FET Colleges are on the brink of a new dispensation with regard to programme delivery. This circular is supplementary to Circular No.: 0045/2000 and serves to establish an interim policy for the calculation of FTE’s for NQF registered qualifications and unit standards offered at FET Colleges through various modes of delivery. The interim policy takes into account the implications of outcomes based education and training, integration of theory and practice and the changing role of educators. The interim policy strives to provide an enabling environment for programme delivery at FET colleges.

The calculation of FTE’s is based on principles applicable to specific modes of delivery and the following general principles apply:

  • NQF registered qualifications and unit standards carry specific credit values

  • The credit value translates into notional hours (1 credit = 10 notional hours)

  • A notional hour is defined as ‘the time an average person would typically take to learn everything required in order to achieve the outcomes stated in the qualification/unit standard’ (SAQA SGB Manual)

  • A notional hour contains the following elements:

    • ‘classroom’ time
    • self-learning time
    • on-the-job training
    • further practice and experience needed to achieve the outcomes to the standard prescribed in the assessment criteria

  • A college’s FTE count is used to determine its staff provisioning

  • FTE’s which are recognised by the WCED for funding and staff provisioning purposes must carry the prior approval of the WCED

 
FTE’s for specific modes of delivery

1. Learnerships

While the Departments of Education and Labour support and encourage FET Colleges to engage in the development and delivery of learnerships, funding principles need to be clearly defined to prevent the possibility of ‘double dipping’.

The FTE calculation for learnerships is based on the following criteria:

  • Learnerships have theoretical and practical components which generally provide for a split in notional hours. A specific percentage may be in the format of institution based training (theory) and a further percentage workplace based (practical) training and experience.

  • The Department of Labour through the Sector Education and Training Authorities (SETA’s), compensates the employer for the workplace based training.

  • The Department of Labour through the Sector Education and Training Authorities (SETA’s), provides training fees for the institution based training of the learner.

  • Learnership funding models differ according to SETA specifications and type of learnership.

Claiming FTE’s for learnerships

1.1 WCED scrutinises the SETA funding model of each individual learnership and only recognises FTE’s that are not funded by the SETA.
1.2 Using the credit value and related notional hours for the particular learnership as basis, the percentage of notional hours for ‘institution based training’ allotted within a learnership contract, may be claimed for FTE purposes.
1.3 An additional 20% of the notional hours may be claimed for conducting site visits in order to prepare the learner for assessment and other related activities.
1.4 The costing of a learnership by a college should be based on actual direct and indirect costs related to the service provided. Costs related to WCED educators are catered for in the recognition of FTE’s.
1.5 FTE calculation for learnerships is subject to auditing as per WCED Circular 45/2000.

FTE’s planned for learnerships should be reflected in the projected programme establishment and carry the authorisation of the Academic Board and College Council.
1.6 Final approval rests with the WCED. Applications for permission to offer a new programme or learnership will receive priority attention. Applicants will receive a response within 21 days of receipt of the submission. 
Example:

   The Early Childhood Development Level 4 learnership has a
   credit value of 120, translating into 1200 notional hours.
   The learnership provides for 30% institution based training
   and 70% workplace based training and experience.

   FTE calculation:
   30 + 20 = 50% of 1200 notional hours = 600 

   600 ÷ 900 = 0.67 FTE
   (note: 900 hours constitute 1 FTE)
    

This arrangement is transitional and will remain in force until further notice.

2. Other modes of delivery for programmes based on NQF/unit standard based qualifications and part qualifications

FTE calculation will be determined by the following components of a notional hour:

  • ‘classroom’ time which includes assessment (tests, orals, assignments, assessment of practical competency under normal work pressure in a real or simulated work situation)

  • further practice and experience needed to achieve the outcomes to the standard prescribed in the assessment criteria

2.1 The process to arrive at FTE values will be initiated by colleges through a proposal to WCED for the recognition of FTE’s for a specific programme.
2.2 This proposal should be submitted to the Director: FET for consideration and approval. A pre-requisite is that the proposal would have served before the academic board and college council.
2.3 This process will be used to determine credit values and the recognition of FTE’s.
2.4 The FTE value of individual programmes that are unit standard based will then be added as needs arise to the addendum of Circular 45/2000.

3. Weighting of FTE’s

Within the existing policy on FTE calculation as described by Circular 45/2000, WCED will issue an annual list of weighting factors for identified programmes. These programmes will be identified according to the following criteria:

3.1 National needs
3.2 Provincial needs
3.3 FET Directorate strategic plan
3.4 Level of programme

The aim of the recalculation is to provide incentives for colleges to stay abreast with the needs of industry and society by offering demand driven programmes within their mandated sector.


SIGNED: P.A. VINJEVOLD
HEAD: EDUCATION
DATE: 2003:10:06