on economic development and that they have little to offer in the social upliftment of the South African society. 124 .~' Chapter 8 An investigation into the development of a framework for the nucgrauon of community colleges into the further education and training sector in South Africa Table 8.3: Community colleges have a pivotal role to play in the reconstruction of the South African society Response Frequency % Valid Cumulative % % Valid Strongly Disagree 1 1.3 1.3 1.3 Disagree 2 2.5 2.6 3.9 Not Sure 5 6.3 6.5 10.4 Agree 23 29.1 29.9 40.3 Strongly Agree 46 58.2 59.7 100.0 Total 77 97.5 100.0 Missing System 2 2.5 Total 79 100.0 Table 8.3 shows that the majority of participants agreed (29.1%) or strongly agreed (58.2%) that community colleges have a pivotal role to play in the reconstruction of South African society. Table 8.4 and 8.5 show participants' support for social and economic reconstruction of society, a factor which is supported by the literature review (See paragraphs 6.1 and 6.2). 125 Chapter 8 An investigation into the development of a framework for the uucgrauon of community colleges into the [wther education and training sector in South Africa Table 8.4: Community colleges have /ittle impact on the economic development of South African society Response Frequency % Valid Cumulative % % Valid Strongly Disagree 42 53.2 53.8 53.8 Disagree 21 26.6 26.9 80.7 Not Sure 6 7.6 7.7 88.4 Agree 5 6.3 6.4 94.9 Strongly Agree 4 5.1 5.1 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.4 indicates that the majority of participants disagreed (26.6%) or strongly disagreed (53.2%) that community colleges will have little impact in the economic development of South African society. Emphasis for the establishment and development of community colleges is in fact based on the economic development of the country. This factor is elucidated in the chapter 1. Community colleges also engage (see paragraph 5.2.4.2) in income generating schemes and consequently contribute towards economic development of a country. 126 Chapter 8 An investigation into the development of a framework for the mtcgrauon of community colleges into the further education and training sector III South Atncu Table 8.5: Community colleges have little to offer in the social upliftment of society Response Frequency % Valid Cumulative [ % % J Valid Strongly Disagree 34 43.0 43.6 43.6 I Disagree 28 35.4 35.9 79.5 Not Sure 5 6.3 6.4 85.9 Agree 6 7.6 7.7 93.6 Strongly Agree 5 6.3 6.4 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.5 reveals that the majority of participants (79.5%) disagreed or strongly disagreed that community colleges have little to offer in the social upliftment of the society. In fact part of the missions of community colleges is for the social upliftment of the society (see paragraph 2.3). Poverty is a threat to human survival and community colleges are premised on minimising the effect thereof as well as that of drug abuse. 127 Chapter 8 An investigation into the development of a framework for the rrucgrauon of community colleges into the further education and training sector In South Atnca Table 8.6: Community colleges could decrease the rate of joblessness in South Africa Response Frequency % Valid Cumulative % % Valid Strongly Disagree 2 2.5 2.6 2.6 Disagree 8 10.1 10.3 12.8 Not Sure 9 11.4 11.5 24.4 Agree 34 43.0 43.6 67.9 Strongly Agree 25 31.6 32.1 100.0 Total 78 98.7 1100.0 Missing System 1 1.3 Total 79 100.0 Table 8.6 indicates that the majority (75.7%) of participants agreed that community colleges could decrease the rate of joblessness in South Africa. Decreasing joblessness refers not only to obtaining qualifications that will enhance employability but also to entrepreneurial skills development which will make it possible for one to employ oneself. Hlangeni and Nzimande (paragraph 1.1) highlight the serious lack of entrepreneurial skills in the South African workplace. This has consequently led to the high level of unemployment. It would make sense if community colleges could help in job creation. 128 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa Table 8. 7: Labour market consideration is the determining factor for the establishment of community colleges Response Frequency % Valid Cumulative % % Valid Strongly Disagree 2 2.5 2.6 2.6 Disagree 6 7.6 7.8 10.4 Not Sure 10 12.7 13.0 23.4 Agree 39 49.4 50.6 74.0 Strongly Agree 20 25.3 26.0 100.0 Total 77 97.5 100.0 Missing System 2 2.5 Total 79 100.0 Table 8.7 indicates that the large majority of participants agreed (50.6%) or strongly agreed (26%) that labour market consideration is the determining factor for the establishment of community colleges. This is in line with national and international trends which increasingly requires a more vocational type of education and training. The USA (paragraph 3.2.1), Canada (paragraph 5.4.2) and in South Africa (paragraph 6.2 and 6.7.2 ) lay emphasis on the importance of labour market considerations in developing community college programmes. 8.9.2 The merging of existing teacher colleges onto community colleges (Items A6, A7, AS and A9) Respondents were noncommittal as to whether teacher colleges should be merged into community colleges and whether existing staff at teacher colleges should be employed (or re-employed) in the community colleges. They were, however, in agreement that teacher colleges should not continue with their current functions and that there exists a need for the restructuring of the current college system. 129 Chapter 8 An investigation into the development of a framework for the mtcgrauon of community colleges into the further education and training sector III South Arnca Table 8.8: Utilisation of the existing physical structures at teacher colleges for community colleges Response Frequency % Valid Cumulative % % Valid Strongly Disagree 8 10.1 10.3 10.3 Disagree 7 8.9 9.0 19.2 Not Sure 15 19.0 19.2 38.5 Agree 27 34.2 34.6 73.1 Strongly Agree 21 26.6 29.9 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.8 displays that the majority of participants agreed (34.6%) or strongly agreed (29.9%) that the existing physical structures at teacher colleges should be used for community colleges. From an economical point of view this is a viable option as most valuable infrastructure exist which can be used for this purpose. This proposition is supported by Lategan (paragraph 6.11.4) that it would be cost-effective if some of the under-utilised teacher colleges could be converted into community colleges. 130 .r: ..".,,-:.. Chapter 8 An investigation into the development of a framework for the mtcgrauon of community colleges into the fwther education and training sector ll1South I\li1';.I Table 8.9: Existing human resources to be utilised in community colleges Response Frequency % % Cumulative % Valid Strongly Disagree 8 10.1 10.3 10.3 Disagree 12 15.2 15.4 25.6 Not Sure 10 12.7 12.8 38.5 Agree 36 45.6 46.2 84.6 Strongly Agree 12 15.2 15.4 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.9 reveals that participants were divided as to whether the human resources employed at the existing teacher colleges should be utilised for community colleges. 61.6% of the respondents support the idea of employing existing staff in the community college sector. The uncertainty that exists regarding this issue might be due to the fact that some respondents were not clear whether teachers could be utilised in community colleges. The fact that the question did not mention the retraining of teachers could explain the different views. Fears that staff from teacher colleges could make them loose their jobs at community colleges could also have contributed to the averagely lower response rate. 131 Chapter 8 An investigation into the development of a framework for the nucgrauon of community colleges into the further education and training sector In South Africa Table 8.10: Existing teacher colleges should continue with their current functions Response Frequency % Valid Cumulative % % Valid Strongly Disagree 35 44.3 46.1 46.1 Disagree 29 36.7 38.2 84.2 Not Sure 7 8.9 9.2 93.4 Agree 4 5.1 5.3 98.7 Strongly Agree 1 1.3 1.3 100.0 Total 76 96.2 100.0 Missing System 3 3.8 Total 79 100.0 Table 8.10 shows that the large majority of participants disagreed (36.7%) or strongly disagreed (44.3%) that the existing teacher colleges should continue with their current functions. This thinking is in line with national perspectives that South Africa has too many teacher training colleges. This is viewed as a result of the previous fragmented teacher training system which was based on racial grounds. A great need exists for the co-ordination of teacher training. Rationalisation of teacher colleges is intended to provide quality rather than quantity in teacher development. Committee for Teacher Education Policy (COTEP) document outlines the state's initiatives in the overhauling/restructuring of teacher education. 132 Chapter 8 An investigation into the development of a framework for the integruuon of community colleges into the further education and trammg sector In South Amcu Table 8.11 : Community colleges should be developed independently from existing teacher/technical colleges Response Frequency % Valid Cumulative % % Valid Strongly Disagree 10 12.7 15.6 15.6 Disagree 27 34.2 42.2 57.8 Not Sure 13 16.5 29 ..3 78.1 Agree - - - 0.0 Strongly Agree 14 17.7 29.2 1- Total 64 81.0 100.0 100.1 Missing System 15 19.0 Total 79 100.0 Table 8.11 discloses that participants are divided as to whether community colleges should be developed independently from the existing teacher/technical colleges. There is a preponderance of respondents' disapproval for the statement (57.8%) as only 17.7% agreed strongly on this issue. This might be attributed to the fact that participants seemed not to have common understanding of the term community college. The disapproval for the statement possibly indicates that participants were of the opinion that redundant teacher colleges should not continue with their present functions. 8.9.3 Locationof communitycolleges(ItemsA 12,A13,A14andAiS) The majority of participants indicated that the needs of the community should receive priority over the location of community colleges. To them what counted most, is the capacity of community colleges to deliver services while little emphasis is attached to the location community colleges. There is a slight difference of opinion as to whether rural areas or cities are preferable. 133 Chapter 8 An investigation into the development of a framework for the mtcgrauon of community colleges into the further education and training sector In South Africa Table 8. 12: Location of community colleges according to existing education districts Response Frequency % Valid Cumulative % % Valid Strongly Disagree 5 6.3 6.4 6.4 Disagree 9 11.4 11.5 17.9 Not Sure 12 15.2 15.4 33.3 Agree 40 50.6 51.3 84.6 Strongly Agree 12 15.2 15.4 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.12 indicates that the large majority of participants agreed (50.6%) or strongly agreed (15.2%) that community colleges should be planned in accordance with the existing education districts. Surely this will make the governance of education and training more coordinated and more effective as it will make communication easier. 134 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the fwther education and training sector in South Afrrea Table 8.13: The geographical location of community col/eges according to regional needs Response Frequency % Valid Cumulative % % Valid Strongly Disagree 1 1.3 1.3 1.3 Disagree 3 3.8 3.8 5.1 Not Sure 5 6.3 6.4 11.5 Agree 43 54.4 55.1 66.7 Strongly Agree 26 32.9 33.3 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.13 displays that the overwhelming majority of participants agreed (54.4%) strongly agreed (32.9%) agreed that the geographical location of community colleges should be determined in accordance with regional needs. The assertion is supported by (see paragraphs 6.2 and 5.2) the literature review, which indicates that regional needs are pivotal in the establishment of community colleges. The purpose thereof is to streamline the education system with better utilisation of human, physical and financial resources in order to avoid duplication of expenditures and programmes. 135 Chapter 8 An investigation into the development of a framework tor the mtcgrauon of community colleges into the further education and training sector in South Africa Table 8.14: Community colleges should preferably be located in cities so that many people could utilise them Response Frequency % Valid Cumulative % % Valid Strongly Disagree 10 12.7 12.8 12.8 Disagree 35 44.3 44.9 57.7 Not Sure 11 13.9 14.1 71.8 Agree 16 20.3 20.5 92.3 Strongly Agree 6 7.6 7.7 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.14 shows that the just over half of the respondents disagreed (44.3%) or strongly disagreed (12.7%) that community colleges should preferably be located in cities so that many people could utilise them. Other respondents (27%), however, expressed a different view which could be attributed to the fact that it might not be cost-effective to establish community colleges in cities but rather in areas be where they could be accessible to by as many communities as possible. 136 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and traming sector in South AInca Table 8.15: The establishment of community colleges in rural areas is a priority Response Frequency % Valid Cumulative I % % I Valid Strongly Disagree 3 3.8 3.9 3.9 Disagree 10 12.7 13.0 16.9 Not Sure 12 15.2 15.6 32.5 Agree 25 31.6 32.5 64.9 Strongly Agree 27 34.2 35.1 100.0 Total 77 97.5 100.0 Missing System 2 2.5 Total 79 100.0 Table 8.15 indicates that the slight majority of participants agreed (31.6%) or strongly agreed (34.2%) that the establishment of community colleges in rural areas should receive priority. This should be viewed in the light that people in rural areas have the greatest educational backlogs and this should be addressed as a matter of urgency. Reconstruction and Development Programme emphasises the delivery of services to communities which are in acute need of them. The fact that rural communities lack many essential amenities might have contributed towards the response rate. 8.9.4 Admission (Items A16,A17 and A18) Participants were divided on the question of flexible admission requirements and indicated agreement on admission criteria for more formal courses. Recognition of prior learning was highly supported by the overwhelming majority of participants. 137 Chapter 8 An investigation into the development of a framework for the nucgrauon of community colleges into the further education and training sector 111 South Africa Table 8.16: Flexible admission requirements for the enrolment of students in community colleges Response Frequency % Valid Cumulative % % I Valid Strongly Disagree 8 10.1 10.3 10.3 Disagree 8 10.1 10.3 20.5 Not Sure 3 3.8 3.8 24.4 Agree 36 45.6 46.2 70.5 Strongly Agree 23 29.1 29.5 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.16 indicates that the majority of participants agreed (45.6%) or strongly agreed (29.1 %) that there should be flexible admission requirements for the enrolment of students in community colleges. The literature review (see paragraphs 3.4, 3.3.4 and 3.3.6 ) supports the flexible nature of community colleges in order to accommodate the needs of many students. At the same time, however, a sizeable percentage (20%) disagreed or strongly disagreed with the statement indicating that this issue needs further discussion. To some respondents flexible admission criteria could mean giving 'free' entry to students into community colleges without due consideration to scholastic ability. 138 Chapter 8 An investigation into the development of a framework for the nucgrauon of community colleges into the further education and trairung sector in South Atncu Table 8.17: The role of the recognition of prior learning Response Frequency % Valid Cumulative % % Valid Strongly Disagree 2 2.5 2.6 2.6 Disagree 4 5.1 5.2 7.8 Not Sure 3 3.8 3.9 11.7 Agree 40 50.6 51.9 63.6 Strongly Agree 28 35.4 36.4 100.0 Total 77 97.5 100.0 Missing System 2 2.5 Total 79 100.0 Table 8.17 reveals that the vast majority of participants agreed (50.6%) or strongly agreed (35.4%) that recognition of prior learning should form part of the consideration for admission into a programme. The "landslide" vote in this instance indicates the extent to which recognition of prior learning is perceived. The literature review also highlighted the significance of this factor (see paragraph 3.3.6.1) This is particularly relevant in the South African situation in which many students have had limited learning opportunities. The assessment of prior learning could therefore be instrumental in the recognition of expertise which these students have acquired in their various fields of work. 139 Chapter 8 An investigation into the development of a framework tor the mtcgruuon of community colleges into the further education and training sector III South At"rIG! Table 8.18: Admission requirements for formal courses Response Frequency % Valid Cumulative % % Valid Strongly Disagree 3 3.8 3.9 3.9 Disagree 4 5.1 5.3 9.2 Not Sure 6 7.6 7.9 17.1 Agree 30 38.0 39.5 56.6 Strongly Agree 33 41.8 43.4 100.0 Total 76 96.2 100.0 Missing System 3 3.8 Total 79 100.0 Table 8.18 indicates that the large majority of participants agreed (38%) or strongly agreed (41.8%) that admission requirements are necessary in the case of more formal courses. This supports the view presented in table 8.16 that there should be criteria laid down for admission requirements. It is important (see paragraph 3.3.6.1) that students' strengths and weaknesses are diagnosed before entry into programmes/courses. Some formal courses which are more demanding than others. For example, enrolment into engineering courses will require mathematics as a prerequisite. Attention should be drawn to the fact that scholastic performance should not be used to prevent students from learning but that students could be advised to do courses in which they have potential. 8.9.5 Partnerships in community colleges (Items Ai8, A19, A20, A2i, A22 and A 23) There was an overall majority in support of advocacy for community colleges and the fostering of partnerships with business. Advocacy campaigns for community colleges and partnerships with business are closely linked to the survival of community colleges. 140 Chapter 8 An investigation into the development of a framework for the irncgrauon of community colleges into the fwther education and training sector in South Africa Table 8.19: Advocacy of programmes in community colleges Response Frequency % Valid Cumulative % % Valid Strongly Disagree 2 2.5 2.6 2.6 Disagree - - - 0.0 Not Sure 10 12.7 13.0 15.6 Agree 41 51.0 53.2 68.8 Strongly Agree 24 30.4 31.2 100.0 Total 77 97.5 100.0 Missing System 2 2.5 Total 79 100.0 Table 8.19 shows that the large majority of participants agreed (51.0%) or strongly agreed (30.4%) that community colleges should pay substantial attention to the advocacy of their programmes. This increased support for favour of advocacy campaigns indicates the importance attached to this aspect. This is in line with the fact that community colleges are relatively newly established in terms of the FET Act (1998) and hence advocacy campaigns have to be promoted. It will be important for the entire South African society to be informed about the role and function of community colleges and how they can be of benefit. 141 Chapter 8 An investigation into the development of a framework for the nucgrauon of community colleges into the further education and training sector III South Atrrca Table 8.20: Partnership of community colleges with business serves no purpose Response Frequency % Valid Cumulative I % % Valid Strongly Disagree 40 50.6 51.3 51.3 Disagree 27 34.2 34.6 85.9 Not Sure 1 1.3 1.3 87.2 Agree 4 5.1 5.1 48.7 Strongly Agree 6 7.6 7.7 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100. 0 Table 8.20 displays that the majority of participants disagreed (34,2%) or strongly disagreed (50,6%) that partnership of community colleges with business serves no purpose. The high percentage of respondents indicates the overwhelming support for the fostering of partnership links between community colleges and the business sector. This is obviously an area that will have to be explored much more in future. The literature review (paragraphs 3.3.7.2 and 5.6.1) strongly suggest forging of partnerships between community colleges and the private sector, an area which has not been fully explored in South Africa. 142 /_,~. Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Arnca Table 8. 21: Rectors/principals (of community colleges) should act as public relations officers Response Frequency % Valid Cumulative % % Valid Strongly Disagree 8 10.1 10.3 10.3 Disagree 6 7.6 7.7 18.0 Not Sure 13 16.5 16.7 34.7 Agree 36 45.6 46.2 80.8 Strongly Agree 15 19.0 19.2 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.21 shows that the majority of respondents agreed (45,6%) or strongly agreed (19%) that there is a need for the rectors/principals to act as public relations officers in order to promote advocacy campaigns for community colleges. Rectors of community colleges are the chief accounting officers for their colleges and they are thus ideally placed to act as public relations officers for their institutions. The heavy workload that they are sometimes subjected to could, however, prevent them from fulfilling this role. The is a need, however, to look at the possibility of employing persons specifically charged with these responsibilities as is the case with some universities. 143 Chapter 8 An investigation into the development of a framework for the mtcgruuon of community colleges into the further education and training sector in South Afrrea Table 8.22:There is no need for national/provincial departments to engage in advocacy campaigns for community colleges Response Frequency % Valid Cumulative % % Valid Strongly Disagree 21 26.6 26.9 26.9 Disagree 30 38.0 38.5 65.4 Not Sure 16 20.3 20.5 85.9 Agree 7 8.9 9.0 94.9 Strongly Agree 4 5.1 5.1 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.22 confirms that the majority of respondents disagreed (38%) or strongly disagreed (26,6%) that there is no need for national/provincial departments of education to engage in advocacy campaigns for community colleges. In fact the majority of respondents are of the opinion as indicated in Table 8.21 that rectors need to take charge of advocacy campaigns for their institutions, but there is also a need for streamlined advocacy campaigns at both national and provincial levels as Table 8.22 reveals. 144 Chapter 8 An investigation into the development of a framework for the intcgrauon of community colleges into the further education and training sector III South Afrrea Table 8.23: Stakeholder involvement in the overall management of community colleges is necessary Response Frequency % Valid Cumulative % % Valid Strongly Disagree 1 1.3 1.3 1.3 Disagree 7 8.9 9.0 10.3 Not Sure 4 5.1 5.1 15.4 Agree 39 49.4 50.0 65.4 Strongly Agree 27 34.2 34.6 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.23 records that the large majority of respondents agreed (49.4%) or strongly agreed (34.2%) that stakeholder involvement in the overall management of community colleges is necessary. As indicated in Chapter 5 it is to the advantage of community colleges that there should be a good relationship between the various stakeholders and the college. Figure 3.1 in chapter 3 also illustrates community involvement in community college projects. 8.9.6 Efficiency and effectiveness (Items A24, A25, A26 and A27) A large number of participants support the need for efficiency and effectiveness with regard to programme planning, financial management and information management systems. 145 Chapter 8 An investigation into the development of a framework for the uuegrauon of community colleges into the further education and training sector III South Arnca Table 8.24: Sound programme planning is necessary for the success of community college delivery Response Frequency % Valid Cumulative % % Valid Strongly Disagree - - - 0.0 Disagree - - - 0.0 Not Sure 2 2.5 2.6 2.6 Agree 39. 49.4 50.0 52.6 Strongly Agree 37 46.8 47.4 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.24 reveals that the majority of participants (96.2%) attach importance to planning the scope of programmes in community colleges. Colleges should also be in a position to re-assess from time to time the changing needs of society in line with developments within the technology and the labour market requirements. 146 Chapter 8 An investigation into the development of a framework for the mtcgruuon of community colleges into the further education and training sector In South A fnca Table 8.25: Programme (learning and teaching) management should not receive priority in community colleges Response Frequency % Valid Cumulative I I % % I I Valid Strongly Disagree 36 45.6 46.2 46.2 Disagree 25 31.6 32.1 78.3 Not Sure 6 7.6 7.7 86.0 Agree 11 13.9 14.1 100.0 Strongly Agree - - 0.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 100.0 According to Table 8.25 the majority of respondents support the idea that quality in programme management should be a priority in community colleges. Without quality programmes and services rendered by community colleges this sector will not survive financially and will not be in a position to contribute towards the restructuring and development of the South African society. Development in higher education in South Africa for quality assurance and for institutions to meet stipulated quality standards are at an advanced level. This might also apply in community colleges as is the case in the United Kingdom (see paragraph 8.25). It will thus be necessary for community colleges in South Africa to pay attention to quality assurance measures. 147 Chapter 8 An investigation into the development of a framework for the nucgrauon of community colleges into the further education and training sector III South Ainca Table 8.26: Financial management is not a key factor in the management of community colleges Response Frequency % Valid Cumulative % % Valid Strongly Disagree 46 58.2 59.0 59.0 Disagree 20 25.3 25.6 84.6 Not Sure 4 5.1 5.1 89.7 Agree 5 6.3 6.4 96.2 Strongly Agree 3 3.8 59.0 100.0 Total 78 98.7 100.0 Missing System 1 1.3 ~Total 79 100.0 I Table 8.26 illustrates the importance attached to financial management as a key factor in the management of community colleges. In fact, financial management remains a key to the efficient and effective management of community colleges and to all other institutions. However, due to financial constraints more expertise in terms of financial planning will be expected from all further education and training institutions. Currently there is not much of experience in this area. 148 ,....-::;._. Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector m South Atricu Table 8. 27: Information management systems Response Frequency % Valid Cumulative % % Valid Strongly Disagree 1 1.3 1.3 1.3 Disagree 1 1.3 1.3 2.6 Not Sure 6 7.6 7.8 10.4 Agree 32 40.5 41.6 51.9 Strongly Agree 37 46.8 48.1 100.0 Total 77 97.5 100.0 Missing System 2 2.5 Total 79 100.0 Table 8.27 reveals that the majority of participants strongly agreed that information management is an important factor in community colleges. The extremely high percentage (97.3%) of agreement indicates the importance which respondents accord to the information management systems in community colleges. A community college can to a great extent only succeed to sound information management systems. 8.9.7 Funding of community colleges The majority of participants were in favour of government or provincial funding. In addition there was agreement that students should pay some percentage of the tuition fees, and that student financial aid schemes should be provided. It was further suggested that funding should be based on student enrolment and that a programme based funding system should be developed. 149 Chapter 8 An investigation into the development of a framework for the micgrauon of community colleges into the further education and training sector In South Airrea Table 8.28: Government funding Response Frequency % Valid Cumulative % % Valid Strongly Disagree 7 8.9 9.0 9.0 Disagree 10 12.7 12.8 21.8 Not Sure 10 12.7 12.8 34.6 Agree 32 40.5 41.0 75.6 Strongly Agree 19 24.1 24.4 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.28 indicates that the majority of respondents agreed (40.5%) or strongly agreed (24.1 %) that community colleges should primarily be funded by the state. Surely this is the ideal situation but one wonders if a developing country such as South Africa will be in the financial position to achieve this. 150 ff \ f Chapter 8 An investigation into the development of a framework for the imcprauon of community colleges into the fwther education and training sector 111 South Atrrcu Table 8. 29: Funding based on student enrolment figures Response Frequency % Valid Cumulative % % Valid Strongly Disagree 5 6.3 6.4 6.4 Disagree 14 17.7 17.9 24.4 Not Sure 6 7.6 7.7 32.1 Agree 42 53.2 53.8 85.9 Strongly Agree 11 13.9 14.1 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.29 indicates that the majority of respondents strongly agreed (53.2%) or agreed (13.9%) that funding of community colleges should be based on the number of students enrolled at a given institution. Although Table 8.28 and 8.29 indicate that the majority of respondents agreed or strongly agreed on funding, but there was nevertheless a sizeable percentage of the opposite opinion (20%). One could therefore conclude the respondents were not unanimous by any means regarding funding of community colleges. However, critical analysis of overall funding, reveals that the majority of participants did in fact support measures presented for funding although with some caution. 151 Chapter 8 An investigation into the development of a framework tor the integration of community colleges into the further education and training sector 111 South Airrea Table 8.30: National funding schemes for FET students Response Frequency % Valid Cumulative ! % % Valid Strongly Disagree 5 6.3 6.4 6.4 i Disagree 6 7.6 7.7 14.1 Not Sure 3 3.8 3.8 17.9 Agree 26 32.9 33.3 51.3 Strongly Agree 38 48.1 48.7 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.30 emphasises the need for national funding schemes for FET students. The overwhelming support for such funding schemes reflects the high percentage South Africans who cannot afford further education and training. 152 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Afnca Table 8.31: Students should not pay for any tuition at community colleges Response Frequency % Valid Cumulative % % Valid Strongly Disagree 18 22.8 26.5 23.5 Disagree 34 43.0 50.0 76.5 Not Sure 11 13.9 16.2 92.7 Agree 2 2.5 2.9 95.6 Strongly Agree 3 3.8 4.4 100.0 Total 68 86.1 100.0 Missing System 11 13.9 Total 79 100.0 Table 8.31 shows that the majority of participants disagreed (43.0%) or strongly disagreed (22.8%) that students should not have to pay for any tuition at community colleges. This is encouraging for a developing country such as South Africa which cannot afford to meet all expenses of community college students. It makes sense that students should accept responsibility for their education. 153 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa Table 8.32: The role of Provincial Departments of Education in providing financial aid schemes to FET students Response Frequency % Valid Cumulative % % Valid Strongly Disagree 1 1.3 1.3 1.3 Disagree 5 6.3 6.6 7.9 Not Sure 7 8.9 9.2 17.1 Agree 42 53.2 55.3 72.4 Strongly Agree 21 26.6 27.6 100.0 Total 76 96.2 100.0 Missing System 3 3.8 Total 79 100.0 Table 8.32 indicates that the large majority of participants agreed (53.2%) or strongly agreed (26.6%) that provincial departments of education should provide financial aid schemes to FET students. The literature review (paragraph 5.22) indicates that the USA government provided financial aid schemes to deserving students in order to facilitate student access at these institutions. 154 .» "',..,.....-; Chapter 8 An investigation into the development of a framework for the integration' of corrununity colleges into the further education and training sector in South Africa Table 8. 33: Programme based funding for community colleges Response Frequency % Valid Cumulative % % Valid Strongly Disagreed - - - 0 Disagreed 9 11.4 11.7 11.7 Not Sure 9 11.4 11.7 23.4 Agree 43 54.4 55.8 79.2 Strongly Agree 16 20.3 20.8 100.0 Total 77 97.5 100.0 Missing System 2 2.5 Total 79 100.0 Table 8.33 shows that the majority of respondents agreed (20.3%) or strongly agreed (55.4%) that funding should be based on programmes offered at community colleges. It is interesting to note that respondents support this type of funding even though it is not yet in operation. 155 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the fwther education and training sector in South Africa Table 8.34: Student responsibility for tuition fees Response Frequency % Valid Cumulative % % Valid Strongly Disagree 5 6.3 6.4 6.4 Disagree 17 21.5 21.8 28.2 Not Sure 10 12.7 12.8 41.0 Agree 28 35.4 35.9 76.9 Strongly Agree 18 22.8 23.1 100.0 Total 78 98.7 100.0 Missing System 1 1.3 Total 79 100.0 Table 8.34 shows that 35.4% agreed or strongly agreed (22.8%) that students should take full responsibility for their tuition at community colleges. This shows support for students to bear part of financial responsibility as shown in Table 8.32. 8.9.8 Governance of community colleges (Items A 34, A 35, A 36 and A38) The large majority indicated that provincial governments should have the necessary powers to steer development of community colleges. There was also large support for stakeholder involvement in both statutory and non-statutory bodies at national and provincial level respectively. 156 Chapter 8 An investigation into the development of a framework for the imegrauon of community colleges into the further education and training sector in South Ainca Table 8.35: Autonomy of provinces/regions to establish community colleges Response Frequency % Valid Cumulative % % Valid Strongly Disagree 2 2.5 2.6 2.6 Disagree 7 8.9 9.1 11.7 Not Sure 12 15.2 15.6 27.3 Agree 45 57.0 58.4 85.7 Strongly Agree 11 13.9 14.3 100.0 Total 77 97.5 100.0 Missing System 2 2.5 Total 79 100.0 Table 8.35 indicates that the majority of participants agreed (57%) or strongly agreed (13.9%) that provinces/regions should have ample autonomy to establish community colleges. Provinces are ideally suited to cater for the needs of their communities and it thus makes sense for them to have increased autonomy to undertake such development. 157 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa Table 8.36: Role of FET national statutory bodies on policy issues Response Frequency % Valid Cumulative % % Valid Strongly Disagree 1 1.3 1.3 1.3 Disagree 7 8.9 9.1 10.4 Not Sure 8 10.1 10.4 20.8 Agree 43 54.4 55.8 76.6 Strongly Agree 18 22.8 23.4 100.0 Total 77 97.5 100.0 Missing System 2 2.5 Total 79 100.0 Table 8.36 shows that the majority of respondents agreed (54.4%) or strongly agreed (22.8%) that FET statutory bodies at national level should advise on policy issues of community colleges. This has a positive support for the democratisation of education through stakeholder participation. 158 Chapter 8 An investigation into the development of a framework for the integrauon of community colleges into the further education and training sector in South Africa Table 8.37: Role of national FET statutory bodies in implementation strategies Response Frequency % Valid Cumulative % % Valid Strongly Disagree - - - 0 Disagree 4 5.1 5.3 5.3 Not Sure 13 16.5 17.3 22.6 Agree 44 55.7 58.7 81.3 Strongly Agree 14 17.7 18.7 100.0 Total 75 94.9 100.0 Missing System 4 5.1 Total 79 100.0 Table 8.37 shows that the majority of respondents agreed that FET statutory bodies at provincial/regional level should advise on implementation strategies. Colleges will continue to need the assistance of non-statutory bodies such as transformation forums to help shape their policies. There are other non-governmental bodies which have acquired experience in community education and their participation in college affairs could have beneficial effect. 159 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa Table 8.38: Role of non-statutory bodies in the development/transformation of community colleges Response Frequency % Valid Cumulative % % Valid Strongly Disagree 4 5.1 5.3 5.3 Disagree 13 16.5 17.1 22.4 Not Sure 15 19.0 19.7 42.1 Agree 30 38.0 39.5 81.6 Strongly Agree 14 17.7 18.4 100.0 Total 76 96.2 100.0 Missing System 3 3.8 Total 79 100.0 Table 8.38 indicates that the majority of participants agreed (38%) or strongly agreed (17.7%) that non-statutory bodies such as transformation forums (comprising community stakeholders), should advise on the general development/transformation of community colleges. Community colleges will from time to time need expertise of non-governmental bodies which have expertise in specific areas which are much in need. Committees/bodies such as transformation forums will continue to exist as transformation is an ongoing process which needs continual monitoring. 8.9.9 Curricular issues The tables which follow indicate the levels of importance attached to various in curricular offerings at future community colleges in South Africa. There was the large support for curricular offerings presented with reduced support for arts and early childhood courses. 160 ..,----. Chapter 8 An investigation into the development of a framework for the integration . of community colleges into the further education and training sector in South Africa Table 8.39: Arts courses Response Frequency % Valid Cumulative % % Valid Very Low 8 10.1 11.3 11.3 Low 6 7.6 8.5 19.7 Average 28 35.4 39.4 59.2 High 17 21.5 23.9 83.1 Very High 12 15.2 16.9 100.0 Total 71 89.9 100.0 Missing System 8 10.1 Total 79 100.0 Table 8.39 indicates that the respondents were equally divided as to whether arts courses were of average or of above average importance. This reflects the shift away from a predominance of arts courses in student enrollment. This could be explained by the current saturation of market in arts oriented jobs. 161 Chapter 8 An investigation into the development of a framework for the mtegrauon of corrununity colleges into the further education and training sector in South Africa Table 8.40: Science courses Response Frequency % Valid Cumulative % % Valid Very Low 5 6.3 7.0 7.0 Low 5 6.3 7.0 14.1 Average 13 16.5 18.3 32.4 High 18 22.8 25.4 57.7 Very High 30 38.0 42.3 100.0 Total 71 89.9 100.0 Missing System 8 10.1 Total 79 100.0 Table 8.40 indicates that the large majority of respondents rated science courses highly (22.8%) or very highly (38%). This should be viewed in the light that most policy documents identify the need to train more people in this area as South Africa does not have enough experts within science and technology. 162 Chapter 8 An investigation into the development of a framework for the integrauon of community colleges into the further education and training sector in South Africa Table 8.41: Vocational-technical programmes Response Frequency % Valid Cumulative % % Valid Very Low 2 2.5 2.9 2.9 Low 2 2.5 2.9 5.7 Average 10 12.7 14.3 20.0 High 19 24.1 27.1 47.1 Very High 37 46.8 52.9 100.0 Total 70 88.6 100.0 Missing System 9 11.4 Total 79 100.0 Table 8.41 shows that the majority of participants rated technical-vocational programmes highly (24.1%) and very highly (46.8%). This is in line with not only a national emphasis, but also an international focus on technical-vocational education and training. Vocational education has been emphasised in the literature review (see paragraphs 2.4, 2.6.2, 5.2.3 and 6.2). 163 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa Table 8.42: Non-degree/certificate/diploma courses Response Frequency % Valid Cumulative % % Valid Very Low 6 7.6 8.7 8.7 Low 8 10.1 11.6 20.3 Average 6 7.6 8.7 29.0 High 24 30.4 34.8 63.8 Very High 25 31.6 36.2 100.0 Total 69 87.3 100.0 Missing System 10 12.7 Total 79 100.0 Table 8.42 indicates that the majority of respondents rated non-degree certificate/diploma courses highly (30.4%) or very highly (31.6%). This supports the view that learning in itself is valued, and not merely for purposes of a degree or diploma. 164 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa Table 8.43: Entrepreneurship courses Response Frequency % Valid Cumulative % % Valid Very Low 1 1.3 1.4 1.4 Low - - - - Average 3 3.8 4.3 5.7 High 15 19.0 21.4 27.1 Very High 51 64.6 72.9 100.0 Total 70 88.6 100.0 Missing System 9 11.4 Total 79 100.0 Table 8.43 shows that the large majority of participants rated entrepreneurship courses highly (19%) or very highly (64.6%) as it is expected that in future more people will have to be employed by themselves. This augurs in a country which has a grave shortage of skilled labour. 165 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa Table 8. 44: Adult basic education and training Response Frequency % Valid Cumulative % % Valid Very Low 2 2.5 2.8 2.8 Low 2 2.5 2.8 5.6 Average 11 13.9 15.5 21.1 High 17 21.5 23.9 45.1 Very High 39 49.4 54.9 100.0 Total 71 89.9 100.0 Missing System 8 10.1 Total 79 100.0 Table 8.44 indicates that the large majority of respondents rated adult education highly (21.5%) or very highly (49.4%). For the millions illiterate South Africans and adults who did not have the opportunity to complete their school career this is of crucial importance. 166 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa Table 8. 45: Early Childhood Education Response Frequency % Valid Cumulative % % Valid Very Low 10 12.7 14.5 14.5 Low 3 3.8 4.3 18.8 Average 17 21.5 24.6 43.5 High 14 17.7 20.3 63.8 Very High 25 31.6 36.2 100.0 Total 69 87.3 100.0 Missing System 10 12.7 Total 79 100.0 Table 8.45 indicates that just under half of respondents rated early childhood education highly (17.7%) or very highly (31.6%). This view is not in line with international trends in which early childhood education is highly regarded as forming the base for later education. However, given the multiplicity it may be reasonable to accept that early childhood education is not yet a priority. 167 ./. Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa Table 8.46: Community development programmes Response Frequency % Valid Cumulative % % Valid Very Low 1 1.3 1.4 1.4 Low 2 2.5 2.8 4.2 Average 11 13.9 15.5 19.7 High 26 32.9 36.6 56.3 Very High 31 39.2 43.7 100.0 Total 71 89.9 100.0 Missing System 8 10.1 Total 79 100.0 Table 8.46 shows that the majority of participants rated community development programmes highly (32.9%) or very highly 39.2%). This is congruent with the view that community colleges should provide education which is relevant to their communities. Table 8.47: Personal development programmes Response Frequency % Valid Cumulative % % Valid Very Low 3 3.8 4.2 4.2 Low - - - 0.0 Average 21 26.6 29.6 33.8 High 17 21.5 23.9 57.7 Very High 30 38.0 42.3 100.0 Total 71 89.9 100.0 Missing System 8 10.1 Total 79 100.0 I 168 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Afrreu Table 8.47 indicates that the majority of respondents rated personal development programmes highly (21.5%) or very highly (38%). The prime beneficiary in education is the individual hence it is necessary to provide courses that are geared towards personal development. 8.10 SUMMARY AND CONCLUSIONS OF FINDINGS GATHERED FROM THE QUESTIONNAIRES Participants were deliberately given statements which were in the negative form to test whether they could apply the same logic as in the statements which were positive. Respondents disagreed accordingly with the negative statements such as those provided in the Questionnaire A (see tables 8.4, 8.5, 8.20, 8.22, 8.25, and 8.26). A high number of respondents indicated to be 'not sure' (see tables 8.6,8.7, 8.8, 8.9, 8.11, 812, 8.14, 815, 8.19, 8.21, 8.22, 8.28, 8.31, 8.33, 8.34, 8.35, 8.36. 8.37 and 8.38) with 10% or above. This could be attributed to little effort which has been made to keep community colleges personnel abreast with developments which have been presented by the legislation for further education and training. The researcher deliberately presented almost similar question items in the location and funding of community colleges as a test for internal validity. This was to test the consistency with which respondents would react to similar statements when they have been slightly altered. The consistency with which respondents answered these question items increased the level of internal consistency provided. 8.10.1 Choice between parametric and non-parametric statistical techniques The most appropriate statistical technique is usually the one whose statistical model most closely approximates the conditions of the research in terms of the assumptions which qualify the use of a given test and whose measurement requirement is met by the measurement scale achieved in the research. When the conditions associated with parametric statistical models are met by the data under consideration, a parametric statistical test will be more powerful. Parametric 169 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa statistical tests use means and standard deviations, that is, require the operations of arithmetic on the original scores, and may strictly speaking only be used with data measured on at least an interval scale. In addition to this condition, which is not generally met in the human sciences, the models of the parametric tests specify a variety of strong assumptions about the parameters of the population from which the research sample was drawn, for example, that the population has a normal distribution (cf. Gay,1992:435-436). Certain assumptions are also associated with most non-parametric tests, but these are fewer and much weaker than those associated with parametric tests. Utilisation of non-parametric techniques results in a waste of data, although the power can in most cases be increased by enlarging the sample size, which would clearly have presented a problem in the present study (cf. Gay,1992:435-436). Parametric procedures are, however, robust and yield valid conclusions even when performed on mildly distorted data. While non-parametric methods are rigorously correct, in most cases parametric methods give similar results. The present research has, therefore, adopted the latter (cf. Gay, 1992:435-436). 8.10.2 Statistical correlations between questionnaire responses Correlations are indicated in Table 8.48 according to the topics into which the questionnaire items were classified, such as the need for community colleges, the merging of existing FET institutions, and the location of community colleges (see Appendix B). The purpose of correlations is to establish relationships among related variables and to indicate to what degree the relationships will occur. This enables researchers to predict specific trends and to indicate how relationships between variables will influence these trends. It is though necessary to note that correlations between variables do not by any means imply causal relationships (Cf. Gay, 1992:14). 170 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa Table 8.48: Pearson correlation (two tailed) between various question items occurred among different topics Need Merging Location Admissi Advocacy Efficiency Financing Governance Curriculum for into of on and and and Importance Com. Com. Com. Access Partner- Effective- College Colleges Colleges shiDS ness Need for 1.000 0.298 -- 0.200 -0.101 0.496-- -0.221 0.329-- 0.149 0.250 Com. 0.010 0.086 0.395 0.000 0.057 0.008 0.207 0.045 Colleges 76 74 75 73 75 75 64 73 65 Merging 0-2. 98-- 1.000 -0.112 0.225 0.326-- 0.005 0.296- 0.216 0.210 into 0.010 0.339 0.054 0.004 0.963 0.018 0.066 0.097 Com. 74 76 75 74 75 75 64 73 64 Colleges Location of 0.200 -0.112 1.000 -0.211 0.180 -0.001 -0.010 0.119 -0.094 Com. 0.086 0.339 0.072 0.121 0.995 0.935 0.308 0.451 College 75 75 77 74 76 77 65 75 66 Admission -0.101 0.225 -0.211 1.000 0.026 0.159 0.122 0.051 -0.080 and 0.395 0.054 0.072 0.825 0.176 0.336 0.669 0.532 Access 73 74 74 75 74 74 64 72 63 Advocacy 0.496-- 0.326-- 0.180 0.026 1.000 -0.332-- 0.414-- 0.269- 0.306' and 0.000 0.004 0.121 0.825 0.003 0.001 0.020 0.013 Partnership 75 75 76 74 77 76 65 74 65 Efficiency -0.221 0.005 -0.001 0.159 - 0.332-- 1.000 -0.216 0.098 0.072 and 0.057 0.963 0.995 0.176 0.003 0.083 0.404 0.565 Effective- 75 75 77 74 76 77 65 75 66 ness Financing 0.328-- 0.296* -0.010 0.122 0.414** -0.216 1.000 0.133 0.010 0.008 0.18 0.935 0.336 0.001 0.083 0.296 0.944 64 64 65 64 65 65 66 64 57 Gover- 0.149 0.216 0.119 0.051 0.269- 0.098 0.133 1.000 0.174 nance 0.207 0.066 0.308 0.669 0.020 0.404 0.296 0.168 73 73 75 72 74 75 64 75 64 Curriculum 0.250* 0.210 -0.094 -0.080 0.306* 0.072 0.010 0.174 1.000 importance 0.045 0.097 0.451 0.532 0.013 0.565 0.944 0.168 65 64 66 63 65 66 57 64 66 ** Correlation occurs at 0,01 significance level Correlation occurs at 0,05 significance level Table 8.48 displays the following correlations: 8.10.2.1 The need for community colleges Positive correlation of the need for community colleges with merging into community colleges, advocacy and partnerships, and financing at a 0,01 significance level. This supports the literature review that advocacy, partnerships and financing are central to the development of community colleges. The beneficial relationship between partnership, advocacy and financing is discussed in chapter five of the literature review. To be able to undertake advocacy campaigns for community colleges, one would need financing, which make it incumbent on one to seek partnership with business in realisation of this goal. 171 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa 8.10.2.2 Merging of community colleges Positive correlation of the merging of community colleges with the need for community colleges, advocacy and partnerships, at 0,01 significance level and with financing at a 0,05 significance level. The logic provided in paragraph 8.10.2.1 still holds for the explanation of the positive relationship between merging of community colleges with advocacy and partnership. The rationale for the establishment of community colleges ((see paragraph 2.6) involved stakeholder involvement in advocacy for community colleges while at the same time seeking partnership with business for funding of this venture. 8.10.2.3 Advocacy and partnerships Positive correlation of advocacy and partnerships with the need for community colleges, merging into community colleges, efficiency and effectiveness, and financing at a 0,01 significance level. This also ties with the findings on the need for community college stated above (see paragraph 8.10.2.2). 8.10.2.4 Efficiency and effectiveness A negative correlation of efficiency and effectiveness exists with advocacy and partnerships at a 0,01 significance level. This could signal that advocacy and partnerships are not necessary for efficiency and effectiveness, and that these items could be achieved independently of each other. Given the fact that efficiency and effectiveness are necessary in management of community colleges, one should see this factor as developmental, while one is embarking on improving operation (efficiency and effectiveness) one could still engage in advocacy and partnership. 8.10.2.5 Financing A positive correlation exists between the financing of community colleges with the need for community colleges (at a 0,01 significance level), merging into community colleges (at a 0,05 significance level), and advocacy and partnerships at a 0,01 significance level. It is interesting to note the positive correlations tying financing of community colleges to the need for community colleges, merging into community colleges with advocacy and partnership. Indeed, these items are dependent on financing of community colleges, and the literature review on chapter five (see 172 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa paragraph 5.2) emphasised the roles of financing, advocacy and partnership as being married to one another. 8.10.2.6 Governance A positive correlation exists of governance with advocacy and partnerships at 0,05 significance level. Governance of a college makes plans for advocacy and for the fostering of partnerships hence the positive correlation. This ties well with the consensus that rectors of community colleges as well as provincial and national departments of education should undertake advocacy campaigns and establish partnerships. 8.10.2.7 Curricular issues There is a positive correlation of how importance of curricular offerings with the need for community colleges, and advocacy and partnerships at a 0,05 significance level. Curriculum needs to be communicated to stakeholders and to be agreed upon. The business sector therefore as a stakeholder plays an important role in the formulation of curriculum. The positive correlations between curricular issues and advocacy and partnership reinforces the above stated view. 8.11 FINDINGS ON CORRELATiONS Positive correlations indicate the importance of the relationship among variables which have been presented. Positive correlations confirm discussions which have been presented in the literature review. The negative correlation between efficiency and effectiveness shows that although participants deem these factors as important, they do not see them as having a strong relationship, implying that one factor can occur independent of other. Although these correlations do not imply causal relationships they are important in influencing policy formulation and the design of implementation strategies. 8.12 ANALYSIS OF VARIANCE The statistical analysis of the findings also established whether there were any significant differences by topic and by the institutional position occupied by 173 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa participants. Analysis of variance (ANOVA) was computed to determine the extent of any such differences (see Table 8.49). Table 8.49: Analysis of variance Topic Position Held Mean Std 95% at Institution Error Confidence Interval (Dependant Upper Variable) Bound Need for Rector/Deputy 3.920 0.170 4.262 Community HOD 4.500 0.208 4.919 Colleges Lecturer 4.040 0.170 4.382 Student 4.200 0.199 4.600 Merging into Rector/Deputy 2.800 0.231 3.266 Community HOD 3.000 0.283 3.570 Colleges Lecturer 2.900 0.231 3.366 Student 3.182 0.270 3.726 Location of Rector/Deputy 3.417 0.138 3.695 Community HOD 3.675 0.169 4.015 Colleges Lecturer 3.433 0.138 3.711 Student 3.523 0.161 3.847 Admission and Rector/Deputy 3.511 0.190 3.893 Access HOD 3.267 0.232 3.734 Lecturer 3.689 0.190 4.071 Student 3.758 0.222 4.203 Advocacy and Rector/Deputy 3.693 0.141 3.978 Partnerships HOD 3.700 0.173 4.048 Lecturer 3.547 0.141 3.831 Student 3.709 0.165 4.041 Efficiency and Rector/Deputy 2.250 0.140 2.532 Effectiveness HOD 2.175 0.172 2.520 Lecturer 2.417 0.140 2.699 Student 2.750 0.164 3.079 Financing Rector/Deputy 3.676 0.134 3.945 HOD 3.857 0.164 4.187 Lecturer 3.867 0.134 4.136 Student 3.857 0.156 4.171 Governance Rector/Deputy 3.767 0.134 4.035 HOD 3.550 0.164 3.879 Lecturer 3.733 0.134 4.002 Student 4.205 0.156 4.518 Curriculum Rector/Deputy 4.030 0.129 4.289 Importance HOD 3.733 0.158 4.051 Lecturer 3.948 0.129 4.208 Student 3.677 0.151 3.980 174 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector In South Africa Table 8.49 shows that there were no significant differences by position held at an institution and by the specific research topics. This indicates that a position held by a person at community colleges either as a rector, head of department or a student did not have a bearing on the views expressed by these respondents in regard to the question items. 8.13 FINDINGS ON ANOVA'S Lack of significant differences among topics (dependent variables) with institutional positions held indicates that there were no major differences in the manner in which the four classes of participants showed their understanding of these factors when indicating their choices on the questionnaire. This implies that there were no major differences of opinion among the classes of participants according to how they viewed community college issues. This lack of difference by respondents occupying different positions implies that there was congruency of opinion in many question items posed and as such one could conclude that there was no major divergence of thought regarding question items. 8.14 REPORT OF RESEARCH FINDINGS GATHERED FROM INTERVIEWS Questions for interviews were based on the interview format (see Appendix C). The responses gathered from the interviews with regard to the critical issues which underpin community colleges were as follows: 8.14.1. Access Interviewees indicated a broad view of access which goes beyond enrollment of students but also focused on pertinent issues such as location, financing and curricular offerings as having bearing on student access. 8.14.1.1 Access based on location The question which related to student access was viewed from different angles. It was stated that information had to be made available about the geographical location 175 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa of community colleges, as well as the entry requirements for the various programmes. This would help to popularise the colleges, and thus enable potential students to be more knowledgeable clients of these institutions. The geographical spread of the colleges must enable ready reach by the communities from which the students were drawn. In some cases satellite campuses/centres might have to be established close to the communities served. 8.14.1.2 Access based on financing Financial support to students in community colleges was seen as essential. Student financial aid, in the form of loans and bursaries, was vital for facilitating access to the colleges for students with insufficient financial resources. It was also pointed out that student access would be restricted if excessive fees were attached to community college learning programmes or courses. Some of the existing technical college courses were often priced beyond the reach of many students. 8.14.1.3 Access based on learner support programmes It was also felt that there was a need for learner support centres/programmes at community colleges where students could be advised on the various financing opportunities available. It was suggested that the state should shoulder the responsibility of subsidising programmes at these colleges in order to enable higher student enrolment. Bridging courses at community colleges were put forward as a possible solution for students who had initially been denied entry due to inadequate scholastic performance. It was also suggested that the colleges should specifically undertake to design programmes which would enable such students to qualify for admission to selected programmes. 8.14.1.4 Access based 01111 assessment of prior tearntnq Opinion was that prior learning must be recognised to afford equal opportunity to prospective students who had acquired experience in specific career paths, but lacked the theoretical knowledge component of the fields concerned. Such students 176 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa should not be merely classified at the beginner level, but should be appraised in order to be placed in the appropriate academic levels. 8.14.1.5 Access based on curricular offerings It was felt that access could be obstructed by a lack of suitable institutional resources for learning and teaching. The offering of only limited programmes would narrow down student choice and thus serve as a barrier to enrolment. In contrast, student access would be facilitated by the availability of a wide range of courses for different career paths. 8.14.2 Curriculum Opinion was unanimous that curricula must be linked to the broader national guidelines for economic development but must at the same time be responsive to community needs. For example, although agriculture is clearly important for the country as a whole, this field of study might not be appropriate for students living in Soweto, for whom the commercial field might be more relevant. It was also pointed out that curricular offerings should be in line with the twelve fields outlined by South African Qualifications Authority (SAQA). The general view was that learnerships which were largely based on the practical component should be given preference. This would fulfil the role of apprenticeship, which had been discarded in the technical colleges. Equally important was the opinion that the qualities of flexibility and innovation should underpin all curriculum development. Particular curricular offerings were singled out to represent a variety of meaningful options, These include science and engineering courses, entrepreneurship and Adult Basic Education and Training. 8.14.3 Partnerships Business partnerships were viewed as intrinsically linked to community colleges. It was emphasised that any partnership of this kind must be of mutual benefit to partners. Colleges would, for example, benefit from business partnerships through learnership programmes and funding, while the private sector would benefit from the work skills acquired by students, with the caveat, however, that community colleges 177 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa should not fall prey to business interests. It was felt that the nature of partnership needs to be guided by the legislative framework which would define the extent to which community colleges could enter into such agreements with external agents. Partnership was also seen as the forming of linkages between the college, school and tertiary sectors, which would help facilitate articulation of courses and the mobility of students between sectors. 8.14.4 Financing The financing of community colleges was regarded as central to the overall development of these institutions. Opinion indicated that financing mechanisms must take cognisance of the legacy of apartheid, which has resulted in the skewed distribution of resources favouring advantaged communities, with the bulk of the black community remaining in abject poverty. Well-resourced community colleges still serve white communities, while the black communities were seen to have poorly resourced colleges at their disposal. The need for this situation to be remedied was identified as a matter of urgency, with the use of earmarked funding to level the playing fields of these institutions. Programme-based funding was viewed with scepticism, since it was felt that this funding model would still benefit the previously advantaged colleges because of the experience white communities had acquired in programme design and development, while in relative terms, black communities were still lacking in this respect. It was stated that funding must be tight, and subject to community colleges meeting criteria as laid down by the provincial departments of education. For example, colleges should be required to be more accountable for the use of funds received, and also to provide an acceptable rationale and justification for any subsequent funding. 8.14.5 Institutionalreorganisation It was stated that it is necessary to restructure the present technical colleges by merging selected institutions to form mega-colleges. It was suggested that this rationalisation through merging could be achieved by the establishment of five mega- 178 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa colleges which correspond with the five major regions of Gauteng, namely Greater Johannesburg, the East Rand, the West Rand, Greater Pretoria and the Vaal (see Appendix D). This would also be favourable to business partnerships as the business sector could enter into negotiations with fewer larger colleges instead of the present thirty-three separate technical colleges. 8.14.6 Governance Governance at institutional level was perceived to be a thorny issue because the governance of the present technical colleges does not reflect the racial composition of the country, despite the fact that the black students are beginning to outnumber white students. It was felt that fundamental restructuring of governance at this level needs to be speeded up. Reference was made to the South African Schools Act (1996), which indicates that the transfer of governance to disadvantaged communities without ensuring capacity-building would continue to perpetuate the old order with little change. It was proposed that state must ensure that well informed and knowledgeable Blacks, whether or not they are the parents of the students, must be made part of the institutional governance in community colleges in order to drive the transformation agenda. It was pointed out from the discussions based on the questionnaire that the FET legislation has explicitly outlined the formation of the statutory bodies, namely the National Board for Further Education and Training and the nine provincial FET boards. The intended representative nature of these boards was felt to be fitting, comprising broad stakeholders from various sectors of the population, including the non-governmental organisations, labour and business. At the same time the opinion was expressed that there was still a role for non-statutory bodies which lie close to the communities, and could ensure broad grassroots participation in community colleges. 8.14.7 Human resource development (HRD) There was general agreement that, without a clear strategy for human resource development little will be achieved by well formulated FET legislation. Devising an implementation strategy for the skilling of community college personnel was seen as 179 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa a daunting task. An example cited of lack of foresight is the closure of teacher colleges without any plan for preparing the staff of these colleges for new roles. This had resulted in disillusionment on the part of these educators, who felt that the state had left them in the lurch. It was predicted that, unless proactive measures were put in place, the same would happen to the present technical college staff. It was emphasised that HRD strategy must be linked to national objectives, such as job training, and the Skills and Development Strategy. Personnel categories which needed special attention with regard to training were mentioned as college management, teaching staff, and administrative staff, particularly those entrusted with the handling of finances. Training needs that were mentioned cover broad aspects such as strategic planning, institutional governance, financial management, programme development, learner support programmes and costing. In was agreed that institutional governance should include the training of persons serving in governance structures, particularly parents and students included. It was felt that human resources development should also focus on changing the mindset of present technical college personnel, who largely are seen to operate under the authoritarian management style of the past, with scant allowance for the new participatory management style. It was added that attention should be paid to the powers of the rectors, who in some instances are seen to run colleges almost as their own personal properties, without due regard to the state guidelines supporting transformation. It was felt that the question of retraining of staff needs to be examined carefully in order to establish the precise need in this connection, as well as the possibility of retrenchment of a limited number of personnel for whom retraining may not be possible. The ongoing monitoring and evaluation of personnel, as well as college programmes, was proposed as the hallmark of community college operations. It was proposed that the state should look at outside expertise with regard to human resource development, in which the private sector as well as non-governmental 180 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa organisations (NGOs) could play vital roles. 8.15 SUMMARY Statistical analysis of the data generated reveals that the large majority of participants were in agreement in their understanding of the way forward for community colleges in Gauteng. Respondents agreed inter alia that: o Community colleges could ideally serve as institutions for the economic and social development of the country. o The merging of existing colleges, including the closed teacher colleges, was necessary for cost-effectiveness and better utilisation of both human and physical resources. o The location of community colleges should be determined by the needs of the communities served, with these institutions possibly spread in accordance with the demarcation of education districts. o The admission requirements of community colleges should be sufficiently flexible to permit the enrolment of a large number of students who have previously been denied opportunities for learning. o Funding for these institutions, which would include provision for student financial schemes must be underpinned by equity and redress, to level the playing fields for communities which had previously been disadvantaged. o Efficiency and effectiveness must be key factors in the overall management of college activities. o Advocacy and partnerships for community colleges must be fostered. o Governance structures must be representative of broad stakeholder participation in both statutory and non-statutory bodies. Positive correlations between most of the topics of the questionnaire indicated the extent to which the respondents could establish an implementation plan for community colleges, while also reflecting the specific areas which the participants viewed as requiring the focus of attention in the plan. 181 Chapter 8 An investigation into the development of a framework for the integration of community colleges into the further education and training sector in South Africa Interviews provided a broader scope for discussion of the areas which were identified as critical for the development of community colleges, and for setting the parameters for an implementation strategy. Important issues highlighted in the interviews included the following: o Transformation must underpin the development of technical colleges. o Capacity building for staff and community colleges to receive urgent attention. o Funding of community colleges must be underpinned by equity and redress. o Governance structures in community colleges must reflect the racial mix of the country. o There must be legal framework to regulate establishment of partnerships. o Provincial departments of education must embark on careful planning for the establishment of community colleges. o Student support programmes and staff development must form the hallmark of college academic programmes. o Establishment of mega-colleges should be done with extreme care. It is interesting to note synergy between qualitative and quantitative data from the analysis of data presented. Issues were highly rated from the quantitative questionnaire such as equity, access, curricula, funding, governance, advocacy and partnerships, were discussed thoroughly in the interviews and more clarity was given on how implementation framework can be based. After having provided empirical analysis for this research it will be fitting to provide an implementation framework for establishment of community colleges for Gauteng province. 182 tijapter 9 lA fRAMEWORK !FORESTABLISHING AND DEVELOPING COMMUN~TY COLLEGES AS PART OF THE FURTHER EDUCATION AND TRAINING SECTOR ~NGAUTENG 9.1 INTRODUCTION ~he thrust of this research was to investigate the need for the ~ establishment and development of a community college sector for South Africa with specific reference to the Gauteng province. The researcher also investigated how existing (redundant) colleges of education, nursing and agriculture could be merged or converted into community colleges. The underlying assumption is that such an initiative will be cost-effective in terms of the existing human and physical infrastructure. This chapter describes focus areas that need to be considered. The following key areas are discussed: o the policy context; o legal framework and considerations; Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng o an agenda for the various implementation phases; o governance; o administration; o funding; o rationalisation; o quality assurance; o academic issues; o curriculum; o staff issues; o cultural issues; o funding of students; o student support programmes; and o the utilisation of physical infrastructure. 9.2 KEY FOCUS AREAS FOR INTEGRATING COMMUNITY COLLEGES INTO THE FURTHER EDUCATION AND TRAINING SECTOR IN GAUTENG 9.2.1 Policy context The integration of community colleges into the Further Education and Training sector in Gauteng should be developed in the context of the principles and policy framework outlined in the Education White Paper 4 and the requirements of the Higher Education Act (Act NO.101 of 1997). These principles are equity and redress; democratisation, development, quality, effectiveness and efficiency, academic freedom, institutional autonomy and public accountability and were discussed in Chapter 6. In reflecting on these underlying principles, table 9.1 identifies the issues that need to be addressed in the planning and developing of community colleges. 184 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng Table 9.1 Policy context PRINC!PLE ISSUES TO ADDRESS o Equity and o Providing access especially to those who were redress denied access based on race or gender or any other discriminatory factor. o Equal opportunities not only for students, but also in terms of appointment and promotion of staff. o Democratisation 0 The ethos of democracy should be reflected in all aspects of the community college life. o Development o The development of the community as well as the development of students and staff at the community college should receive high priority. o Quality, 0 Community colleges should establish a quality effectiveness and assurance system based on both accountability and efficiency improvement of the institution, its services and programmes offered. Self-evaluation should form the cornerstone of such a system. Appropriate quality assurance mechanisms and procedures should be put in place to ensure the effectiveness and efficiency of the system. o Public o The community college has a responsibility to accountability demonstrate to the public its relevance, and that money allocated to them is spend in a responsible way. The public has the right to be assured of the quality of service received from such institutions and should find value for money allocated to these institutions. In addition, the distinctive nature of community colleges should be acknowledged. For instance their role and function differ from those of universities, technikons and other types of Higher Education colleges. Efforts 185 .> /'~. Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng should be made to ensure that no duplication of programmes and roles occurs and that they stay true to the mission of being a college for the community. 9.2.2 Legalframeworkandconsiderations It should be stated that colleges (whether teacher training colleges, nursing colleges or agricultural colleges) are still governed by various laws that were assigned to the provinces under section 235 (8) of the interim Constitution of 1993. They are departmental institutions under the control of provincial education departments. In this regard, most of these colleges have councils exercising delegated powers and functions. The Higher Education Act repeals a range of legislation relating to universities and technikons but not to colleges of education for example. However, section 21 of the Higher Education Act does provide the Minister of Education with the power to declare any education institution as "an other type of education institution or as a subdivision of a public higher education institution". Similarly, the Further Education and Training Act accords such powers to the Minister for declaring FET institutions. Before decisions are taken on the establishment of community colleges by way of merging existing colleges into community colleges, the following consultation processes should be undertaken: o Consulting of the governing bodies of the colleges to be merged or change their current designations, if such bodies exist; o Consulting of the Member of the Executive Council responsible for the colleges to be merged; o Publication of a notice in at least one daily newspaper circulating in the area of operation of the colleges to be merged, containing the reasons thereof. Such a notice should be in every official language used as a medium of instruction at the colleges concerned; and o Giving interested persons opportunity to make recommendations regarding such an announcement and consider such recommendations. 186 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng It is extremely important that fair labour practices must be ensured if there is a change of employer. Consultation with employees affected by the change must take place held with a view to obtaining their support in this regard, the procedures contained in any applicable collective bargaining agreement must be followed and the consultation must commence as soon as practicable after a change in the employment relationship is envisaged. Compliance with the consultation process is essential for the declaration of the newly established community college to be valid (vide paragraph 6.11 on the "merging of existing further education and training institutions into community colleges"). 9.2.3 An agenda for the various implementation phases Careful planning for the development of community colleges by the Gauteng Department of Education must be well formulated and communicated. Technical colleges, for example, still operate as separate entities from the school sector, and thus their relative autonomy may permit covert operation outside departmental guidelines. The creation of a further education and training directorate would serve to prevent the seemingly piecemeal planning for community colleges and provide instead for broad and cohesive strategic planning. The implementation agenda which must be comprehensively detailed and should be viewed as a process and not an event. The following could serve as 'agenda items': o formulating a shared vision for the community college; o setting of clearly defined goals; o identifying possible real problems that might occur; o establishing institutionalized decision-making structures; o determining local decision making; o considering the continuity among the personnel of the colleges concerned; o ensuring systematic communication with all partners and with the community; o permitting sufficient time for institutional change to occur; 187 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng o providing resources to those whose roles and relationships will change; and o providing professional capacity-building. 9.2.4 Governance As indicated in paragraph 5.4 community colleges are established with the primary objective of relevance and usefulness for the community, stakeholders of the community should have a say in the governance of such an institution. Academic links with other academic institutions, which provide advice on curricula, validate college examinations and selection processes for (at least senior) personnel, seems equally important. These linkages should ensure representation of colleges councils and senates or any other designated bodies. It is therefore imperative that any future governance structure will be characterised as being co-operative and democratic in nature. The co- operation with Government, organised business and labour structures and the communities is vital in this regard. Community colleges should further be governed by a council that will have strong stakeholder representation, as well as representation from the management, staff and learners at community colleges. This council should furthermore perform all functions that are necessary and in the interests of the college, including developing its mission and strategic plans, managing its financial affairs and, over and above the official establishment created by the Minister of Education of the province, for employing additional staff. In terms of the Employment of Educators Act, 1998, the power to create educator posts at FET institutions rests with the MEC, while the power to appoint educators to such posts, on the recommendations of the councils of community colleges, will have to rest with the head of the provincial education department. The academic affairs of a community college should be the responsibility of an academic board, subject to the final authority of the council. Learners, on the other hand, will be represented through a student representative council. _-' 188 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng To contribute to the quality of the community college sector, it is proposed that any existing institution wishing to become a community college should prove that the necessary capacity building was done in order to ensure that they can perform the functions required by the law. Community colleges should in addition be juristic persons and the council of a community college should act on behalf of the college according to its predetermined functions. The community college should have a clear mission and purpose. A written mission statement will send a clear message to both internal and external communities about what motivates the existence of the newly established college. Operational committees can use such a statement as a guide in considering new ventures. New ideas can be evaluated by this mission statement. Staff and external stakeholders should have a shared understanding of the goals and objectives of the college and measurable outcomes could be identified to ensure benefits to the members and success for the college. 9.2.5 Administration Streamlining of administration of community college is one aspect which needs attention. There has been agreement by the respondents on attainment of efficiency and effectiveness in college operation. Attention should be given to proper and efficient handling of student's records, of managing financing, of making follow-up and tracking of unattended issues, and of liaisoning with stakeholders. Those charged with administrative duties need to be highly motivated individuals who could work independently. They also have to have congenial interpersonal skills as they interact with many people. 9.2.6 Funding As indicated in paragraph 5.2 the funding of community colleges remains critical for the success of these institutions. Earmarked funding must be directed to impoverished communities while mechanisms have to be devised for effective implementation of programme-based funding in order to benefit all institutions and not perpetuate the present fragmented approach to funding. It 189 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng needs to be emphasised that students shall have to contribute their share in meeting the financial demands of community colleges while at the same time, a system for student financial aid schemes needs to be developed. Funding will be an essential instrument for influencing the responsiveness of community colleges to the achievement of national goals, the enhancement of the performance of this sector, the widening of participation and the promotion of equity and redress. Any (new) funding framework for community colleges will have to be expressed in the form of national policy, including norms and minimum standards. It is proposed that the actual budgetary allocations to community colleges should be made by the provincial education departments. 9.2.7 Rationalisation It is expected that the merging and/or rationalisation of colleges in this province will be a provincial responsibility and that college personnel will most probably remain provincial employees. Rationalisation through merging should, however, involve meticulous planning, aligned with the principles of equity and redress in order to avoid an increased concentration of power in the currently better resourced technical colleges, with the poorly resourced colleges merely becoming satellites. This would create the perception among staff in the latter institutions of being 'dumped' by the education authorities, with consequent lowering of staff morale. 9.2.8 Clualityassurance Monitoring and evaluation measures for staff and student academic development programmes in community colleges, such as those employed in the United Kingdom, is highly recommended for the community colleges in Gauteng (vide paragraph 6.10). Proper accountability and justification for running specific programmes should be a prerequisite. Quality assurance must be sine qua non to college development, and stringent measures must be instituted in order to achieve this. Massification of education without due regard to quality will only saturate the labour markets with an ill-equipped and unproductive workforce. 190 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng Efficiency and effectiveness in the management of college operations need to be encouraged. The country cannot afford the wasteful tendencies which encourage escalation of debts of community colleges with no sound financial management systems in place. Emphasis on strategic planning, project management and costing could facilitate cost-effectiveness. There must be continual and compulsory auditing of college financial records in order to promote efficiency in financial administration. Quality assurance in the community college sector should integrate bench- marking into the system. This will provide a basis for the recognition of credits and for articulation and transfer within the FET and between FET and HE and in addition will ensure that progammes and qualifications have currency with employers. Continuous quality improvement will be vital for community colleges as it is expected from this sector to redress the inequalities and deficiencies of the past. It could therefore be argued that the management of quality and continuous quality improvement must become integral to the organisational practice of the community college and a part of the organisational culture. This will require that the principals/rectors of community colleges be equipped to lead and manage quality within the institutions as the core responsibility of their jobs. This implies that institutional governing bodies will hold principals/rectors of community colleges and teaching and support staff accountable for the quality of provision and the services provided. 9.2.9 Academic issues The following academic issues will have to be considered: D academic disciplines and awards to be offered in merged institutions; D change of academic offerings and types of programmes; D rationalisation of programmes; D considering of certificate and diploma rules; D problems with different student admission requirements; D academic standards; D rationalisation of departments; 191 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng o creation of new departments; and o positions of heads of departments in merged institutions. 9.2.10 Currriculum Curriculum serves as one of the core functions in the delivery of services by community colleges (vide paragraph 3.2). How well formulated the curriculum is will determine the extent to which community colleges will remain true to the mission of being relevant and responsive to community needs. 9.2.10.1 NQF-based curricula for community colleges As was mentioned earlier in Chapter 6, South Africa embarked on the implementation of the National Qualifications Framework (NQF) with its embedded outcomes-based approach to education and training. In order for community colleges in Gauteng to be relevant and address the social demands for reconstruction and development, all programmes offered by community colleges should adhere to the prerequisites prescribed by the NQF. Curricula offered at community colleges in Gauteng should be directed at lifelong learning and empowering the knowledge society. A high premium should be placed on the integration of the following into curricula: o Knowledge, skills and values that are transferable to different work and learning contexts; o Access to and flexibility in learning and teaching, including the promotion of distance education and resource-based learning, articulation between programmes and levels, approved standards and the transferability of learning credits; o The recognition of prior learning and experience; o Quality learning resources and material, and a revitalised professional educator cadre; and o Counselling and advisory services and the remediation and job preparation of learners. 192 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng It is expected that the new approach to curriculum for the FET sector as implied by the NQF will overcome the division between 'academic' and 'vocational' education. Instead it should be replaced by a sound foundation of general knowledge, combined with practical relevance. The curriculum should offer the learner flexibility and choice, whilst ensuring that all programmes and qualifications offer a coherent and meaningful learning experience. Community colleges will have to prove that their curriculum offers multiple entry and exit points and a diversity of learning programmes and qualifications to meet the varied needs of potential learners in different fields and at different stages of their lives. Developing the curricula for community colleges will have to ensure that learners who from the onset undertake specialisation will be able to do so in the knowledge that this specialisation is neither too narrow nor deficient with respect to underpinning knowledge and values and that further progression is possible. On the other hand, learners who decide on later specialisation should be assured that their programmes and qualifications will provide adequate exposure to the realities and demands of social and economic life. Curricula should also be planned in such a way that exit qualifications will provide a reliable and credible basis for selection and entry to Higher Education and will provide employers with a realistic profile of learners' knowledge and competencies. Curricula should be responsive to students needs in particular and to the needs of the country in general. Emphasis must be laid on science courses which include engineering, and entrepreneurship training, while language teaching should also receive priority. Creativity must permeate academic planning, teaching strategies and learning approaches. For long, attention was placed on student ability to reproduce learning content with little emphasis on how to apply newly acquired knowledge. Application of knowledge rather than mechanic regurgitation thereof should form the cornerstone of teaching and learning in community colleges. 193 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng 9.2.10.2 Assessment Assessment criteria for both staff and learners should be formulated. Continuous assessment for learners based on a formative approach is preferable and is in line with outcomes based education. Attention should be given to the fact that assessment of learners should not necessarily subject them to an unreasonable number of tests in order to record the bulk of work done. Quality should serve as a guiding principle for work given and learners' interests and needs should be considered in regard to the volume of work to be done as well as the assessment thereof. Periodic monitoring and evaluation of the instructional and other academic responsibilities should be instituted. 9.2.10.3 Cultural issues Problems of combining institutions and staffs with different traditions, missions cultures, and institutional loyalties need to be identified and action plans formulated to diminish the impact thereof. The success story of the new 'rainbow' nation should be given priority. Respect for students or persons for what they are needs to be reinforced. The perception of supposedly foreign dominant cultures which have tendencies of undermining indigenous cultural heritages must be done away with. 9.2.11 Employment criteria for staff It is important that consideration of the following staff issues need to be considered carefully: o salary scales for academic, administrative and professional staff; o the continuity of employment and possible redundancies and early retirements; o selection and appointment of senior managers in merged institutions; o rank of academic staff and classification system for other staff; o future opportunities for promotion; o possible changes in criteria for promotion; 194 Chapter 9 A framework for establishing and developing communitv colleges as part of the further education and training sector in Gauteng o working conditions of staff, including working hours, leave entitlements, staff recruitment and human resources management issues. 9.2.12 Capaclty-building for staff There needs to be a well designed strategy for the capacity building of staff (vide paragraph 4.4.5). This should take into account that the previous emphasis in the education of Blacks was not on technical education, and provision must therefore be made for the retraining of hitherto disadvantaged staff who possess potential. The retraining of the current staff at technical colleges also needs to be based on a shift of mindset in order to align personnel with the new ethos of FET presented by the White Paper 4 (1998). The majority of technical colleges are headed by white rectors and the staff are also mainly white. This presents a challenge for the principle of transformation, which explicitly requires that the staff composition in state institutions must reflect the racial mix of the country. It is imperative therefore to make an audit of staff complements, and devise a framework for the deracialising of the colleges. Staff development programmes such as those relating to induction/orientation, mentoring and change of perceptions need to be developed (vide paragraphs 4.4.3 and 4.4.4). Teachers perform delicate tasks of preparing learners for future roles in society and as such they need to serve as models to learners. Orientation programmes for newly appointed staff should focus on the changing needs of students, the changing workplace environment, a professional ethos with emphasis on innovation, initiative, high work ethics and self-motivation. Highly motivated and productive personnel could act as mentors for the newly appointed staff on continuous basis for a specified period. Changing the mindset of existing and newly appointed staff is essential. Discriminatory tendencies of the past, low respect for learners, gender biases need to be uprooted. Funding norms should make provision for the ongoing professional 195 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng development of educators of community colleges to meet the challenges of outcomes-based education and new FET curricula. 9.2.13 Funding of students As also indicated in paragraph 6.6 student funding will for some time remain critical for community colleges. While levying student user fees is encouraged, these should keep community college affordable to the majority of learners. It will not be helpful to create new institutions with well tailored mission statements which are not responsive to learners' needs. It is the learners who are primary beneficiaries in these institutions and the state should design user friendly student financing schemes. Financing of students should be based on merit and on the continuous scholastic performance of learners. The present tendencies of learners especially at post-secondary level to demand scholarships or bursaries without due respect to academic standards and requirements cannot be tolerated any longer. It must be made clear that while student funding is essential, providing funding simply to appease students and to prevent their riotous tendencies can no longer be justified. Stiff penalties must be given to those who misuse state finances. 9.2.14 Student support programme The high failure rate in the South African education system warrants proactive measures for learner development programmes. Well tailored academic support programmes adjusted to learner needs could help avoid the costly implementation of bridging programmes. Learner support services will ensure that all learners including previously excluded disadvantaged groups are given every opportunity to succeed. Support services within the community sector are critical, as it is at this stage that learners really start preparing for future roles as working people or options for further study. Special support is needed to help learners to work out how to overcome possible barriers to their goals (vide paragraph 6.8). These programmes must serve the following purposes: 196 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng o Lead to further academic development; o Offer guidance and counselling to learners entering, leaving or re-entering the system; o Meet the needs of all learners through regular orientation programmes; o Provide for exceptional learners or those with special needs; and o Assist in placement after learning. It is proposed that this learner support system should provide instructional material on psychological and financial assistance, and should includes services such as: o Psychological services: These entail all forms of efforts aimed at motivating learners. This encompasses both attraction and retention strategies for learners (especially gender sensitivity i.e. women in non- traditional study fields) and as such have an impact on the internal efficiency of the system. oMentoring: This is a form of support from the communities (role models), peer group, and even educators. Mentoring has proved to be a critical retention strategy for learners especially in science, engineering and technological fields. o Orientation: This involves determining the learner's abilities and interests in the learning pathway. The choices made on entering FET have far- reaching consequences, and as such should be informed and clear. This is the stage where the need for remedial work could be detected and addressed. o Psychological, psychiatric, legal support: The Education White Paper also acknowledges the existence of numerous cases of abuse and harassment of learners, hence the need for such support. o Financial support: This involves. information on possible sources for 197 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng financial assistance. The goal is to ensure that no learner is deprived of education on the basis of lack of funds. o Exceptional learners with barriers to learning: necessary support should be made available to learners whose behaviour, communication, intellectual and physical traits are such that they are considered to need placement in a special education programme that ensures inclusion with acceptance. Appropriate provision should also be made for learners who need to use: o Means of communication other than speech, including computers, technological aids, signing, symbols or lip-reading; o Non-sighted methods of reading, such as Braille, or non-visual or non-aural ways of acquiring information; o Technological aids in practical and written work; and o Equipment that is adapted to allow access to practical activities within learning sites. 9.2.15 Utilisation of existing infrastructure The future use of sites and facilities of the college(s) concerned needs to be considered as well as the possible consolidation of activities on reduced numbers of sites. In addition, the following also need to be clarified: o Possible selling or disposal of surplus sites and buildings; o Site(s) for location of senior management team; o Linking various campuses/colleges for electronic and other forms of communication; o Cross-campus teaching using video-conferencing; o Integration of library holdings and computing systems; o Library classification systems .to be used in the merged institution; o Possible rationalisation of library buildings; and 198 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng o Problems of different computing equipment and infrastructure in merging institutions. The following administrative systems and procedures need to be addressed: o Systems and procedures for student admissions and enrolments; o Student records and reporting of grades; o Financial and accounting systems; o Budget allocations procedures and principles; o Audit procedures; o Possible merger of administrative and service departments; o Time and place of diploma/certification ceremonies; o Alumni and alumni records; and o Retention of student honour boards and other memorabilia. Other relevant issues for consideration relate to the retention of existing name or names for the new institution or departments, or adoption of new names. Institutional symbols, signs and letterheads need to be clarified. 9.2.16 Role of partnerships with business Partnerships with business and donor agencies must be fostered with a view to decreasing provincial expenditure on community colleges. As international examples in the literature review have shown, colleges must be encouraged to engage in income generating schemes by running selected programmes on a commercial basis. Furthermore, this partnership could also have beneficial effect on the attainment of work skills and economic development of the country. It will also streamline the implementation of learnerships as presented by the Department of Labour. The idea of merging the present technical colleges into five mega-colleges not only makes sense from a business perspective, since it would facilitate the fostering of partnerships with the business sector, but also from an administrative point of view. Only five broad institutions, instead of the current 199 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng thirty-three, would need to be covered, and planning could focus more on regional needs. It needs to be pointed out, however, that the creation of mega- colleges would need further research before implementation could begin. 9.2.17 Recognition of prior learning and experiences The piloting of assessment of prior learning should be instituted in order to benefit learners who already have experience in specific areas of study, or have acquired vocational skills in the work place. Experimental work in this area has already been conducted with success through the Career Preparation Programme, a joint project of the Free State University, stakeholders including business, and community colleges situated mostly in Bloemfontein (Bitzer, 1995:71). The Career Preparation Programme is a community responsive educational project which is specifically aimed at targeting learners who do not meet entrance requirements at universities and whose academic performance is not satisfactory. Innovative teaching and learning strategies including student academic support and counselling have contributed to the success of this project. Another successful project of this nature, the Access Programme is run in Western Cape. Similar undertakings could be explored in Gauteng. Funda Centre in Gauteng which has done inspirational work in community development could be incorporated as departmental experimental project in this regard. 9.3 SUMMARY Lessons from the international community as well as the findings of the present empirical investigation have thus provided a starting point for the Gauteng province to develop its college implementation plan. The thrust of this study was to provide guidelines for an implementation plan for community colleges. Research debates have been provided on both the strengths and the weaknesses of these institutions. Extrapolations from the research findings of this study will make a positive contribution to effective planning for the future community colleges. 200 Chapter 9 A framework for establishing and developing community colleges as part of the further education and training sector in Gauteng The South African education system has been premised on provision of education with quantity as the major focus. This has also become its weakness due to the shift of attention away from quality. Therefore as a way forward. quality assurance must underpin any effective planning for community colleges resulting in implementation for community colleges. There must be quality control measures that could be provided by bodies outlined by SAQA and the National Skills Authority (NSA) such as the Sector for Education and Training Authorities (SETAs). National Standard Bodies (NSBs). Standard Generating Bodies (SGBs) as well as the Education and Training Quality Assurers (ETQAs). 201 10 SUMMARY Of THE CONTENT OF THE RESEARCH 10.1 INTRODUCTION ~he analysis of the empirical results of this study has highlighted ~ important aspects of further education and training which were identified as key to an implementation plan for community colleges. The literature review has also indicated the significance of community college access, curricula, human resources development, financing and governance. The thrust of the research was to determine the manner in which these considerations apply in the South African context in order to improve the current education situation. 10.2 MAIN FINDINGS OF THE LITERATURE REVIEW Chapter 1 presents a strong case for the establishment and development of community colleges as part of further education. The rationale for the establishment and development of community colleges is to restructure the education system in order to provide competitive, responsive, relevant education to South Africa in particular while taking cognisance of international trends and developments. Chapter 10 Summary of the content of the research Chapter 2 provides the literature review of the historical development of community colleges in the USA, Canada and United Kingdom. It became clear from the synopsis of this chapter that community colleges were not established just for convenience but to fill the gaps in existing education systems. Education was too academic, with a concentration on preparation of learners for higher education. No regard was paid to those learners who did not progress into higher education. There was no synergy between education offered at institutions and skills required at the workplace. A number of problems surfaced in the social. economic, and cultural terrain which could not be solved. It became necessary to develop an education system which could address these problems and equip learners with problem solving techniques, entrepreneurial skills, environmental awareness, sensitivity to the social evils of the time such as drug abuse, juvenile delinquency, dealing with emotional depressions caused by poverty as a result of high unemployment levels. Community colleges were viewed as institutions which could be better positioned to fight these problems head-on and contribute to the renewal of societies. Chapter 3 focuses on the curricular issues which were geared towards addressing the embedded problems mentioned in chapter 2. Vocational education was given priority as it prepared learners for the workplace environment. Emphasis on curricula was on equipping learners with skills to fend for themselves in life. There was also stress on the practical aspect of the curricula which offered courses of short-duration in order to allow learners to return to the workplace and be productive. Flexibility, responsiveness and relevance became guidelines upon which curricula were benchmarked. Student centered approaches were instituted in learning and teaching and the focus was placed on innovative ways of teaching and learning. Linkages of institutions offering the same courses were fostered to avoid duplications while consideration was given to liaison with institutions of higher learning to facilitate accreditation. 203 Chapter 10 Summary of the content of the research Chapter 4 relates to organisational and human resources development approaches with emphasis on increasing efficiency and effectiveness in the teaching and learning environment. Programmes and outcomes for learning and teaching were to meet guidelines for quality assurance without necessarily limiting quantity on enrolment. Colleges became centres for harnessing of human potential. 'People-first' approaches with regard to development and operations were instituted. Improving quality of life dominated the classroom dynamics and attainment of productivity was not to be achieved by means of sacrificing of human quality of life through unreasonable workloads and schedules. Chapter 5 portrays financing and governance of community colleges. Funding of colleges is tight to control quality and accountability. Programmes of community colleges for funding are to be in line with national needs. Scaling down of subsidy schemes for community colleges have motivated these colleges to embark on income generating schemes. Partnerships are also fostered with industries and joint ventures on specific business ventures are undertaken. International collaborations are entered into by community colleges on projects of mutual interest. Various student financial schemes are formulated in order to facilitate student enrolment in community colleges. Students have also to shoulder responsibility for meeting certain fees requirements. Co-operative governance structures which are representative of communities and various stakeholders who have interests in community college education all play role in directing college operations and drafting strategic plans for the colleges. The state still assumes the overall responsibility for governance of these colleges through legislation while day to day activities of colleges are left to the rectors/principals as accounting officers with assistance from college councils and senates whenever the case might be. Students are involved increasingly to be part of college management through their representatives. This gives students a voice in the management of college 204 Chapter 10 Summary of the content of the research affairs. Different governance structures are established to suit specific needs of community colleges and these structures will differ from region to region and from one country to another. An important consideration is the democratisation of education through increased stakeholder participation either as statutory and non-statutory bodies. 10.3 MAIN FINDING ON RESEARCH ON FET DEVELOPMENTS IN SOUTH AFRICA Chapter 6 presents South African policy initiatives regarding the establishment and development of community colleges. What has emerged is policy guidelines with regard to registering of community colleges as Further Education and Training institutions, curricula guidelines, governance structures to be put in place, financing of community colleges with earmarked funding intended for previously disadvantaged communities and programme based funding for institutions. Student financing schemes are suggested but how they are to be operationalised is still to be finalised. Various views are presented on the transformation of education, on rationalisation of colleges and on merging of some of the colleges. An implementation framework for FET with prioritised areas has been drafted at a national level and is being discussed at provincial level with a view to implementation. While the national Department of Education will take overall responsibility for policy formulation and monitoring, provincial departments of education are charged with the implementation of the policies and of setting targets for delivery. 10.4 FINDINGS ON A CRITIQUE OF COMMUNiTY COLLEGE MISSION Chapter 7 provides different viewpoints as to the efficacy of community colleges. Assessment of their missions is made and consideration is given as 205 Chapter 10 Summary of the content of the research to the extent to which they meet their goals. Further research is suggested in the concluding of arguments presented, as different criteria are used in evaluating these institutions. For example, it is cited as unfair to judge these using criteria for used for higher education since their mission is different from that of higher education institutions. 10.5 MAIN FINDINGS OF THE INVESTIGATION Chapter 8 sets the scene for the empirical setting of the study. It provides the methodology followed in the research as well as a description of the sampling. Thirty-three colleges in Gauteng become the focus area for the research. For the manageability of this research, investigation is limited to the Gauteng province. Responses from both quantitative and qualitative questionnaires are analysed. In most instances the majority of respondents agree with major policy issues presented in the questionnaires. Consensus is reached on the need to provide flexible curricula, broadening of access for students, the establishment of student support centres fostering of partnerships, developing of advocacy campaigns, introducing of financing schemes based on equity and redress, as well as increasing stakeholder participation through statutory and non-statutory bodies. 10.6 ANALYSIS OF THE FRAMEWORK Chapter 9 forms the apex of the study as it proves that this is not just an academic exercise but an attempt to contribute to the betterment of the education system. This chapter will serve as a guideline to both policy makers and educators who are tasked with the responsibility of making headway for further education and training in general and for community colleges in particular. Although this study was confined to Gauteng province the issues raised are by no means irrelevant to other provinces. 206 Chapter 10 Summary of the content of the research 10.7 LIMITATIONS OF THE STUDY 10.7.1 Sample size The sample size was necessarily limited. The participants were, however, selected by virtue of authority vested in the positions occupied in their institutions, thus permitting their views to represent their stakeholder group. In this case the choice of participants by means of stakeholder representation can serve as justification to use the sample on a representative level and not as individual persons who filled in the questionnaire. The study was limited to the technical colleges of the Gauteng Department of Education and to the personnel at head office including the districts who deal directly with FET matters, and not with other educational institutions in Gauteng. While sample size is important in obtaining representative data in the research is highly valued, getting many people simply increasing the number in order to increase the sample without adhering to proper research procedures is also against research ethics. 10.7.2 Percentage response rate The percentage response to the questionnaire was 59,8 per cent. The main objective of the research was, however, not a wide statistical study as such, but rather data gathering in the form of opinion polls, interviews, comments and suggestions, in order to enable the construction of an implementation plan for community colleges taking input from grassroots level fully into account and therefore, creating a sense of ownership and support for the plan. 10.7.3 Generalisability of the findings Since this study was conducted in only the Gauteng province, its findings cannot be generalised to the other eight provinces. The literature review bears testimony to the fact, however, that the views expressed are mostly common to all colleges irrespective of location. 207 Chapter 10 Summary of the content of the research 10.8 RECOMMENDATIONS FOR FURTHER INVESTIGATION Education research after all is ultimately intended to be applied in the practical education situation. Further extended exploration of guidelines for an implementation for community colleges is necessary. Such additional studies are warranted in terms of the potentially enormous benefit that may accrue, potentially not only to further education and training in particular, but to the country as a whole. Further exploration for the research of this nature should target a bigger population sample spread across other provinces. 10.9 SUMMARY This study has provided not only platform for debates on issues which are pertinent to community colleges but also a framework upon which implementation strategy and effective planning for community colleges could be based. Issues raised are by no means final but are part of a process for improving of the education system. Education is about improving the quality of life by providing individuals with skills and knowledge to take control of their lives and of their circumstances. This research has attempted to find ways of improving life by using community colleges as channels for realising this ideal. The youth of this country are yearning for a role to play towards the development of the country although they seem not to have vision for achieving this. It is hoped that this study will serve to rekindle interest and to sparkle the vision for the future. 208 i\_eferences Bitzer, E.M. (1995). Community colleges: Examples of links to tertiary education and development. A paper presented at University of South Africa- Seminar on the university and community college. (March 6). Bragg, D.D. (1993). Leadership strategies for planning and implementing technical preparation. Community College Journal. 17: 519-531. Brint, V. & Karabel, J. (1989). The diverted dream: community colleges and the promise of educational opportunity in America, 1900-1985. New York: Oxford University Press. Brint, V. & Karabel, J. (1994). American education, meritocratic ideology, and the legitimation of inequality: The community college and the problem of American exceptionalism. In Ratciff, J.I., Schwarz, S. & Ebers, L.H. (Eds.) Community Colleges (2nd ed.). 67-78. Massachusetts: Simon & Schuster Custom Publishing. Cantor, L. (1989). The American community colleges: A time of reappraisal. Journal of Higher Education. 14 (3): 310-319. Cantor, L. (1992). Canada's community colleges: Institutions in transition. Studies in Higher Education. 17(2): 169-182. Centre for Education Policy Development (1994). Johannesburg: Centre for Education Policy Development. Community Education in South Africa: Conference Report (1995). Johannesburg: National Institute of Community Education. (5-7July 1995). Cohen, M. A. & Brawer, F.B. (1989). The American community college. (2nd Ed.). London: Jossey-Bass Publishers. Collins, K. (1999). Participatory research. A primer. Pretoria: Prentice Hall. Collins, S. Leitzei, T. Morgan, S. & Stalcup, R. (1994). Declining revenues and increasing enrollments: Strategies for coping. Community College Journal of Research and Practice. 18: 43-42. Community College of Philadelphia (1993). Finance, fiscal planning and facilities. 16-181. Conklin, K.A. (1993). Leaving the community college: Attrition, completion, or something else? Community College Journal. 17(1): 1-11. Cowdy, E. & Robertson, S. (1994). Post-secondary learning assistance: Characteristics of the clientele. Community College Journal of Research and Practice. 18: 43-55. Curriculum: Life long learning for the 21st century (1997). Pretoria: Department of Education. Dennison, J.F.D. & Behnke, W. (1993). Innovativeness and related factors in Canadian community colleges. Community College Journal of Research and practice. 17: 233-248. Denver, J.T., Robert, G. & Templin, J.R. (1994). Assuming leadership: Community colleges, curriculum reform and teaching. Educational Record. 75: (Part 1) 32-34. 210 Diener, T. (1994). Growth of an American invention: from junior to community college. In Ratciff, J.L, Schwarz, S. & Ebers, L.H. (Eds.) Community Colleges (2nd ed.) (3-12). Massachusetts: Simon & Schutter Custom Publishing. Dougherty, K.J. (1994). The community college at the crossroads: The need for structural reform. In Ratciff, J.L. (Ed) Community Colleges (465- 488). Needham:Simon & Schuster Custom Publishers. Dougherty, K.J. (1992). Community colleges and Baccalaureate attainment. Journal of Higher Education. 63(2): (March/April 1992) 188-212. Dunn, S.D. (1999). The practical researcher. A student guide to conducting psychogical research. Boston: McGraw-Hall College. Education White Paper 4 (1998). A programme for the transformation of Further Education and Training ...Pretoria: Department of Education. FE Colleges Score but Fail to Win (1997). Times Education Supplement. 10 (Part1266): 11. Fielden, J. & Markham, L. (1997). Learning lessons from mergers in higher education. http://www.acu.ac.uk/chems/publications/paper 17. Fisher, G. (1994). Thinking about access. Structure. disciplinary cultures and the reshaping of post-compulsory education in South Africa. Paper presented in Johannesburg .. Fourie, M. (1996). Governance of South African Higher Education. Unpublished Ph.D. theses. Bloemfontein: University of the Orange Free State. 211 Franklin, L. (1992). Quality and equality: the case of East Birmingham College. Journal of Further and Higher Education. 16 (1): 34-39.Further and Higher Education Act (1992). Chapter 13. London: HMSO. Further Education Funding Council (1994). Quality and standards in further education in England. Coventry: Further Education Funding Council. Further Education Funding Council (1995). Investing in further education. Coventry: Further Education Funding Council. Further Education in the United Kingdom, (1997). Education Information. London: The British Council. Further Education and Training Bill (1998). Pretoria: Department of Education. Further Education and Training Act (1998). Pretoria: Department of Education Further and Higher Education Act (1992). Chapter 13. London: HMSO. Gallagher, P. & Dennison, J.D. (1986). Canada's community colleges. Vancouver: British Columbia Press. Garson, P. (1999). Teachers fail curriculum 2005. Mail and Guardian. 4-10 June 1999. Gauteng College Education and Training Act, (1998). Gay, L.R. (1992). Educational Research. Competencies for analysis and Application. (4th ed.) New York: Maxwell Macmillan International. 212 Gleazer, E.J. (1994). Beyond the open door, the open college. In Ratciff, J.L. (Ed) Community Colleges (33-42). Needham: Simon & Schuster Custom Publishing. Green Paper on Further Education and Training (1998). Preparing for the twenty first century through education. training and work. Pretoria: Department of Education. Higham, J. Sharp, P. & Yeomans, D. (1996). The emerging 16-19 curriculum. Policy and provision. London: David Fulton Publishers. Hlangani, M. (1998). Tackling joblessness. In Sowetan 26/10/1998. Higher Education Act (1997). Pretoria: Department of Education (Act No 1010f 1997). Hull, D. & Sounders, J.C. (1996). The coming challenge. Community College Journal. 67(2):15-37. Hughes, J.A & Graham, S.W. (1994). Academic performance and background characteristics among community college transfer students. Community College Journal. 18 (4): 35-45. Huysamen, G.K. (1994). Methodology for the social and behavioural sciences. Johannesburg: International Thompson publishing. Huxley, M.V. (1994). Profound teaching difficulties? Times Educational Supplement. Issue 4092: 11. Ivancevish, J., Lorenzo, P., Skinner, S. & Crosby, P. (1997). Management quality and competitiveness. (2nd ed). Chicago: Irwin Book Team. 213 Jackson, G. & Moulton, N. (1993). From boxing to ballet. Remaking a community college. New Directions for Community Colleges. 84: 35-44. Katsimas, S.G. (1994). Is the open door closing? Community College Journal. 64(5): 22-28. Keeping the "community" in community colleges, (1995). A discussion document. Johannesburg: Khanya College. Kempner, K. & Taylor, C. (1993). Dynamics of enrollment and program choice in community colleges. Community College Journal of Research and Practice. 17(5): 415-432. Kern, S.P. & Kern, R.P. (1993). Evolution of secondary and two-year college technical preparation programmes from the articulation movement. Community College Journal. 17(6): 533-541. Kerry, T. & Tollitt-Evans, J. (1992). Teaching in further education. Oxford: BlackweIl Publishers. Khambule, T. (1999). Maths guru wants 'Africanisation'. In Sowetan (Sowetan Education part) (23 April). Koller, A.L. (1995). Education: A passport to the future. A paper presented at an international conference on community colleges held at the Technikon of South Africa (July 6). Knowledge and Skills for the Smart Province: An agenda for the Millenium (1998). Johannesburg: National Business Initiative. 214 Kulati, T. (1998). Performance indicators for transformation: A conceptual overview. A paper which was presented at the University of the Free State (20 April). Lategan, L.O.K. (1998). Reflections on community colleges as part of further education in South Africa. In Strydom, A.H. & Lategan, L.O.K. (Eds) Introducing community colleges to South Africa 56-79. Bloemfontein: Unit for Research into Higher Education, University of the Free State. Learning Age (1998). A renaissance for a new Britain. London: Department of Education and Employment. Lewington, J. (1992). Canadian officials seek reforms to increase student mobility. Chronicle of Higher Education. 39 (11): 35. Linden, T. (1998). British FEs share community college mission. Community College Journal. 39 (2): 17-20. Living in Gauteng (1997). Selected findings of the 1995 October household survey._Pretoria Central Statistics. Lubisi, C. Wedekind, V. Parker, & Gulting, J. (1997). (Eds) Understanding outcomes-based education. Cape Town: South African Institute for Distance Education. Lyons, T.S. & Smith, M. (1990). The effects of extra year programs prior to the first grade. Early Child Development and Care. 61 :11-18 McGrath, D. & Spear, M.B. (1994). (2nd ed). New professsoriate of community colleges. In Ratcliff, J. Schwarz, S. & Ebbers, L. (Eds). Community Colleges. (357-368) Needham: Simon & Schuster. 215 Mclntyre, J. (1992). Effective programming and partnerships: Assisting aboriginal people to meet employer expectations. Paper presented at the colleges celebrations conference in Montreal. McKeague, P.M. & Reis, E. (1992). Serving students through writing centres. Community/Junior College Quarterly. 16: 199-206. Makhene, M. (1995). The training of personnel for community colleges. A paper presented at University of South Africa, Seminar on the University and Community College in Pretoria. MarshalI, R. Tucker, M. (1993). Putting student learning first. An American Imperative. Higher Expectation for Higher Education. 13-18. Marumo, M. (1996). The need for the retraining of community college educators and administrators in South Africa. In Training of Community College Educators and Administrators in South Africa. Discussion Document (April). 9-13. Johannesburg: National Institute for Community Education. Metcalfe, M. (1995). Opening and welcome. In M. Venter, (Ed) Community education in South Africa. Conference Report. (13-14). Johannesburg: National Institute Community Education. Micikas, L. Bybee, R. & Hanych, D. (1995). Developing scientific literacy: leadership by community college faculty. Journal of College Science Teaching. 25 (2): 113-118). Millman, L. (1993). Key-in learning: Meeting basic skills needs. In F. Reeves and (Ed) colleagues, Community needs and further education. (65-75). Nottinghamshire: Bilston Community College. 216 Mwavenda, T.S. (1995). Educational Psychology, An African perspective. (2nd ed). Butterworths: Heinemann. Mokhatie, M. (1995). Community education in South Africa. Johannesburg: Methodist Inner City Mission. Muller, J. (Ed.) (1990). Education for work, education as work. Canada's changing community colleges. In Muller, J. Corporate management and labour process of British Columbia Community College in the 1980' s. 31-48. Toronto: Garamond Press. Muller, A. (1996). Research and quality assurance - a South African perspective. In Strydom, A.H. Lategan, L.O.K. &. Muller, A. (Eds). Quality assurance in South African higher education: National and international perspectives. 82-87. Bloemfontein. Naughton, P.W. (1992). Vocational education preparation. Community College Journal. 16: (1): 309-214. Ngara, E. (1998). Transformation in higher education as a field of study for leaders and managers. A paper presented at seminar on Higher Education and Transformation at the University of the Free State, Bloemfontein. Naidu, E. (1999). Declining numbers at most campuses. In The Star April 7). National Consultative Conference on Community Colleges (1996). National conference organised by the National Institute for Community Education held at Vanderbijlpark, 18-20 September. National Committee on Further Education: Preliminary Report. (1997). Pretoria: National Department of Education. 217 National Youth Policy (1997). National Youth Commission. Pretoria: Government of the Republic of South Africa. National Strategy for Further Education and Training (1999). Pretoria: National Department of Education. Noruwana, J. (1996). Quality and quality assurance in Historically Disadvantaged Institutions. In Strydom, A.H., Lategan, L.O.K. & Muller, A. (Eds). Quality assurance in South African higher education: National and international perspectives 24-39. Bloemfontein: University of the Free State. Nwagwu, E.C. (1993). Retaining students through partnerships programs. Community College Journal of Research and Practice. 17: 67-172. Nzimande, B. (1999). Blaming the workers. In Sowetan. (04/13). Q'Banion, T. (1997). A learning college for the 21st century. Community College Journal. 66(3): 23. O'Grady, C. (1994). Pursuit of excellence is catching. Times Educational Supplement. Issue 4054: 7. Oppenheim, A.N. (1998). Questioning design interviewing and attitude measurement. London: Casseil. Parnell, D. (1985). The neglected majority. Washington: The Community College Press. Panther, A.J. (1992). Curriculum, leadership, innovation and change. Community/Junior College Quarterly. 16 (2): 133-140). 218 Procedures for Preliminary Accreditation: Private Higher Education Institutions (1998). Criteria and procedures regulating the preliminary accreditation of institutions providing learning in the higher education and training band of the National Qualification Framework. Pretoria: National Department of Education. Qualitative review of FET Providers (1997). A report to the National Institute of Community Education. Johannesburg: Segal Quince Wicksteed Limited. Raby, R.L (1995). Community college models: Myths and realities of access and equality. A case study of California. A paper presented at the University of South Africa in Pretoria. Re-appraising post-16 education, (1997). London: The Royal Society. Reconstruction and Development Programme (1994). A policy framework. African National Congress. Johannesburg: Umanyano Publications. Reeves, F. Ed). (1993) (Community and further education. Nottinghamshire: Bilston Community College. Reeves, F. (1995). The modernity of further education. Wolverhampton: Bilston Community College Publications & Education Now. Rensburg, I. (1996). Further Education & Training challenges for South Africa. In_Chabane, S. & McAlpine, B. (Eds.). National consultative conference on community colleges. 4-10. Johannesburg: Creative Associates International. 219 Report of the Commission on the Future of the Kentucky Community College. (1989). (August Report). Kentucky: University of Kentucky. Report of Special Senate Committee on Youth (1996). Youth: A plan of action. Ottawa: Supply and Services Canada. Review and Modernisation of FET Programmes (1999). Workshop report. Johannesburg: Department of Education. Richardson, M. (1998). Vocational training and qualifications in further education. In Anderson, K., (Ed.). Education Reform in UK: Report for overseas offices. 79-91. Manchester: The British Council. Richardson, R.C. Blocker, C.E. & Bender L.W. (1994). Administrative organization: Chief executive officer. In Ratciff, J.I.. Schwarz, S. & Ebers, L.H. (Eds.) Community Colleges. (2nd. ed.). 91-103. Massachusetts: Simon & Schuster Custom Publishing. Rhoads, R. & Valadez, J. (1996). Pemocracy. multiculturalism. and the community college. A critical perspective. London: Garland. Rhoads, R. & Valedez, J. (1996). pemocracracy. Multiculturalism and the community college. A criticical perspective. London: Garland Publishing Riggs, R. O. & Akor, M. F. (1993). Strategic planning in the community college: Role of academic department and division chairperson. Community College Journal. 17: (4) 57-75.Publishing, Inc. Robinson, P. (Ed.) (1996/7) Applied research and development in Canada's colleges and technical institutes. College Canada. 2!1): 11-15. 220 Robson, J. & Bailey, B (1996). Introduction: contextualizing professional development in new sector. In Robson, J., (Eds.). The Professional FE Teacher. 1-6. Sydney: Avebury Publishers. Robson, J., Cox, A. Bailey, B. & Humphreys J. (1996). A new approach to Teacher training the further and higher education partnership. In Robson, J. (Ed.). The Professional FE Teacher. (7-19). Sydney: Avebury Publishers. Robson, C. (1993). Real world research: a resource for social scientists and practitioner-researchers. Oxford:Blackwell. Roueche, J. & Roueche, S. (1998). Community colleges facing tomorrow's challenges today. Community College Journal. 68 (5): 31-35. Roueche, J.E. & Roueche, S.O. (1994). Responding to the challenges of the at-risk student. Community College Journal. 18 (1): 1-11. Seminar on the University and Community College (1995). Pretoria: University of South Africa (6 March 1995). Samuels, J. (1992). Keynote address. Minutes of the National Consultative Meeting on Community Colleges. Johannesburg. Sarantakos, S. (1998) Social Research. (2nd ed.). London: Macmillan Press Limited. Schauerman, S. & Peachy, B. (1994). Strategies for implementation: The El Camino college total quality management story. Community College JournaI.18:(4): 345- 368. 221 Schmidt, P. (1997). States turn community colleges to fuel economic growth. The Chronicle of Higher Education. (June) 29-30. Scott, I. (1994). The role of academic development programmes in the reconstruction and development of higher education. Paper presented for the IDI sponsored investigation into future funding mechanisms for Academic Development Programmes. Johannesburg. Shattock, M. (1994). Report of an Enquiry into Governance and Management of College. Wilmorton: The Further Education Funding Council. Skills Development Act (1998). Government Gazette. Vol. 401, No. 19420. Pretoria: Government Publications. Smith, B.M. (1993). The effect on quality of effort on persistence among traditional-aged community college students. Community College Journal of Research and Practice. 17:103-122. South African Qualifications Authority (1995, Act No 58). Pretoria: Government Printers. South African Schools Act (1996, Act No 84). Pretoria: Government Printers. Stephenson, S. (1993). The Monserrat project: Post-Hurricane Task Force. In Reeves, F. & Colleagues. Community needs and further education. Nottinghamshire: Bilston Community College. StoII, M. P. (1995). What is multicultural education? Community College Journal. 65(3):11-15. 222 Strydom, A. H. , Bitzer, E. M. & Lategan, L. O. K. (1995). Community colleges in South Africa. Bloemfontein: Academic Development Bureau- University of the Free State. Strydom, A. H. (1996). Community college system as part of the Further Education and Training. In Chabane, S. & McAlpine, B. (Eds) National consultative conference on community colleges. 126-134. Johannesburg: Creative Associates International. Strydom, A.H. (1999). Report on the National Conference on co-operation in higher education. Unpublished report. Bloemfontein: Unit for Research into Higher Education. Swanson, B., Swanson & Associates, Wartkins, K. & Marsick, V. J. (1997). Quality research methods. In Swanson R. & Holton E. III (Eds.) Human resource development. 88-113. Emeryville, CA: Berrtt-Koehler publishers, Inc. Task Group on the Internationalization of Colleges and Institutes. (1995 ). The internalization of Canada's colleges and institutes. Case studies. Toronto: Association of Canadian Community Colleges. Temperly, D. (1994). Cooperative learning in the community college classroom. Journal of College Science and Teaching. 24 (2): 94-96. The Learning Age (1998). Further Education for the New Millenium. London: Department for Education and Development. The Report of the National Committee on Further Education. (1997, August). Pretoria: Department of Education. Transforming Further Education and Training (1998). Cutting Edge. 1(7): 9- 223 16. Van Manen, M. (1990). Researching lived experience. Human science for action sensitive pedagogy. Alberta: Althouse Press. Vaughan, G.B. (1989). From the community college in America: A short history. In Ratcliff, J.L. (Ed.) ASHE reader on community colleges. 15- 29. Pennsylvania: Ginn Press. Vaughan, G.B. (1992). Review essay. The community college mission and the diverted dream. The Review of Higher Education. 16 (1):107-123. Venter, M. (Ed.) (1996). An introduction to community colleges: A guide for South Africa. Cape Town: Salty Print, Methodist Inner Mission. Wajngurt, C. & Jones, E. (1993). State financing, enrollment and tuition rates of public community colleges. Community College Journal of Research and Practice. 17 (3): 249-256. Ware, J. (1996). Flexible learning in FE and the implications for teachers. In Robson. J. (Ed.). The Professional FE Teacher. (60-72). Sydney: Avebury Publishers. Weiskopf, R. & Laske, S. (1996). Emancipatory action research: A critical alternative to personnel development or a new way of patronising people?21-136. In Zuber-Skirritl, O. New directions in action research. London:The Falmer Press. Winter, R. (1996). Some principles and procedures for the conduct of action research (13-27). In Zuber-Skirritl, O. New directions in action research. London: Falmer Press. __ . 224 Wymer, K. (1996). Further education and democracy. Wolverhampton: Bilston Community Publications. Zuma, S. (1995). The possible role of community colleges in South Africa. In Van der Linde (Comp.) Seminar on the university and community college. 2-17. Pretoria: University of South Africa. 225 APPENDIX A -- 30 July 1999 Mr Lekhotla Mafisa PO 80:\ 2169 PARKlA!'\DS Deal' Mr 1\ !atisa ',\ ... REQUEST TO CO~DlICT STl'DY O\' THE ESTABLlSH:\JEl\'T Ai\'D DE\'ELOP;\IE:\'T OF CO'J\Jl'~ITY COLLEGES AS PART OF fURTHER EDIJCATJO~: A\" I.\IPLE!\IE\"TA TJO~ PLA\' fOR CO;\J:\IUi'lITY COLLEGES 1:\ GAlTEi\'G PH(j\T\T"E T.vhiathnktheyoaubovloer your appli(alion In conduct researcl: d.ued 26 July 1999, in connection Approval i:\ granted that :-l)ll !lW,\ conduct intcrvi c \\s \\ith GDE official, and administer :-our qllc:stit)nnair~ to 33 technical school, in Gaut~n:,!, Pennissio» is subject to the fOllo\\ing condilions: o The District Directors concc:rnc:d are to he informed that you have received permission from the Gauteng D~p,:lnnh:nt of EduClliull tu conduct your research in GDE schools, Annexure ;\ containing tik' contact ranil.'ubrs otthe District Directors is attached. o Please sho« this letter III 111..: sC!:Ot)1 prinlip:tl and the chairperson of the school gUH'ming bodv as proof that you have received the D~'parlll1cnt's consent to carry out itnhe:threesrceusrecahrch.as detailed above. The letter places no obligation to schools to participate o A kll~r'd,)eull1c:nt which sets nul li brief SUlll!ll:ll'y (lf your intendl.'d n:scarch should rk:1S~ hL' made a\'aibbh,: III tilL' I'rillL'il':tls oj' tIJ\.'schools concl..'rIl:,:d, o Please obtain the goodwill and co-operation of the principal. chairperson of the governing body. students and teachers involved Persons \\'ho offer their co-operation wi Il not recei ve any spec ial benef t from the Department. whi le those who prefer not to participate will not be penalised in any \\ay. o You must conduct your research after school hours and the normal school programme should he inierrupted as liulc as possible. The principal should be consulted as to the tirnes \\'hC:11you may curry out your research. o The: names of the school and teacher, may not appear in your dissertation without their consent. (I) Please supply the Department via the Research Unit with a bound copy of the dissertation You may also be requested to give a short presentation on your findings. o Please supply the Directors in whose districts the schools arc located \\ ith a brief summary of your tindings. The Department wishes you well with this project and lOOKS forward to hearing from you in due course. YO~~ THO\1AS MATHIBA DIRECTORATE FOR I~FOR:\l.-\TIO~: RESEARCH Lr:\'IT \ - APPENDIXB Dear Sir/Madam In an attempt to redress past imbalances in terms of education provision, it is anticipated that community colleges as part of a education and training (FET) sector in South Africa could play a pivotal role in the implementation and development of the South African society. Existing further education and training institutions (such as technical colleges and some teacher colleges) provide a wealth of infrastructure both in terms of physical and human resources. However, the questions which need to be researched are as follows: o How could the existing FET institutions be transformed into community colleges? o What could be done to ensure that the merging of the existing technical and some teacher colleges is done in a responsible and well thought out manner? o What should the nature of community colleges in the future education dispensation be? o What should the policy for community colleges dictate in terms of access, financing, student support, capacity-building, programmes and governance? To enable me to formulate a framework for the establishment of community colleges in South Africa, your inputs and perspectives are imperative and will be highly appreciated. Kind regards i:a:isa Researcher for Gauteng Department of Education Ph. D. Student SECTIO~ A SD D N A SA TI I 0 G TG RS S T R RR OA A E OE NG G S E NE GR R U G LE E R L YE E E Y THE NEED FOR COMMUNITY COLLEGES A1 Community colleges have a pivotal role to play in the 1 2 3 4 5 (1) reconstruction of the South African society A2 Community colleges would have no impact in the economic 1 2 3 4 5 (2) development of South African society A3 Community colleges have little to offer in the social upliftment 1 2 3 4 5 (3) of the society A4 Community colleges could decrease the rate of joblessness in 1 2 3 4 5 (4) South Africa A5 Labour market consideration is the determining factor for the 1 2 3 4 5 . (5) establishment of community colleges - \ MERGING OF EXISTING FURTHER EDUCATION AND TRAINING INSTITUTIONS INTO COMMUNITY COLLEGES A6 Existing physical structures provided by teacher 1 2 3 4 5 (6) colleges/technical colleges should be utilised for community coleges A7 The human resources provided by the existing 1 2 3 4 'S (7) teacher/technical colleges should utilised for community colleges AB The existing teacher/technical colleges should continue with 1 2 3 4 5 (8.' their functions Ag Community colleges should be developed independently from 1 2 3 4 5 (9) the existing teacher/technical colleges LOCATION OF COMMUNITY COLLEGES A10 Community colleges should be planned in accordance with the 1 2 3 4 5 (10) existing education districts A11 The geographical location of community colleges should be 1 2 3 4 5 ( 11) determined according to regional needs A12 Community colleges should preferably be established in big 1 2 3 4 5 (12) cities so that more people can utilise them A13 The establishment of community colleges in rural areas should 1 2 3 4 5 ( 13) receive preference SO 0 N A SA . TI I 0 G TGRS S T R RR OA A E OE NG G S E NE GR R U G LE E R L YE E E Y ADMISSION AND ACCESS A14 There should be flexible admission requirements for the 1 2 3 4 5 (14 ) enrolment of students into community colleges A15 Recognition of prior learning should form part of consideration 1 2 3 4 5 ( 15) for admission into a programme A16 Admission requirements are necessary in cases of more 1 2 3 4 5 ( 16) formal courses ADVOCACY AND PARTNERSHIPS A17 Community colleges should a play vital role in the advocacy of 1 2 3 4 5 ( 17) their programmes A18 Partnership of community colleges with business serves no 1 2 3 4 '5 ( 18) purpose A19 There is a need for the rectors/principals (of community 1 2 3 4 5 (19) colleges) to act as public relations officers in order to pep up advocacy campaigns for community colleges , \ A20 There is no need for the national/provincial departments of 1 2 3 4 5 (2q) education to engage in advocacy campaigns for community colleges A21 Stakeholder involvement in the overall management of 1 2 3 4 5 (21) . community colleges is necessary EFFICIENCY AND EFFECTIVENESS A23 Programme ( learning and teaching) planning is necessary for 1 2 3 4 5 (23) the success of community college delivery A24 Programme (learning and teaching) management should not 1 2 3 4 5 (24j receive priority in community colleges A25 Financial management is not a key factor in the management 1 2 3 4 5 (25) of community colleges A26 Management of information systems is an important factor in 1 2 3 4 5 (26) community colleges SO 0 N A SA TI I 0 G TG RS S T R RR OA A E OE NG G S E NE GR R U G LE E R L YE E E Y FINANCING A27 Cor:nmunity colleges should primarily be funded by the state 1 2 3 4 5 (27) A28 Funding of community colleges should be based on the 1 2 3 4 5 (28) number of students enrolled at a specific institution A29 Students should not pay for any tuition at community colleges 1 2 3 4 5 (29) A30 There should national aid scheme for FET students (30) A31 Provincial departments of education should provide financial 1 2 3 4 5 (31) aid scheme for FET students A32 Funding should be based on programmes offered at 1 2 3 4 '5 (32) community colleges A33 Students should take full responsibility for their tuition at 1 2 3 4 5 (33) community colleges . GOVERNANCE , A34 Provinces/regions should have ample autonomy to establish 1 2 3 4 5 (34) community colleges A35 FET statutory bodies at national level should advise on policy 1 2 3 4 5 (.35) issues of community colleges A36 FET statutory bodies at provincial/regional level should advise 1 2 3 4 5 (36\ on implementation strategies A37 Non-statutory bodies such as transformation forums 1 2 3 4 5 (37 i (comprising of community stakeholders) should advise on the general developmenVtransformation of community colleges HOW IMPORTANT DO YOU VALUE THE FOLLOWING AS FOCUS AREAS FOR PROGRAMMES IN COMMUNITY COLLEGES VL L A H VH I I EO 0 V I El i RW W E G R G I Y R H Y H I, A II G E A38 ARTS 1 2 3 4 5 (38) A39 SCIENCE 1 2 3 4 5 (39)1 I A40 VOCATIONAL-TECHNICAL PROGRAMME 1 2 3 4 5 (40) A41 NON-DEGREE/CERTIFICATE/DIPLOMA 1 2 3 4 5 (41 ) A42 ENTREPRENEURIAL COURSES 1 2 3 4 5 (42) A43 ADUL T EDUCATION : 1 2 3 4 5 (43) A44 EARLY CHILDHOOD EDUCATION 1 2 3 4 5 (44) A45 COMMUNITY DEVELOPME!NT PROGRAMMES 1 2 3 4 5 . . (45) - A46 PERSONAL DEVELOPMENT PROGRAMMES 1 2 3 4 5 (~6) APPENDIX C SECTION B AN INTERVIEW A STUDY FOR THE ESTABLISHMENT AND DEVELOPMENT OF COMMUNITY COLLEGES AS PART OF FURTHER EDUCTION: AN IMPLEMENTATION PLAN FOR COMMUNITY COLLEGES IN GAUTENG PROVINCE o This is a study which intends devising an implementation plan for community colleges/ further education and training institutions. By completing this questionnaire, you can help in mapping the way towards an implementation plan for community colleges. o Anonymity and confidentiality will be maintained in this study o Please answer each question in accordance with your opinion of further education and training institutions. o Please note that Further Education and Training (a Band which is above General Education and Training and below Higher Education and which makes provision for FET institutions) will be abbreviated as FET. o The term community college is used interchangeably to refer to further education institution such as a technical college or a private college. A. Nameofaperson? ___ B. Position held in institution? _ 1 CURRICULUM What should be important considerations which should inform curricula in community colleges? 2 ACCESS How important is the concept of access in communuv colleges? In what way can it be implemented? 3 PARTNERSHIPS Why should business play a role in the development of community colleges? 4 FINANCING What problems do you anticipate in the implementation of programme funding? 5 GOVERNANCE What would be the significance of both statutory and non-statutory bodies in FET? What could pe the rationale for the institutional recrqanisation of the teacher colleges and technical colleges? 6 HUMAN RESOURCES DEVELOPMENT What could be the rationale for human resources development in community colleges? APPENDIX D Map of Gauteng Technical Colleges in the five $ub-regions Greater , Johannesburg \ • Johannesburg \ • Eastsid e ~ • Parktown \ • Highveld ~ • Alexandra • George Tabor \;. • Molapo " Greater Pretoria • Ro ode poo rt \\ • A1teridl] eville• Dobsonville \ • Thuto Matlhale • Technisa t, • Pretoriai -; -, • Pretoria We st\ • Centurion • Shoshanguve West Rand • Carletonville • Krugersdorp ·.AJberton • Randfontein ·Benoni • Boksburg • Brakpan • Germiston ·Isidingo • Kempton Park • Lazarus Nhlapo • Springs • Thlomoa