Question NW819 to the Minister of Higher Education and Training

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20 April 2017 - NW819

Profile picture: Van der Westhuizen, Mr AP

Van der Westhuizen, Mr AP to ask the Minister of Higher Education and Training

(1)Whether his department has entered into performance agreements with principals of public technical and vocational education and training (TVET) colleges; if not, why not; if so, (a) how are the agreements linked to financial incentives for the principals, (b) are the agreements standardised, (c) to what extent are the agreements tailored to fit local challenges that need to be managed, (d) what are the critical performance indicators used in the agreements and (e) what is the weighting allocated to each of the indicators; (2) (a)(i) when and (ii) by whom were the principals last assessed and (b) what procedures have been put in place to ensure that the scores achieved during the assessments are moderated and of comparable standard across all public TVET colleges, given the vast differences in the challenges faced by the principals?

Reply:

(1) Yes, the Department has entered into performance agreements with principals of Technical and Vocational Education and Training (TVET) colleges.

(a) Principals are members of the Senior Management Service (SMS) and the SMS handbook links financial incentives to assessed performance.

(b) Performance agreements have been standardised for the 2017/18 performance cycle.

(c) Revised Key Result Areas (KRAs) were consulted with Regional Managers and principals to ensure that they take into account local challenges that need to be managed.

(d) There are several Key Performance Indicators (KPIs) linked to respective Key Result Areas (KRAs). The KRAs, activities and KPIs are outlined in the attached Annexure A.

(e) The weighting is not linked to KPIs but rather to the KRAs. There are three critical KRAs. The first KRA is that of improving student performance and development, which is weighted at 50%. The second is on student registration and enrolment planning, weighted at 25% and the last KRA is on the management of examinations and assessments, which is also weighted at 25%.

(2) (a) (i) The principals were last assessed in the third quarter which ended in December 2016.

(ii) They were assessed by the Regional Managers, who are their immediate supervisors.

(b) The Department has a moderation committee, which moderates and standardises the assessed scores across all public TVET colleges.

CONTACT PERSONS:

EXT:

DIRECTOR – GENERAL

STATUS:

DATE:

QUESTION 819 APPROVED/NOT APPROVED/AMENDED

Dr BE NZIMANDE, MP

MINISTER OF HIGHER EDUCATION AND TRAINING

STATUS:

DATE:

ANNEXURE A

KEY RESULT AREAS

ACTIVITIES / OUTPUTS PER QUARTER

PERFORMANCE MEASURES

   

PERFORMANCE INDICATOR

WEIGHT

  1. Improving student performance and development

Monitor the implementation of student development and performance plans

Submission of student developmental plans to DHET

50%

 

Coordinate data analysis of student performance and submit to DHET

Submission of student performance data to DHET

 
 

Engage with Student Representative Councils (SRCs)

Enhanced working relations with SRCs

 
 

Constitute Academic Boards

Fully constituted and functioning Academic Boards

 
 

Develop lecturer development programmes

Lecturer development programmes implemented

 
   

Effectiveness of lecturer development programmes assessed

 
 

Ensure that there is sufficient learning material and protective gear

Adequate and relevant learning material provided before commencement of the academic year

 
   

Protective gear provided before commencement of the academic year

 
 

Ensure efficient management and administration of the National Student Financial Aid Scheme

NSFAS administered in line with the policy and applicable guidelines

 
   

Student allowances paid on time in line with guidelines

 
 

Analyse results and development of interventions to improve student performance

Examination results analysed per subject, per campus with best and worst performing subjects identified

 
   

Interventions to improve student performance developed and implemented

 
  1. Student registration and enrolment planning

Ensure student enrolments are in line with funding norms

Student enrolments in line with the budget allocated to the College

25%

   

Student enrolments audited as per the guidelines

 
 

Ensure student enrolments are audited in line with targets set by the DHET

Student enrolments in line with targets

 
 

Ensuring student registrations are completed on time

Student registration process completed on time

 
   

Academic year commences as planned

 
 

Monitor and report on college enrolments

Enrolment report submitted to the Department on time

 
  1. Management of examinations and assessment

Monitor data management per examination cycle, including double capturing

Correct data captured and submitted to DHET examinations

25%

3.1 Ensure the functionality and efficiency of IT and data management systems to generate reliable data for National Examinations

Monitor submission of data per examination cycle

Timeous submission to DHET examinations.

 
 

Conduct verification of all raw data prior to submission to DHET examination per cycle

Verification conducted on all necessary information submitted to DHET examinations

 

3.2 Ensure full compliance to national policies, standard operating procedures, guidelines and management plans by exercising oversight of all assessment activities across examination centres and delivery points within the College

Coordinate implementation of and monitor all compliance standards per examination cycle, e.g.

  • Institute institutional SOPs
  • Monitor compliance of exam and SBA conduct per examination cycle

Successful and complete implementation of all compliance standards

 
   

Management of scripts and mark-sheets by delivery points

 
   

Management and storage of mark-sheets.

 
   

Verification and sign-off of txt files by college Principals

 

3.3 Ensure that consolidated institutional reports are generated and duly submitted for national examinations

Submissions of reports such as; daily conduct, irregularities, state of readiness and any other reports as required by DHET examinations

Timeous submissions of comprehensive reports

 

 

3.4 Coordinate the establishment and functioning of an institutional assessment committee

Portfolios, for example: IT, data, SBA – compliance and quality assurance, examination conduct, irregularities and any other portfolio related to dissemination of examinations

Fully constituted institutional assessment committees

 

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