BEST PRACTICE
TVET SYSTEMS
BMS AND LSS FOR
COLLEGES IN SOUTH AFRICA
1
Nuffic
www.nuffic.nl
South African Department
CINOP Global
of Higher Education and
www.cinopglobal.com
Training (DHET)
www.dhet.gov.za
2
Introduction
WORKING TOGETHER FOR THE BEST TECHNICAL VOCATIONAL EDUCATION
AND TRAINING (TVET) FOR SOUTH AFRICA.
This brochure is about the power of working
together towards a common cause. In this case,
the power that has lent a major impetus to
South African Technical Vocational Education
and Training (TVET) through the implementation
of a Lecturer Support System (LSS) and a
Business Management System (BMS).
The LSS and BMS were made possible thanks
to investments of money, time and motivation
Johannes de Geus
from the South African and Dutch governments,
Director, CINOP Global
various agencies and, above all, the colleges
and their staff and lecturers. Together, these
partners invested in the future of South Africa's
young generation and their country.
We are proud of the contribution that all
stakeholders have made to these efforts and
pleased to present you an impression of what
we have accomplished together. Though we
can be proud of how far we've come, there
is still plenty of work to do. Let’s continue to
create social impact and keep on paving the
way for TVET!
3
Joined forces to boost vocational
education in South Africa
TVET:
a cornerstone
of development
GOOD TVET SYSTEMS HELP STUDENTS AND COUNTRIES TO MAXIMISE
THEIR DEVELOPMENT. TO PROVIDE GOOD TVET SERVICES, COLLEGE
LECTURERS NEED CURRENT, INSPIRING AND COMPLETE LESSON MATERIAL.
THE COLLEGES NEED STATISTICS AND DATA ABOUT THEIR STUDENTS AND
PERFORMANCE TO ASSESS HOW THEY CAN IMPROVE. GOVERNMENT ALSO
NEED INFORMATION ON HOW TO MANAGE THE TVET SECTOR. THIS IS
WHAT WE HAVE BEEN INVESTING IN FOR THE PAST TWELVE YEARS.
In the early 2000s, the South African govern-
motivates us: the importance of good TVET
ment set out plans to boost the nation's
as a stimulus for countries' development.
vocational education system to a higher level
and ensure more equal access for all segments
Importance of TVET
of the population. Various agencies, South
Technical Vocational Education and Training
African and Dutch governmental authorities
(TVET) is the primary driver for the future of
and colleges joined forces in this effort, which
young adults and the sustainable development
resulted – among other things – in two
of countries. This is true at the global level,
concrete projects that CINOP Global was
and it is likewise true in South Africa. People
asked to execute. You can read more about
need not only care, water, food, housing and
them below, but first a word about what
a safe place to live, but also technical and
4
vocational skills to enable them to become
selected NC(V) subjects and with a mandate
entrepreneurs and active citizens. Most
to train college lecturers to deliver the revised
importantly, these skills are needed to qualify
subjects. Based on prior lessons learned by
and compete for work and to find suitable jobs.
the DHET and colleges, this led to the
TVET promotes gender equality, fosters social
conceptualisation and continued refinement
inclusivity for vulnerable groups and helps
of the Lecturer Support System (LSS). The
people to participate in society.
LSS consists of a comprehensive and up-todate web-based support environment and a
Two projects, one goal
college outreach structure and organisation
In 2005 we launched the first Business
through which colleges assume a key respon-
Management System (BMS) project, designed
sibility for the support of their own lecturers.
to get a better handle on college and individual
student performance. Throughout the first
Together, these two projects are helping to
few years we worked on formulating the best
build a stronger and more equitable foundation
possible BMS solution, and in 2009 the
for TVET in South Africa. As more colleges
contours of the BMS were ready to be piloted.
continue to join both systems, their effective-
Limited time was left so we were grateful that
ness is growing in leaps and bounds.
Nuffic decided to support a second phase
of the project. In 2011, we started the NC(V)
project. Initially with a focus on review of
5
Current and inspiring
curriculum delivery
The LSS initiative
FOR COLLEGES AND LECTURERS, HAVING WEB-BASED ONE-STOP
REPOSITORY WITH ACCESS TO DHET DEPLOYED LECTURER SUPPORT
PACKAGES AND CURRICULUM DELIVERY SUPPORT MATERIAL THEY CAN
DOWNLOAD AND FURTHER DEVELOP WITH COLLEAGUES OR TAILOR TO
THEIR NEEDS, IS A VALUABLE AID IN THEIR WORK. IT HELPS THEM KEEP
VOCATIONAL EDUCATION CURRENT, PROFESSIONAL AND CONSISTENT AND
GIVES ACCESS TO SUPPORT TO ALL LECTURERS TEACHING A SUBJECT
INCLUDING THOSE ASSIGNED AT REMOTE CAMPUSES.
The Lecturer Support System (LSS) consists
platform for the expansion and diversification
of a web portal providing downloadable
of the LSS concept.
curriculum delivery support material and –
more importantly – an LSS organisational
Widespread impact
framework that supports the utilisation of LSS
‘Nowadays there are more than 8,000
resources. Originally intended as a national
subscribers to the LSS. More than 7.000 are
platform for lecturers to “share” resources and
college lecturers, the remaining being college
to communicate, the LSS later proved to be
managers and DHET staff. The LSS is now
most effective when used purely as a support
officially a Departmental system and it has
platform through which the Department could
gone past the project stage. The focus is now
deploy comprehensive, sometimes mandatory,
more on mainstreaming the LSS structure to
LSS support packages. Since 2015, emphasis
be part of college organisational structures.
has been placed to develop the LSS outreach
Second, it also ensures that participation
and implementation structure and nowadays
in the LSS is taken up in the Teaching and
50 colleges have LSS Managers, LSS
Learning Plans of each college.’
Coordinators and LSS Facilitators assigned.
Stefan Le Roux
This structure help lecturers utilise the full
(LSS Coordinator, DHET)
potential of the LSS, leading to a surge in the
system's popularity. And it also provides a
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Systematic lecturer support
packages mandatory.’
‘The LSS came at a time when lecturer support
Flemming Koch
required a different approach to reach as many
(Project Coordinator, CINOP Global)
lecturers as possible at their site of delivery,
the campuses. It has helped to systematise
New high-quality content
lecturer support in a well-coordinated way.’
‘We observed lecturers in our programme, and
David Modiba
they enjoyed watching the videos in the LSS
(Deputy Director, Curriculum Development
and engaged in the group discussions and
and Support, DHET)
activities that are part of the training package.
This platform keeps their attention. Its major
Improved collaboration between
strength is that lecturers can revisit the
lecturers and colleges
content as often as they like and need.’
‘The system fosters collaboration amongst
‘I do believe the LSS is the best platform to
lecturers who offer the same subjects.
offer ongoing lecturer capacity building. This
Lecturers are also able to communicate with
tool opens up new worlds for users; it has the
colleagues from other colleges during the
potential to be the cardinal change-maker
combined provincial training sessions. This
in the TVET sector. It is vital though that the
way, the collaboration reaches the level of
LSS now focuses on adding new high-quality
colleges as a whole.’
content on a consistent basis, to ensure
‘The LSS itself is a user-friendly system and
optimal lecturer engagement.’
is easily accessible. Information downloaded
Edna Rooth
from the system can be used multiple times.
(Consultant)
Using it can be difficult however if you do not
have a stable Internet connection, especially
Overcome old fears
to download information.’
‘The system is innovative and very much in
Maggie Maja
line with the needs. I had myself to overcome
(LSS Manager, Orbit College)
old fears, but went on very enthusiastic
about the tool!’
Preparing lessons
Aruna Singh
‘Teachers and trainers often have difficulties
(Acting Chief Director, Programmes and
in finding the time to start the lonely process
Qualifications)
of preparing their lessons. Our tool allowed
them to save travel time, travel costs and
generated an easy opening to technology.
Lecturer training was no more restricted to
a few, but access was provided to all through
web-deployed downloadable LSS Packages.
DHET even opted to make some of the
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LSS initiative and BMS project
8
9
Well-structured management
information
The BMS project
SOUTH AFRICA HAS A LARGE TECHNICAL VOCATIONAL EDUCATION AND
TRAINING SECTOR, ENCOMPASSING 50 COLLEGES AND MORE THAN 150
CAMPUSES WHERE THE CURRICULA ARE DELIVERED. THE DEPARTMENT,
COLLEGE MANAGEMENT, ADMINISTRATIVE STAFF, LECTURERS AND STUDENTS
NEED INFORMATION GENERATED FROM BEST PRACTICE BUSINESS PROCESSES.
TO DIRECT THEIR ACTIVITIES EFFECTIVELY, THOROUGH REGISTRATION AND
OVERVIEWS OF RESULTS AND INSIGHT INTO PERFORMANCE ARE ESSENTIAL.
How many students are enrolled at each
been brought together in this single system.
college per campus? What is the throughput?
What is more, it is centrally hosted and can
What is the ratio of black students to white
be accessed online, via the Internet, with no
students and of women to men? What about
need for each college to invest in expensive
learners with special needs (LSEN) What is
server infrastructure and to retain specialised
the distribution in their scores? And not to
staff. Central hosting also supports cost
be forgotten: “the DG and the Minister need
effective BMS software maintenance.
a report tomorrow morning”. Twelve years ago,
no one could have answered these questions.
Making lives much easier
Digital records were hardly kept, let alone in
‘We can load students on the system, and
a single unified system.
report on statistics by using the TVET options
through the BMS. We are able to report
In the past twelve years we have had the
to the Department by easily accessing the
pleasure of introducing a system that provides
information from the system.’
answers to these questions: the Business
‘In our school, when it comes to data, this is
Management System (BMS). Today, 21 out
the best thing that has ever happened. It has
of 50 colleges have implemented the BMS.
made our lives much easier! I now train
These colleges have approximately 50% of
colleagues on this system.’
all students in South Africa. All HR, student,
Annikie Dube
finance and asset management functions have
(MIS Manager, Ehlanzeni College)
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Single version of truth
Informed decisions
‘Now students can get information about and
‘The BMS system is fully integrated and has
enrol in college programmes online if they
a number of extras, which makes it really easy
want, with the BMS taking the student data
to work with. The self-help functions are
forward into class lists, planning, admin and
working well; students can check their marks
provide an hourly timetable. From there,
and timetables. Besides that we also started
lecturers can use their class lists to register
with online administration, which has made
attendance, enter marks, define readiness for
our lives much easier.’
examination and monitor student progress
‘I have learned a lot about planning, data
based on things like retention figures and
implementation, managing the system, writing
throughput statistics. With the BMS, colleges
reports, monitoring – and these insights
have created a "single version of the truth"
have helped me. The system lets you make
in terms of their information and integration
informed decisions.’
of their processes. Now there's no more
Joe Viljoen
guessing about student numbers, no double
(Data Manager, Orbit College)
data entry, and seamless integration to the
DHET data warehouse.’
Sharing saves money
Andries Bottema
‘We have data available at our fingertips, the
(Key Expert, CINOP Global)
procedures are good, and we can easily write
our own reports. The quality of the system
Business standards
and the project support were good and they
‘The strength of the BMS project was its ability
also served as eye-openers. We were used to
to adapt to the changes that were taking
doing things totally differently. Now we are
place here in the college sector and in the
more open-minded and have a different
Department. The acceptance of a single data-
approach. The project has taught us to not
base approach became the standard for the
be dependent on our service provider for the
sector. The project generated sector business
BMS; it has taught us to share knowledge.
process standards and information standards,
That saves a lot of costs!’
which we did not have before.’
Juanita Williams
(MIS Manager, Vuselela College)
‘It contributed towards getting more reliable
information from the colleges. Furthermore,
Warehouse and interface
it assisted the colleges in setting up better
‘We partnered closely with CINOP and DHET
enrolment and registration processes. And
to make a data specification for the TVETMIS
last but not least, it gave college managers a
data warehouse and created the interface
tool for monitoring their college operations.’
with our BMS software.’
Steven Mommen
Christo Christowitz
(Director, DHET)
(Outgoing Managing Director, AdaptIT)
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Facts and figures
∙ BMS project
approved,
situational
analysis
∙ BMS
specifications,
public tender
for BMS
∙ Contract
with ITS
(AdaptIT) for
BMS pilot at
3 colleges
2007
2009
2006
2008
∙ 6 colleges in
Western Cape
Province
decided to
implement
BMS
∙ DHET
obtained
Nuffic
support for
BMS Phase 2
2011
2010
∙ DHET
obtained
Nuffic
support to
strengthen
NC(V)
curriculum
delivery
BMS project
12
LSS initiative
∙ BMS Phase 2
start:
consolidation
at 3 colleges,
implementation at
2 new and
DHET datawarehouse
and national
BMS support
∙ NC(V)
project
start-up
Colleges
Students
Lectures
50
700,000
10,000
21 TVET colleges
using BMS
∙ New BMS
central
hosting
environment
∙ Provision
BMS to
Vuselela and
NCU colleges
350,000 students
registered in BMS
∙ National
DHET
TVETMIS
specifications
∙ New BMS
supporter
training plan
and delivery
methodology
2013
2012
∙ 6 NC(V)
Subjects
revised
∙ Start:
National
College
Academic
Manager
Workshops,
including
LSS
sensitisation
13
∙ 21 colleges
in total have
implemented
the BMS
∙ DHET
TVETMIS
going live
∙ Training
implemented
2015
2014
∙ Ministerial
Task Team
support to
review the
NC(V)
qualification
∙ Design and
piloting of a
web-based
Lecturer
Community
of Practice
(CoP)
7,000 lectures
registered in LSS
∙ Disbanding
of CoP
and design
of LSS
∙ BMS will
continue
to
improve
TVET in
South
Africa
2017
2016
∙ LSS pilot on
introduction
of revised
curricula and
support
to subject
specific
automotive
lecturer
upgrading
∙ DHET
launch LSS
as official
Department
system
∙ LSS
structure
and organisational
strengthening –
acceptance
of College
R&Rs
∙ College LSS
Facilitator
Training
Programme
for 500
facilitators
and 100 LSS
Managers/
Coordinators
∙ LSS will
continue
to
improve
TVET in
South
Africa
Looking further ahead
WE HAVE MADE GREAT STRIDES TOGETHER THESE PAST TWELVE YEARS.
EVEN WITH ALL THE WORK WE HAVE DONE, HOWEVER, THERE IS STILL
MORE TO DO.
The current incarnation of the LSS has only
BMS are helping to change this: the LSS
been fully operational since 2015. However,
by professionalising the curriculum delivery
based on what has been achieved in those
at all colleges, even remote rural campuses,
two years, we anticipate a bright future.
and the BMS by enabling us to keep track of
these activities and progress – to see what has
Vulnerable sections of the student population
been accomplished and what can still be
need our help, and inequality continues
improved.
to be a problem. Both the LSS and the
Can we count on your continued support?
We have made great
strides together these
past twelve years
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Acknowledgements
WE WOULD LIKE TO THANK THE FOLLOWING PEOPLE FOR THEIR
CONTRIBUTION TO THIS BROCHURE:
DHET
∙ David Modiba (Deputy Director, Curriculum
∙ Andries Bottema (Key Expert)
∙ Antoon Wellens (Consultant)
Development Support)
∙ Stefan Le Roux (LSS Coordinator)
Orbit college
∙ Aruna Singh (Acting Chief Director,
∙ Maggie Maja (LSS Manager)
Programmes and Qualifications)
∙ Joe Viljoen (Data Manager)
∙ Steven Mommen (Director, DHET)
Other
Nuffic
∙ Rosa Borges (Senior Programme
Administrator)
∙ Edna Rooth (Consultant)
∙ Annikie Dube (MIS Manager, Ehlanzeni
College)
∙ Christo Christowitz (Outgoing Managing
CINOP Global
∙ Tom Visser (Project Director)
∙ Flemming Koch (Project Coordinator)
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Director, AdaptIT)
∙ Juanita Williams (MIS Manager, Vuselela
College)
CINOP Global
P.O. Box 1585
5200 BP ’s-Hertogenbosch
The Netherlands
+31 73-6800800
[email protected]
www.cinopglobal.com