Tech SA's Involvement with Correctional Services Department

Meeting report

CORRECTIONAL SERVICES PORTFOLIO COMMITTEE
09 November 1999
TECHNIKON SA'S INVOLVEMENT WITH THE DEPARTMENT OF CORRECTIONAL SERVICES

Minutes have not been taken of this meeting, but the document is provided:

PRESENTATION: TECHNIKON SA'S INVOLVEMENT
WITH THE DEPARTMENT OF CORRECTIONAL SERVICES

1. INTRODUCTION
   Technikon teaching is in itself based squarely on a partnership philosophy. At the Technikon SA we do not only endeavour to compile our academic offerings according to the needs of the specific industry we purport to serve, but we do everything possible to ensure the continuous involvement of the industry in the whole process of curriculum design, as well as creation of the courseware. The end result is academic offerings, not of the subjective preferences of a few book-trained academics, but coming from and through the blending of practical experience with academic expertise.
   
   The Programme Group: Correctional Services Management at Technikon SA pursues every possible avenue to serve the community of South Africa with meaningful academic offerings of a high standard. In this regard it serves to be mentioned that we have won international recognition from several sources over the past two years. We are regarded as leaders in the correctional development field by other academic institutions in South Africa, with whom we also seek to develop and maintain healthy relationships. In addition we have been active rendering service to the correctional and prison services of several other countries in Africa.
   
   Our main partner, however, remains the South African Department of Correctional Services. We are committed to Parliament's vision for a high quality civil service in general in our focus on the correctional field as part of the criminal justice system. In this regard, we also remain committed to making a creative difference in this field and to contribute towards the rightful place of leadership of the South African Department of Correctional Services in Africa and the rest of the world. In the process it is important to provide accessibility and flexible learning. As you will see from this submission, the Technikon SA has progressed far with an infrastructure to provide high quality service to the Department of Correctional Services and its staff wherever it is needed.
2. VISION OF TECHNIKON SA
   Technikon SA will be a world-class flexible learning higher education institution responsive to human development needs in Southern Africa.
3. VISION, MISSION AND PHILOSOPHY OF THE PROGRAMME GROUP: CORRECTIONAL SERVICES MANAGEMENT
1. VISION
   To be an educational leader in the field of Criminal Justice.
2. MISSION
   We offer training and development opportunities, research and consultancy services to empower learners and other clients in the field of Criminal Justice.
3. PHILOSOPHY
   The Programme Group: Correctional Services Management is a career-focused co-operative educational provider within a flexible higher learning institution that will, in collaboration with its partners:
1. provide broad-based affordable access to quality flexible learning opportunities to lifelong learners
2. use appropriate technology effectively for open and distance learning courseware delivery and service provision
3. engage in research and community outreach programmes
4. play a transformative role in education within the field of Criminal Justice
5. employ decentralised learner support.
4. COOPERATIVE EDUCATION BASED ON SAQA REQUIREMENTS
   Technikon education in South Africa is a co-operative tertiary education philosophy, entailing co-operation between industries and technikons. It would be a lonely endeavor for technikons to achieve the balance in co-operative education on their own. As tertiary educators, the technikons would try, but would stumble, because they would concentrate on perceived needs instead of actual needs. That is why collaboration with industry is so important in the technikon teaching philosophy. The more we co-operate, the more we will succeed in swinging the pendulum to where we want it to be. In this process the designing of a curriculum and syllabus is within the requirements of SAQA by means of our offerings which are outcome-based.
5. LEARNING AREAS FOR CORRECTIONAL OFFICIALS
   The major learning areas for Correctional Officials are identified as:
1. Offender Development
2. Management (including communication & information)
3. Law
4. Custody
5. Finances
6. Unit management
7. Juvenile Justice
8. Community Corrections
6. FORMAL QUALIFICATION: EXIT LEVELS FOR CORRECTIONAL OFFICIALS
1. Climb the ladder to success
1. Certificates ( For more information please see Annexure A)
2. National Certificate: 1^st year
3. National higher Certificate: 2^nd year
4. National Diploma: 3rd year
5. B Tech Degree
6. M Tech Degree: Dissertation or Lectured
7. D Tech Degree: Thesis
2. NATIONAL DIPLOMA: CORRECTIONAL SERVICES MANAGEMENT
1. Purpose
   Apply integrated legal, administrative and managerial knowledge and problem-solving skills on the tactical level within the context of Correctional Services Management.
2. Exit Level Outcomes
1. Apply the management principles with regard to organization characteristics and operational management of Correctional Services Management.
2. Apply policy procedures and methods at the operational level of Correctional Services Management
3. Demonstrate knowledge of the Constitution, Fundamental Human Rights and the Correctional Services Act.
3. B TECH: CORRECTIONAL SERVICES MANAGEMENT
1. Purpose
   Apply, develop or test new information and translate information for self-development or organisational performance at middle management level within the context of Correctional Services Management.
2. Exit Level Outcomes
1. Analyse and apply the management principles and control mechanisms on tactical level of Correctional Services Management.
2. Apply policy procedures and methods to the tactical level of Correctional Services Management.
3. Apply knowledge of the Administrative law and interpretation of statutes.
4. M & D Tech: Correctional Services Management
1. Purpose
   Explore the study field of Correctional Services Management and to extend the level of knowledge in this field by original thought and judgement for the benefit of the academic world and industry in particular.
7. REGISTRATION AND PAYMENT
1. What qualifies a person to register?
1. Matriculation Certificate OR
2. Other Equivalent Certificate OR
3. Recognition of Prior Learning (RPL)
2. Method of Registration
1. Technikon SA Representatives
2. Technikon SA Regional Offices
3. Method of Payment
1. Cash
2. Edu-Loan: Interest Free, 10 months to pay, Stoporder on salary
4. Study Fees (1999)
1. N.Dip & Technikon SA Certificate Courses
   R280 per module
   R560 per subject
2. B Tech
   R380 per module
3. M & D Tech
   R230 Provisional Registration
   R3 100 Official Registration
   R830 Re-registration
8. STATISTICAL DATA
   Programme Group: Correctional Services Management Comparison Between 1997 And 1999 Registration
   See Annexure B
9. TECHNIKON SA STUDENTS REGISTERED FOR THE ND: CORRECTIONAL SERVICES MANAGEMENT
   See Annexure C
10. ACADEMIC STAFF PROFILE: 1999 FOR THE PROGRAMME GROUP: CORRECTIONAL SERVICES MANAGEMENT
    See Annexure D
11. EXAMINATION RESULTS FOR THE PROGRAMME GROUP: CORRECTIONAL SERVICES MANAGEMENT
    See Annexure E
12. RE-TRAINING OF CORRECTIONAL OFFICIALS (TENDER RT674SP)
    During November 1998, the bid for the re-training of correctional officials was allocated to Technikon SA.
    
    This tender was issued due to the fact that the Department of Correctional Services in a new SA adopted the so-called "new-generation" prison philosophy as their point of departure.
    
    This new school of thought, in which direct supervision of and interactive intervention with prisoners is of utmost importance, requires that the management and operation of prisons should radically change. This change drastically influences the role of the correctional official. One can anticipate that far greater professional demands will be made on the "new-generation" correctional official.
    
    The quest to enhance the career of the correctional official and to promote efficiency and professionalism demands the training and re-training of staff. The content of the training is therefore constructed in such a manner that it will empower the correctional official, in the new dispensation, with the necessary knowledge, skills and competencies required.
    
    The emphasis falls on outcome-based training and development in accordance with SAQA expectations by means of interactive, learner centred, reader friendly courseware. This is achieved through learning strategies, learner motivation, self-monitoring and assessment built into the courseware, as well as visual elements, which will make the mastery of the contents a worthwhile and pleasant experience.
13. PHASES AND PROCESSES OF THE TENDER
    Firstly, a scientific validation of the profile of the correctional official was done by means of circulating a questionnaire to be completed by 7 200 members of the Department, with feedback visits to the Area Managers.
    
    Secondly, a scientifically validated curriculum was designed, which involved frequent work sessions with industry. The Management board of Department of Correctional Services officially approved the curriculum.
1. Writing of study material
2. Training on: Module 1: Basic Training
   Module 2: Training of Trainers
3. 400 Trainers to be trained
4. November 1999 to May 2000
5. Accreditation certificate for 4 modules of the formal ND: Correctional Services Management
6. EXEMPTION
   Exemption will be given for each examination passed.
   
   Exemption will be given for four modules of the National Diploma in Correctional Services Management i.e.
   
v Professional Skills Development: Module 1
v Professional Skills Development: Module 2
v Correctional Services Management II: Module 1
v Correctional Services Law II: Module 1
7. FINDINGS ON THE SCIENTIFIC VALIDATION OF COMPETENCIES REQUIRED OF CORRECTIONAL OFFICIALS
   The profile of correctional officials can be divided into a number of competency domains i.e.
1. Professional Skills
2. Technical Skills
3. Communication skills
4. Leadership and management skills
5. Administrative skills
6. Conceptual skills
14. RECOGNITION OF PRIOR LEARNING (RPL)
1. Definition of Concepts
1. RPL
   The acknowledgement of knowledge, skills and attributes which are acquired through life experience, formal training, informal learning and work experience.
2. Work Experience
   It
refers to experience gained in a field relevant to the learner's chosen field of study, which results in identifiable learning outcomes. This includes on-the-job- training and short courses passed under the auspices of professional bodies.
3. Assessment
   It forms an integral part of RPL and is carried out for purposes of accreditation, access and placement.
2. ADVANTAGES OF RPL
   
v If certain skills and competencies are accredited, the
student may complete his/her studies in a shorter time than
originally envisaged.

v Duplication in learning already acquired will be reduced or
eliminated.

v The response to industry skills shortages can be responded
to more efficiently if RPL goes hand in hand with a modular
approach to course design.

v Students have a fairer access to studies.

v Career and education options are increased through mobility
of training and credentials.

v Stronger links are effected between industry and education.

v There is a greater understanding and recognition of
workplace training needs.

v Study costs are reduced in education/training provision for
industry, training and the individual.
3. ASSESSMENT
1. There are a number of methods through which assessment may occur. The following are some of the most common:
   
v practical demonstrations
v on-the-job demonstrations
v demo in classroom environment
v video of performance
v producing completed artifacts, photos
v fault finding
v challenge exams
2. Oral Assessment
v oral presentation to assessor or panel
v role play
v debate
v interview
v production of tape or video
3. Written tests
v challenge exams
v short answers
v multiple choice
v essays
4. Projects
v case study
v do-it-yourself kit
v group project
v group discussion
5. Further Documentation: Portfolio
v certificates
v support letters from employers/line managers
v course outline of previously studied courses