DBsa VULINDLELa aCaDEMY PUBLICaTION & TRaINING ...

1258 Lever Road, Headway Hill, Midrand, South Africa | Tel: +27 11 000 0000 | Fax: +27 11 000 0000 | email: info@dbsa.org | www.dbsa.orgDBsa VULINDLELA ACADEMYPUBLICATION & TRAININGCALENDAR

ContentsStrategic Overview.................................................................................................................................2-7Pan-African Capacity Building Programme.....................................................................................8-11Accreditation and Quality Management........................................................................................12-21Vulindlela Training Courses and Products..................................................................................22-27Learner Declaration of Competence............................................................................................28-37Stakeholders, Partnerships and MOU’s........................................................................................38-41Training in SADC...............................................................................................................................42-45Local Government Resource Centre (LGRC) and Computer Skills Training.......................46-69Implementing E-learning.................................................................................................................70-73Lessons Learned...............................................................................................................................74-77Strategic Overview...........................................................................................................................78-79

Vulindlela is a premier capacity building andtraining provider and a partner in the areasof finance, management and planning

Chapter 1Strategic OverviewGeneral Assistant1.1 DBSA Vision and MissionDBSA VA operates within the DBSA vision:“To further the progressive realisation of anempowered and integrated region, progressively freeof poverty, inequity and dependency.”DBSA VA also operates within the DBSA mission:“To drive development impact in the region throughexpanding access to development finance andeffectively integrating and implementing sustainabledevelopment solutions.”1.2 DBSA VA Vision and MissionThe strategic purpose of Vulindlela is to addresshuman and institutional capacity failure with theemphasis on DBSA intermediaries in South Africa andthe SADC region. In doing this, Vulindlela positionsitself as the premier capacity building provider anda partner of choice in the region in areas of finance,management, planning and technical. This visionrequires Vulindlela to drive its mission of deliveringhigh quality capacity building interventions to all itsintermediaries both in the public and private sectors.This is done in line with the main objectives andmandate of the Bank provided for in the DBSA Actof 1997 (Act 13 of 1997) which promotes economicdevelopment and growth, human resourcesdevelopment, institutional capacity-building (bymobilising financial and other resources) “to supportsustainable development projects and programmes inthe region”.In addition, the DBSA’s vision, mission and roles ofFinancier, Advisor, Partner, Implementer and Integrator,further emphasise the Bank’s role not only inmobilising finance but also its expertise in addressingthe developmental challenges facing the region.DBSA VA alignment with “Vision 2014”The Vision 2014’s ambition is to further the progressiverealisation of an empowered and integrated region,free of poverty, inequity and dependency. TheAcademy’s reason for existence is to assist the Bankin realising this vision through sustainable capacitybuildinginterventions delivered to current andpotential clients in the region.DBSA VA alignment with the Development FundThe Development Fund’s key focus is capacitybuilding, which is executed through four divisions:Capacity Development and Deployment (CDD), RuralEconomic Development Initiative (REDI), CommunityDevelopment Facilitation (CDF) and the Operationsand Maintenance Division. These divisions providetargeted finance, as well as facilitate the support of theimplementation of developmental initiatives, includingcapacity building and training.The Academy complements the Development Fund byplaying, where applicable, a facilitation role, partneringand implementing of capacity-building interventionsmainly in low capacity municipalities.1.3 DBSA VA Values, Principles andPhilosophyThe Academy’s values are consistent with the DBSA’svalues. Since the Academy is a unit within theDevelopment Fund, its values therefore are congruentwith the DBSA values.The Academy seeks to promote the following values:• Ubuntu (Integrity, Caring for People, Trustand Transparency);• A Passion For Development (“Can Do”Attitude, Beneficiary and Customer Focused,Delivery Orientation);• Professionalism (Innovation, Accountabilityand Commitment); and• Knowledge Sharing (Teamwork, Collaborationand Communication).The DBSA Vulindlela Academy strives to be a leadingempowering agent through training and capacitybuilding for sustainable socio-economic developmentknowledge in Africa. It seeks to build operationalcapacity for community service delivery organisationsthrough partnerships primarily in southern Africa, forthe rest of Africa.Page 00 DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 03

1.4 VA BackgroundThe DBSA Vulindlela Academy (Vulindlela) wasestablished to support the operations of the Bank andto disseminate development knowledge in SouthernAfrica. In addition, Vulindlela was set up to supportGovernment skills development and training priorities.Vulindlela targets its capacity building support to DBSAintermediaries including Municipalities, GovernmentDepartments, Parastatals, NGO’s, Development FinanceInstitutions (DFI’s) and Private sector companies.Vulindlela was launched in June 2006 and since then;the academy has made the following achievements:• Institutional accreditation with the LocalGovernment Sector Education TrainingAuthority (LGSETA);• Learning programme approval for eight (8)qualifications in the area of management andleadership, finance and planning;• Global Development and Learning Network(GDLN) centre for the World Bank to delivertraining through video conferencing;• The academy has since trained over eighteenthousand (18 000) delegates in the area ofmanagement, leadership and finance• The academy is the Institute for SectorOccupation Excellence (ISOE) centre for theLGSETA• The Academy has signed a number ofStrategic Partnerships with local, Regionaland International Stakeholders resulting inenhanced capacity to deliver.• Vulindlela has developed its QualityManagement Sysytems (QMS) cutting accrosstraining programmes, facilitators and facilities.1.5 DBSA VA Strategic PlanThe DBSA VA’s Strategic Plan covers key tasks anddeliverables aimed at achieving its strategic objectives.Its strategy was refined in November 2008 to givefocus on management, leadership, planning andfinance management areas. Vulindlela operates on80/20 market split between South Africa and SADCrespectively. Within these markets, the focus is mainlyon the poorly capacitated local municipalities in SouthAfrica in support of the implementation of the CDD,REDI, CDF and O&M programmes, and the clients ofthe Bank under South Africa Operations Division. Inorder to increase skills development and maximiseinstitutional capacity building, the refined strategysought to increase Vulindlela’s footprint in SiyenzaManje municipalities and eventually the rest of themunicipalities in South Africa in line with the LocalGovernment Turnaround Strategy (CGTA, 2009), andthe five year Local Government Strategic Agenda.Since November 2008, the academy continues tosharpen its internal capacity to deliver on its refinedstrategy. This includes:• gearing up the DBSA VA’s internal capacity• on-going training of its staff;• restructure the positions and portfolios of theDBSA VA staff;• grow the number of SETA accredited trainingproviders approved by the DBSA for the delivery oftraining interventions;• re-engineer the DBSA VA’s delivery chainand business processes for streamlineddelivery within the regulatory framework;• develop and implement a comprehensiveQuality Management System (QMS) requiredfor accreditation with LGSETA;• partner with AfD and IDC for theconceptualisation and implementation of thePan-African Capacity Building Programmes(see Chapter 2); and• improve the usage level of the DBSA VA’spremises.1.6 The meaning of “Vulindlela”The word “Vulindlela” is an Nguni word that means“pave the way”. This “pathway” is linked to the DBSAvision of being the leading change agent. It is believedthat this Academy will bring about empowerment,enlightenment and development of capacity for theroad ahead.The name was proposed by the staff of the Bank andultimately approved by DBSA executive team.Page 04DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 05

DBSA Vulindlela Academy: Organisational StructureThe DBSA has approximately 170 younggraduate professionals (YPs) deployed intomunicipalities across the country, as partof its Siyenza Manje programme.Page 06DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 00

Chapter 2Pan-African Capacity BuildingProgramme2.1 BackgroundIn February 2008, the DBSA signed an MOU withAgence Francaise de Dévelopement (AFD), for the Pan-African Capacity Building Programme (PACBP), for thefive year period ending 2012.AFD is a financial institution that is at the heart of France’sDevelopment Assistance Policy. Its mission is to financedevelopment. It supports public authorities, privatesector and local associate networks, to implement awide range of social and economic projects. It coversfive continents including Overseas France.CEFEB’s main mission is to contribute to thestrengthening of operating capacities for public andprivate operators who are partners of the group andto support AFD operations. It also plays a projectmanagement role in the professional training field.The rationale for the partnership was that the DBSAand AFD had identified a professional skills gap in thecurrent African educational and professional traininglandscape that was preventing the continent frommeeting its infrastructural development objectives.That gap was seen as the main obstacle to an efficientand timely delivery of adequate basic infrastructurethroughout the continent. Hence the PACBP came intoexistence.In 2009 the Industrial Development Corporation ofSA (IDC) also formally joined the partnership to makeit a tripartite arrangement. The IDC is a self financingnational Development Finance Institution (DFI), whoseprimary objectives are to contribute to the generationof balanced, sustainable economic growth in Africaand to the economic empowerment of the SouthAfrican population, thereby promoting the economicprosperity of all citizens. The IDC achieves this bypromoting entrepreneurship through the building ofcompetitive industries and enterprises based on soundbusiness principles. IDC is implementing the PACBPthrough its Learning and Development Department.Page 00 DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 09

2.2 The Three Pillars of the PACBPThe PACBP has three pillars that speak to its threemain objectives, namely:• Masters Degree in Infrastructure ManagementThis would see the training of approximately100 people in the three major fields of water andsanitation, energy, and transportation. Theprogramme will be led by AgroParisTech Universityin France, but will make use of its universitypartners on the African continent, namely:• University of Pretoria (Pretoria, South Africa)• Makerere University and the National Waterand Sewerage Corporation (Kampala, Uganda)• International Institute for Water andEnvironmental Engineering (2iE)(Ouagadougou, Burkina Faso).This programme aims to make Africaproductive by strengthening leadershipcapacity building and enhancing the requisitemanagerial skills in strategy planning andsector reform in water, waste and sanitationand urban services. It is designed for regionalpublic authorities’ executives and/or water,sanitation and waste services professionalsin Western, Eastern and Southern Africancountries. The vision for this degree is that itwill become an international programmebased in Africa that will attract people fromother continents as well. It will cover thingssuch as:Risk to health; water resource planning; nonrevenuewater; social management;stakeholder management; business etc. It willinvolve classroom training, workplace training,and coaching/tutoring.• Young Professionals Placements in FrenchMunicipalitiesThe DBSA has approximately 170 younggraduate professionals (YPs) deployed intomunicipalities across the country, as partof its Siyenza Manje programme. The YPscome from one of three disciplines, namely:civil engineering, town planning, or municipalfinance. The intention of the YP programme isto see that all the YPs are able to register withtheir respective statutory bodies (EngineeringCouncil of SA, SACPLAN) and to then take upfull time employment in municipalities wherethey can become the future generation ofmunicipal leaders. As part of the PACBP, theseYPs will be placed into municipalities in Francefor a period of three months where they willget first hand experience of what it means towork in a world class municipality. The firstbatch of 15 YPs will be placed in medium-sizedwell functioning municipalities in France inMarch 2010, following 5 months of intensiveFrench language training to ensure that theyhave a relatively seamless integration into theFrench culture.• Short Skills ProgrammeThe PACBP has also committed to rolling out4 short skills programme per annum, in orderto address other critical skills gaps that existon the continent. These are in areas of Public-Private Partnerships, Project Finance, ProjectAppraisal, and Public Finance.2.3 Governance StructureThe PACBP is governed through the followingstructure:• Advisory Board: consists of one memberfrom each of three partner organisations,DBSA, AFD and IDC. The role of the board isto provide strategic guidance, direction andoversight to the Joint Steering Committeein order to achieve the overall objectives ofthe programme and to protect the interestsof partner organisations.• Joint Steering Committee:Consists of one member from each of threepartner organisations:- DBSA, AFD and IDC.The overall objective of the JSC is to ensurethat the programme is run according tosound business principles so as to achieveits stated business objectives. It also ensureseffective day to day management of theprogramme with due regard to its overallstrategy, supporting objectives, keyinitiatives, available resources and effectivecommunication to all stakeholders. The workof the PACBP is executed through the Head,Programme Manager, and support staffincluding administrators.2.4 Geographic CoverageThe programme is aimed at covering the entire AfricanContinent although the first phase of implementationwill be devoted to applicants from SADC countries andWest Africa.2.5 Target SectorsThe programme will reach out to younger upwardlymobile professionals of up to 45 years of age, bothin the public and private sectors, which includes localauthorities, utilities, regional development financeinstitutions, and governments.Page 10DBSA Vulindlela Academy BrochureDBSA Vulindlela Academy Brochure Page 11

Chapter 3Accreditation and QualityManagement3.1 INTRODUCTIONVulindlela started on a small scale to provide capacitybuilding programme in South African municipalitiesand development finance institutions (DFIs) in theSouthern Africa Developing Community (SADC)countries. The growth in the demand for its capacitybuilding programmes and growth in its capacity todeliver, led to the need for the recognition of some ofits capacity building programmes within the NationalQualifications Framework (NQF). This strategicimperative, in line with its establishment, was thereforeresponding to its vision to become a national premierEducation, Training and Development (ETD) providerand a partner of choice in the SADC region.3.2 ACCREDITATION OF VULINDLELA3.2.1 Accreditation by the LGSETA and itssignificance for the DBSA VAThe growing recognition of Vulindlela’s interventionsin the South African and SADC markets was driven byits mission to deliver high quality ETD programmes ofsignificant relevance in the public and private sectorswith a strategic purpose to address both humanand institutional capacity failures. This imperativenecessitated the academy to seek accreditation witha credible Sector Education and Training AuthorityQuality Assurance Body (SETA ETQA) to enable itto achieve its vision, mission and strategic purpose.Vulindlela therefore identified the local governmentsector as its main niche in the promotion and deliveryof its training programmes and applied to the LocalGovernment Sector Education Training Authority’sEducation Training and Quality Assurance Body(LGSETA ETQA) for accreditation.Accreditation is a certification status awarded to anETD provider by a primary ETQA Body, such as theLGSETA ETQA, against NQF registered qualificationsand/or unit standards at various levels of the NQF fora stipulated period of time not exceeding 5 years. Theaward of accreditation is governed by the golden ruleof “One Provider, one ETQA”. This rule means thatan ETD provider, such as the DBSA VA, regardless ofthe sector(s) in which it is mainly active, can only beaccredited by one ETQA Body whose primary focusaligns mainly with that of the ETD provider seekingsuch a status.The LGSETA, as an ETQA Body responsible for the localgovernment sector, together with other ETQAs, wasestablished as part of the South African QualificationsAuthority (SAQA) quality assurance structure to ensureconsistency and quality in education training anddevelopment across all fields of learning within theNQF. The LGSETA’s accreditation by SAQA in February2001 afforded it the opportunity to quality assure theprovision of nationally and internationally recognisedqualifications and/or unit standards within the localgovernment sector. Its functions, among others, are to:• Accredit constituent education andtraining providers for specific standardsand/ or qualifications registered on the NQF;• Promote and monitor quality provision,assessment and moderations by anaccredited constituent provider against itsaccredited qualifications and/or unitstandards;• Monitor and audit quality provision ofeducation and training programmes, andachievement in terms of NQF qualificationsand unit standards;• Ensure that an accredited provider develops,implements and manages a credible qualitymanagement system;• Certificate constituent learners who haveachieved recognition against qualificationsand/or unit standards;• Co-operate with other ETQA bodies acrossall sectors to promote and ensure crosssectoral provision of training programmesoutside its primary focus;• Ensure maintenance of an acceptabledatabase by an accredited constituentprovider on learners’ records ofachievements for uploading onto theNational Learners’ Records Database (NLRD).Page 00 DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 13

Vulindlela, towards the end of 2005, was awardedfull accreditation by the LGSETA ETQA to allow it topromote and deliver training programmes aligned tofull and/or part qualifications that are unit standardor non-unit standard based and registered on theNQF. This certification meant that the DBSA as anETD provider in the local government sector had theopportunity to promote and deliver recognised trainingprogrammes at national level that are aligned to localgovernment qualifications.The full accreditation status was a milestone for theDBSA VA because it is only granted to an ETD providerthat meets all the primary ETQA Body’s conditionsand requirements for accreditation against unitstandards and/or qualifications as per the SAQA ETQARegulations (No. R 1127 of 1998). In essence, the DBSAVA was able to demonstrate to the LGSETA ETQA itscapacity to promote and deliver training programmesagainst qualifications and/or unit standards withinthe prescripts of the quality assurance systems andspecific criteria set by the SAQA. This also meantthat the capacity building interventions offered bythe DBSA VA could also be customized to align tothe qualifications and/or unit standards throughthe outcomes based approach in the design anddelivery of programmes in line with the principles andrequirements of the NQF.3.2.2 The Process of Vulindlela AccreditationThe Academy, similar to any other ETD providerseeking such a status with an ETQA Body, followeddemonstrated its commitment to provide recognisedquality education and training programmes withinthe prescripts of SAQA’s national standards of qualityprovision and assurance by following the accreditationprocess outlined in brief below:• DBSA VA submitted an application for accreditationto the LGSETA ETQA• DBSA VA’s primary focus was checked againstthat of the LGSETA ETQA• DBSA VA compiled a portfolio and submittedit to the LGSETA ETQA• LGSETA ETQA conducted an off-site evaluation ofthe DBSA VA• LGSETA ETQA conducted an on-siteverification visit of the DBSA VA.• DBSA VA awarded full accreditation status by theLGSETA ETQAIn essence, the academy through the accreditationprocess was able to demonstrate to the LGSETA thatit had the requisite capability, capacity and resources(human, physical and financial) to deliver ETDprogrammes for which the LGSETA was custodian of.Hence, it was granted a full accreditation status.3.2.3 The Benefits of Accreditation for theAcademyThe accreditation of Vulindlela by the primary LGSETAETQA afforded it the following opportunities:• Provision of NQF registered qualificationsand/or unit standards;• Compliance with the required national standardsfor quality learning provision;• Access, portability, progression and articulationinto other NQF registered qualifications and/or unitstandards;• National and international recognition of creditsobtained from training programmes aligned toqualifications and/or unit standards;• Adherence to quality standards of facilitation,assessment and moderation inclusive of theRecognition of Prior Learning (RPL) in theprovision of quality training programmes;• Constant monitoring and evaluation of its trainingprogrammes in the maintenance of qualityeducation, training and development;• Continued partnership with its accrediting ETQAbody and other ETQA bodies whose programmesmay be of benefit to the strategic goals of theDBSA;• Extension of scope of accreditation to promote anddeliver training programmes within and outside itsETQA’s primary focus;• Employers receiving back their levy grantpayments by using the DBSA VA as anaccredited ETD provider.This award set the DBSA VA apart from other ETDproviders and placed it on the platform to achieve itvision and mission of becoming a premier ETD providerof choice in the provision of quality programmesthroughout the SADC region.3.3 QUALITY MANAGEMENT ANDASSURANCE IN VULINDLELAVulindlela, in working towards the achievement of itsvision and mission of becoming a premier academyand providing quality education through theaccreditation process, committed to ensure all-roundcontinuous quality improvement in the provisionof its products and professional services. Thiscommitment necessitated a collective acceptance ofthe responsibility of ensuring continuous improvementof the quality of its programmes and support functions.In demonstrating its commitment, the academy hasestablished a quality management system (QMS) toassist it to achieve its goals within the frame of itsaccreditation. This initiative would then be followedby the establishment of a fully fledged QualityManagement and Assurance (QMA) function. Theestablishment would be its continued recognition ofthe importance to develop and implement appropriatequality assurance policies and procedures, andensuring the maintenance and improvement of thequality of ETD programmes and its support servicesin compliance to the SAQA Act of 1995 and ETQARegulations of 1998.3.3.1 The Essence of Quality Management andAssurance for VulindlelaThe QMA function is one of the steering mechanismsfor the restructuring of the national education andtraining system. It is a mechanism for transformationwithin the NQF to ensure that quality enhancementbecomes an integral part of the framework in thetransformation of the education, training anddevelopment system in South Africa.The NQF, in responding to the injustices of the pastsystem of education, training and development,outlined principles that would ensure theimplementation of transformation imperatives in anattempt to redress such injustices. These principlesensured that the QMA practices were internationallycomparable.In line with this notion, the academy’s QMA functionand system purports to:• Monitor and track the interplay of differentelements of the QMS and processes.• Identify problems and changes in the underlyingpremises and making the necessary adjustments.• Guide the planning as well as the processesof implementing, evaluating, reviewing andimproving the systemic functions andprocesses.• Critically look at the results on a shorttermannual basis and over the mediumterm with regard to the impact in theprovision of quality education, training anddevelopment programmes.3.3.2 Vulindlela Principles, Values and Objectivesof Quality Management and AssuranceWhilst the academy’s vision is embodied by thesocial, political and economic goals of the currentdispensation in education and training, its QMAfunction would be governed by the following NQFprinciples that are underpinned by QMS policies andprocedures:Page 14DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 15

ProgressionPortabilityIntegrationRelevanceCredibilityCoherenceFlexibilityStandardisationAccessArticulationRecognition ofPrior LearningLearnerGuidanceAbility to move through the NQF to access other national qualifications and/or unitstandards through different combinations of learning delivery systems.Opportunity to transfer credits of qualifications and/ or unit standardsto other ETD providers and/ or workplace learning institutions.A holistic and unifying approach to education and training practices.Responsiveness to national and international developmentimperatives.International and national value, acceptance and recognition bybeneficiaries.Adherence to the NQF standards resulting in the certification of learners.Allowing multiple pathways to the same learning outcomes.Expression of provision in terms of a nationally agreed framework andinternation ally acceptable outcomes.Provision of entry to prospective learners at appropriate levels of education andtraining to facilitate progression to other levels of national qualifications.Provision for learners who have successfully completed certain competenceprerequisites in order to move between levels of the NQF.Provision for the recognition of learning which has been acquired by a learnerin various ways and means.An opportunity to the learner to be supported throughout the learning programmedelivery services by a trained individual who meet the nationally recognisedstandards for educators and trainers.The QMA of the academy would be driven by thefollowing value system as also expounded by the NQF:• Accountability for excellence• Consultation and cooperation• Continuous performance and improvement• Compliance to set standards• Quality provisionThe premise guiding the maintenance and achievementof the QMA in the DBSA VA would be based on thefollowing strategic objectives:• Institutionalising the quality managementand assurance function;• Offering high quality and comprehensiveeducation, training and developmentprogrammes;• Focusing and aligning education, trainingand development programmes to marketdemands;• Improving quality provision and learningenvironment for delegates;• Increasing capacity, quality and efficiencyof its support systems;• Planning for internal and external qualityaudits for retention of its accreditation;• Developing the Quality Assurance (QA)capacity and appraisal of quality assurancemechanisms and processes;• Establishing strategic partnershipsand links various sectors to enhanceprovision and research.3.3.3 The Philosophy and Approach to QualityManagement and AssuranceVulindlela’s philosophy and approach to QMA would beinformed by the guiding rule that internal and externalclients need to be provided with an ever-improvingquality of products and services. This philosophy wouldbe underpinned by a reciprocal feedback from clientsthat would enable the development of quality levels tobe achieved for each product and service.It would therefore be a formative, developmentaland improvement-oriented notion of quality, drivenwithin the institution through facilitative structures.The South African Excellence Model and InternationalStandards of Operations (ISO) Model would form theframework in the implementation of quality standardsand measures in the delivery of academy’s ETDprogrammes.The quality management and assurance framework ofVulindlela would be based on the following principles:• Fit for purpose in relation to thespecified mission and vision of theacademy;• Fit of purpose in relation toresponding to the national goals,priorities and targets;• Transformation in relation todeveloping the capabilities ofdelegates for personal enrichment,social development and economicemployment growth;• Value for money in relation to thelabour market’s responsiveness andreturn on investment.A two-phased approach would be assumed in theprocess of QMA functions wherein;• Phase one would focus on qualitypromotion, the development and pilottesting of quality assurance mechanisms and criteria, and the development of quality relevant capacity.• Phase two would focus on the audit ofthe implemented quality assurancecriteria and mechanisms, and reviewsof the processes.Both phases would start with self-assessment atstrategic and operational levels of the organisation.These would be underpinned by the followingperformance guidelines:• Commitment to quality promotion andcontinuous improvement practices;• Structured policies, procedures,processes and plans;Page 16DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 17

• Solicitation of information frominternal and external stakeholders;• Identification of stakeholders’ needsfor service success;• Evaluation and review of institutionalprocesses, products and services forcontinuous improvement;• Organisational performance throughthe use of tools, best practice andbenchmarking.The above guidelines therefore form the basis for thedevelopment and implementation of the QMS tools,in particular the policies and procedures as morestrategic focus areas are indentified by the DBSA VA.3.3.4 A Quality Management System forVulindlelaThe execution of the QMA function would depend onthe establishment of the DBSA VA’s QMS. Currently,the academy has established a QMS made up of avariety of policies and procedures that would defineand govern its standard operational procedures andactivities. It is envisaged that this QMS would becomea management tool to be used by Vulindlela to providedirection to its operations and to control all operationalaspects through the identification, definition, analysisand review of standard operational procedures,processes and activities. The following outlines thetenets that would define the QMS of the academy.3.3.4.1. The Objectives of the QMSThe QMS as an operational tool would aim at providingthe DBSA VA with guidelines in a transparent way toenable the standardisation of activities and enablebest practices and performance improvement. Its mainobjectives would therefore be to:• Implement and maintain quality withinthe DBSA VA by planning, implementing, and improving all operationalareas;• Encourage and enforce a culture andorganisational vision of continuousimprovement of all policies, practicesand support systems for the DBSA VA;• Provide policy, practice andadministrative support guidelines andoperational procedures for the DBSAVA’s functions.3.3.4.2. The Application of the QMSThe QMS will be applied to both the strategic andoperational functions within the DBSA VA. Atstrategic level, the focus will be on the organisationalbusiness plan and the allocation of functions andresponsibilities, whereas at the operational level thefocus will be on the procedures and documentationassociated with:• The accreditation as an ETD provider;• The programme design, development,evaluation and review processes;• The learner records managementsystem;• The assessment and moderationpractices;• The monitoring and evaluation of thedelivery and assessment services;3.3.4.3. The Organisational Framework of theQMSThe QMS framework is constituted of policies andprocedures governing the management of operationalfunctions and activities of the DBSA VA. Currently, theDBSA VA established a QMS tool made up of a list ofpolicies falling under the following policy categories:• Quality Management Policy whichcomprise of Quality manual; Quality review;and Quality audit.• Organisational Policies which compriseof Human Resource Management andDevelopment policies, Administrationpolicies, Financial Management policies,Marketing, Communication and ClientService policies, Occupational Health andSafety Policy• Learning Development and Deliverypolicies which comprise of LearningProgramme Design, Management andDelivery policies:• Assessment policy• Moderation policy• Learner Guidance, Entry and Supportpolicy• Recognition of Prior Learning (RPL)policy• Learner Achievements and Recognitionpolicies which comprise of:• Certification policy• Policy on Acceptable Use of LGSETA• Trademarks3.3.4.4 The Model for the QMSThe implementation of the QMS would be based on thecontinuous quality management model with emphasison the following key dimensions:• Planning of standard operationalprocedures and activities;• Implementation of designed standardprocedures and policy requirements inaccordance with input and outputrequirements, procedures andevidence of compliance;• Evaluation of the implementationof policy requirements;• Review of areas of compliance andnon-compliance to improve operationalprocedures and processes in the continuousquality management cycle.Page 18DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 19

3.3.4.5. The Process of the QMSThe DBSA VA is in the process of identifying the QMSprocesses and their associated activities. The activitieswould be linked to each other through the processflow diagrams mapping out the linkages amongst theactivities and the processes.For each process and activities identified, there wouldbe:• The identification of core processes;• The identification of input and outputrequirements;• The allocation of roles and responsibilities;• The standardisation of the tools(forms, templates or checklists);• The monitoring and evaluation criteriaand intervals.very nature of its status of full accreditation ensuredthat it strives towards achieving its vision, mission andstrategic focus of becoming a premier ETD providerof choice, at national and international levels. It istherefore without doubt that the certification to deliverqualifications by the DBSA VA and the implementationof quality management systems will be underpinnedby the principles of choice, accountability and value formoney in the achievement of its goals.Vulindlela, in working towards the achievement of itsvision and mission of becoming a premier academy andproviding quality education through the accreditationprocess, committed to ensure all-round continuousquality improvement in the provision of its products andprofessional services.3.3 CONCLUSIONFrom the foregoing discussion, it is evident that theDBSA VA views the QMA as a transformative functionthat is integral in the promotion, development, deliveryand review of quality practices. It is a means forcontinuous quality improvement in the provision ofits products and services to ensure the achievementof the needs of the clients. The existence of such asystem has been enabled by the accreditation of theDBSA VA as an ETD provider and thus created anopportunity for recognition of its programmes. ThePage 20DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 00

Chapter 4Vulindlela Training Courses andProducts4.1 PURPOSETraining programmes offered by Vulindlela are alignedto priorities of Government, needs of DBSA clientsboth in South Africa and SADC region. Following acomprehensive assessment of municipalities in SouthAfrica, the Department of Cooperative Governanceand Traditional Affairs (CoGTA) released the LocalGovernment Turnaround Strategy (LGTAS) afterCabinet approval in November 2009. This strategyidentified main problems and root causes that preventmunicipalities from meeting their legislative mandates.The strategy further outlines means for tackling theseidentified problems. Lack of capacity was identifiedamongst other challenges facing local authorities inSouth Africa.Key considerations in determining Vulindlela Academytraining focus areas include provisions from the SouthAfrican Qualifications Authority Act of 1995, the SouthAfrican Skills Development and Levies Act of 1998.These Acts make provision for the financing of skillsdevelopment by means of levy-grant scheme to theSETA’s. In addition, Government has released severalpolicies and strategies to inform skills and capacitydevelopment and to define skill gaps in South Africa.These policies and strategies are:• Local Government Turnaround Strategy;• Five Year Local Government StrategicAgenda;• National Human Resources Strategy(erstwhile JIPSA);• National Capacity Building FrameworkIn addition, various skills audits were undertakenincluding the DBSA / Wits needs analysis aimed atconfirming Government skills priorities. These needsanalysis further confirmed the priorities identifiedby Government. As a result Vulindlela trainingprogrammes are focused on three broad priority /focusareas, namely:• Development of planning capacity• Development of finance capacity• Development of management andleadership capacity4.2 DBSA VA FOCUS AREAS ANDACCREDITEDQUALIFICATIONSDue to funding and other capacity constraints,Vulindlela will support the LGTAS in the areas outlinedbelow:4.2.1. Local Government Turnaround StrategyThe LGTAS identified service delivery, spatialconditions, governance, financial management,local economic development and labour relations. Inaddition, LGTAS identified systemic factors, policyand legislative factors, political factors, weaknesses inthe accountability systems, weak intergovernmentalsupport and oversight and lastly lack of capacity andskills constraints. In support to the LGTAS, Vulindlelawill intervene mainly in the following three areas:4.2.2. GovernanceThis covers elements such as political leadership,institutional organization, administration, capacityand skills, oversight and regulation, monitoring andreporting4.2.3. Financial ManagementThis covers municipal budget and income management(e.g. from water, rates, electricity charges.4.2.4 LEDLocal Economic Development cover approaches amunicipality and region may take to encouraginginvestment by big business, small local businessdevelopment, tourist industries or large sectoreconomy management in mining, manufacturing orfarming5. NEEDS ANALYSIS UNDERTAKEN BYDBSA WITH ITS STAKEHOLDERSA study conducted by the South African LocalGovernment Association (SALGA) in 2006 revealedthat only 4% of councilors have a university degree,16% a diploma and 30% a certificate. This means atleast 50% have only grade 12 or below. Secondly, about67% of the councilors are in office for the first term,25% for the second term and only 8% for the thirdPage 00 DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 23

term or longer. These results indicate significant gapsboth in terms of experience and education levels.Councilors play a strategic leadership role andunderstanding of integrated development planning,project implementation, alignment of service deliverywith budgets is essential. This study points out thatcouncilor training ranging from ABET, introduction toLocal Government in South Africa, Local GovernmentLegislation, project management, municipal financialtraining, leadership training, strategic planning (IDP),local economic development (LED), IT computer skills,communication skills is essential in order for them toperform their functions effectively.Both Palama and Local Government LeadershipAcademy (LOGOLA) are programmes of Governmentaimed at developing leadership and managementcapacity in the public sector. Research conducted bythese entities reveals lack of relevant leadership andmanagement capacity in the public sector. Vulindlelahas accepted the offer to deliver leadership andmanagement training programmes, as one of theaccredited service provider and partner for LOGOLAand Palama.6. VULINDLELA COURSE OFFERING INSUPPORT OF GOVERNMENTIn response to Government priorities and the abovethree broad focus areas, Vulindlela has a suite of 8accredited full qualifications/ training programmeswhere the limited DBSA funding will be utilised:FOCUS AREA tyPE OF QUALIFICATION NQF LEVEL CREDITSIDP and Local NC: Municipal Integrated L5 160Economic DevelopmentDevelopment PlanningPlanning NC: Local Economic L4 163DevelopmentNC: Local Economic L6 142DevelopmentNC: Local Economic L6 144DevelopmentFinancial Management FETC: Municipal Finance L4 157and AdministrationND: Public Finance L5 260Managementand AdministrationNC: Municipal Financial L6 166ManagementManagement and Leadership NC: Municipal L5 140Governance7. SADCIn the SADC region, Vulindlela offers fully fundedtraining to DFIs and public utilities that are clients ofthe International Division (ID). The SADC market istrained using the ID technical assistance linked to loanfunded projects. International funding partners alsocontribute to funding related training and utilise theAcademy to deliver such training with the knowledgethat the Bank funds operations in the region. In nonprojectlinked cases, donors also identify and fundspecial training programmes targeting officials in theregion and request the DBSA to provide the trainingthrough the Academy.8. OPERATIONS IN SOUTH AFRICAIn South Africa, the markets targeted by DBSA VAare mainly those not reached by private sectortraining service providers given that low capacityintermediaries are unable to procure and fund trainingprovided by the professional service providers. Thetraining provided by the Academy targets a varietyof capacity building gaps in public institutions-:municipalities, provincial and national departments,and private sector institutions including trusts andNGOs involved in job creation, community and propertydevelopment.In segmenting its operations, DBSA VA has clusteredthe provinces into three regions, namely the SouthernRegion, which comprises Eastern Cape, WesternPage 24DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 25

Cape and Northern Cape; the Central Region whichcomprises Gauteng, North West and Limpopo; andNorthern Region which comprises Mpumalanga,KwaZulu-Natal, and Free State Intermediaries,comprise government departments, trusts and NGOs;and LGNET which focuses on local governmentcomputer literacy and municipal online assistanceprogrammes.The benefit of this approach is that progress of trainingservices provided for each region is easily monitored.This also gives opportunity to personalise interventionsfor addressing skills gaps for each municipality/clientto impact and address issues of service delivery.10. CONCLUSIONDBSA VA is providing high quality education, trainingand development products to Siyenza Manjemunicipalities, intermediaries, NGOs and trusts, and inthe SADC region. The provision of these professionalservices is in line with the skills development legislativeframework and the DBSA VA Education, Training andDevelopment Policy, which seeks to ensure applicationof sound principles and enhance sustainable trainingand capacity building for improved performance andservice delivery.The word “Vulindlela” is an Nguni wordthat means “pave the way”. This “pathway”is linked to the DBSA vision of being theleading change agent.9. PROGRAMMEME DELIVERY APPROACHDBSA VA offers full qualifications, short skillsprogrammes, and capacity building programmeswhich are unit standard based. These training coursesand products are customer driven, meaning that aprocess of needs analysis, according to DBSA VApolicy, is done with the municipality, and afterwards adecision is taken as to the types of programmes to beimplemented in order to suit the target group. Deliveryof programmes in and outside South Africa differsaccording to the calibre and level of target group.Page 26DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 00

Chapter 5Learner Declaration of Competence5.1 BackgroundThe academy offers full qualification acrossmanagement, finance and planning disciples. Theselead to certificate of competence where there islearning programme approval by relevant SectorEducation Training Authority (SETA) in additionto certificates of recognition where learners areassessed. In some cases, learners are issuedcertificates of attendance where there is no formalassessment done. The later is aimed at addressingcontinuous professional development of learners.In 2009/20 financial alone, Vulindlela issued over 2200 certificates of competence from its accreditedprogrammes outlined in chapter 4 above.Within Siyenza Manje Programme and moreparticularly within training involving municipalofficials as well as the structured Young ProfessionalsInternship Programme, the phenomenon of adultlearner dropout within the learning environmentmanifests through:– Non- attendance of scheduled training bydelegates;– Selective attendance of training by delegates;– The post-training non-submission of learnerportfolios of evidence (POE) by delegates;– Latent loss of motivation and resultant noninterestin re-assessment by delegates;– The non-attendance of post-training learnersupport workshops by delegates.This comes as no surprise, as empirical studiesconducted by Hill and Raven (2000), have shownthat adult learner dropout rates within most trainingprogrammes generally average between 30% and50%. Empirical studies conducted on the phenomenonof adult learner dropout within learning programmesindicate that the underlying reasons why adult learnersdecide to enroll into training programmes and thenchoose to either continue or drop out are multiple,complex and mysterious. There are also many factorsfacing adult learners within a learning situation thathave an influence on whether adult learners drop outof a learning programme or not.Research conducted by various learning theorists andhuman resource development (HRD) practitionershave identified that learner dropout can be directlyattributed to a cocktail of factors which residewithin and sometimes outside the locus of controlof the learner. Internal locus of control contributoryfactors include factors such as learner maturity andself-confidence, real or perceived lack of training,learner perceptions relating to training relevance, theeducational background of the learner, social support,the learner’s previous negative learning experiencesand the learner’s negative perception of the value ofeducation and training in general.Contributory factors lying outside the learners locus ofcontrol include aspects such as lengthy and repetitivetraining sessions, the duration and nature of post-training activities, the training abilities of facilitators,inferior post-training learner coaching and mentorship,the extent of involvement of adult learners withintraining sessions, poor reinforcement of learnedconcepts in the classroom, post-training retention andtransfer of learning concepts, appropriateness andquality of the training curriculum and the interactionbetween learners and facilitators.In order to address this problem, the NationalQualifications Framework (NQF) was conceptualizedto infuse practical workplace learning or experientiallearning with theoretical learning concepts,underpinned by mentoring and coaching to ensurethe holistic development of individuals in theworkplace in line with the adult learning principles oflifelong learning and self-directed personal learningdevelopment.5.2 Vulindlela AssessmentWith the introduction of the NQF, the registration ofnational qualifications and unit standards alongsideformative and summative learner assessments, thePOE has become the key deliverable enabling learnersto present a variety of evidence that addresses criteriaof assessment for performance outcomes. A portfolioof evidence can be defined as a collection of evidencePage 00 DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy BrochurePage 29 00

compiled by a learner to illustrate and demonstratelearning and experience acquired through theoreticaland/or practical discourse. The overall purpose of thePOE is to assist the learner to generate and collectsufficient evidence for assessments to take place.For many years, people working in the artistic andmarketing professions within the social sciencesfunctional area have presented portfolios of theirwork when applying for positions. These includeexamples of their work, press cuttings, testimonialsetc. The portfolio provides proof that the learner hasthe necessary proven abilities. It is the responsibilityof every learner to compile his/ her own POE. A POEis critical in the learner assessment, moderation andverification process as DBSA Vulindlela Academyconducts a lot of on-site and off-site training throughits appointed service providers.Through encouraging learners to compile acomprehensive learner POE, facilitators, assessorsand moderators of learning attempt to actualiseapplied competence where learner retention oftheoretical concepts leads to the ability to transfer thelearned theoretical concepts practically within newenvironments.Within a learner POE, there are various typesof evidence in the form of direct, indirect andsupplementary evidence. Direct evidence entailsevidence that is derived from observation of alearner’s actual performance in a job task within anormal and non-routine workplace situation as wellas the execution of structured tasks by the learner.Direct evidence is collected by the assessor throughworkplace observations, simulations, audio-visualrecordings etc.Indirect evidence entails alternative past evidenceof work performance by the learner in the form ofworkplace case studies conducted, past testimoniesfrom supervisors and sample products that a learnerhas manufactured (within production environments).Within service, professional and white collar workingenvironments, sample documents and reports that alearner has produced in the execution of his/ her workalso constitute indirect evidence.Supplementary evidence entails evidence thatis utilised by the Assessor to confirm a learner’sunderpinning knowledge and to indicate practicalapplication of a learner’s knowledge and skills.It is thus important for learners to ensure that in theirassembly of evidence in the POEs, that all the evidencecollected meets the requirements necessary fordeclaration of learner competence.5.2 Types of evidenceIn order for learners to compile their POEs, thefollowing types of evidence are admissible:1) A learner’s career history, hobbies, areas ofinterest, past skills training, a comprehensive list ofthe learner’s areas of knowledge, skills and abilitiesacquired as a result of experience through informal/onthe-jobtraining and development.2) Official recommendation letters (on letterheads)from the learner’s current Human Resource Manager,current direct supervisor, Siyenza Manje Deployee orpast supervisors.3) Evidence of knowledge in the relevant learning areasand samples of work experience as indicated in thelearner’s curriculum vitae.4) Certificates in formal training courses andworkshops that have been attended by the learneralong with letters of verification/authenticity fromemployers or training institutions. In order to enablethe assessor to verify the authenticity of the trainingclaimed, such certificates in formal training coursesand workshops attended need to have the contactdetails about the course itself and the institutionattended. The learner can also submit transcripts andpast academic records along with an outline of thecourse.5) In-company short courses, certificates and formalqualifications6) Written evidence that the learner is able toundertake the task in terms of previous workexperience such as:a. Practical simulation of a work task.b. Case studies written or participated in.c. Preparation of written reports.d. Evidence from past workplace appraisal.e. Interpretation of accounting informationand performance of an accounting task in theworkplace.f. Evidence of minutes, notes and workingpapers presented during meetings.g. Verification of completed work task.h. Questioning of a learner about a taski. Training records and attendance registersj. TestimonialsGenerally, the size of a learner POE is never the same,however, the contents and structure thereof areuniform. In the normal course of training, learnerswould be allocated with an empty file containing thepre-designed POE as well as the necessary sectiondividers for ease of usage.For the sake of validity and authenticity, a learnerPOE must always be in hard copy format and cannever be entirely in an electronic format. Even inthe Information Communication Technology (ICT)functional area, where learners routinely utilisecomputer-based training (CBT) or electronic learning(e-learning) information systems, the learnerassessment reports should always be printed out inhard copy to ensure authenticity.In order to guide learners to fully complete the POE,the POE will have a checklist as a critical guide forcomprehensive learner POE submission. Irrespectiveof the NQF Level descriptor or whether the learningprogramme is a full qualification or skills programme,a comprehensive learner POE consists of the followingdetailed sections:-• A list of unit standard(s) identified forassessment/ RPL• A list of modules linked to the qualification/unit standard(s) for cross-referencing• A signed assessment plan outlining theassessment process• The personal entails and registration numberof the Assessor• An index with POE details.• A curriculum vitae/ resume of the learner(candidate).• A copy of the learner’s identity document• Certified copies of the learner’s certificates,qualifications and affidavits (whereapplicable)• An Organogram of the learner’s employerindicating the position and reportingstructure of the learner (if the Learner isemployed)• The job description of the learner’s currentposition (if the learner is employed)• Documentation relating to the learner’s workexperience, including experience gainedworking with various types of processes,equipment and customers.• Direct, indirect or supplementary evidence asagreed upon between the Assessor andLearner• A declaration of authenticity• Witness information for verification purposes.• Any other documentary evidence that willserve as proof that the Learner should bedeclared competent.In order for the Assessor to make a judgment, theAssessor will need to see evidence that the learnerknows what he/ she is doing, can apply his/ herknowledge in the work situation, is able to showinsight into what he/ she is doing and can adapt his/her knowledge and the application thereof in differentcircumstancesFrom the evidence presented in the POE, the Assessorwill either make a judgment that the learner iscompetent (that the learner has mastered all specificoutcomes as well as the application of competencies)or that the learner is not yet competent (implying thathe/ she has not mastered all outcomes and applicationPage 30DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 31

of competencies and requires more training orpreparation towards assessment).During formative and summative assessment,the Assessor is required to follow specific rules ofassessments when assessing evidence contained withina learner’s POE. These relate to validity in the form ofwhether the provided evidence is relevant to the unitstandard and outcomes being assessed.A secondary assessment rule relates to authenticityof evidence. This relates to whether the evidencesubmitted by the learner belongs to the learner. Inorder to enable authenticity, the learner is normallyencouraged to initial each page and also include asigned declaration that the evidence submitted in thelearner’s POE is the learner’s own work.The third assessment rule on evidence relates to thecurrency of evidence. This rule relates to whether theevidence that the learner provides is more than twoyears old or not. As part of this rule, the Assessorneeds to know that the learner is able to apply his/ herskills and knowledge at the present moment in timeand that the learner is not claiming competence forwork carried out a long time ago.The fourth assessment rule on evidence relates tosufficiency of evidence provided. This relates tothe Assessor fully satisfying him/herself and beingconfident that the learner has provided sufficientevidence to prove that he/ she is able to consistentlyapply the relevant knowledge and skills. The standardpoint of departure is that as much evidence shouldbe provided by the learner as possible to satisfy thisassessment rule.5.4 EMPIRICAL FINDINGSEmpirical findings by Ference and Vockell (1994) haveidentified the following adult learning characteristics:1. Active learner:Adult learners are usually willing to participate in thelearning process. Given the opportunity and the properincentives, they often prefer to be active rather thanpassive learners.2. Experience based:Adult learners bring a wide variety of prior educationaland life experiences to a new learning situation.3. Expertise:Adult learners are capable of being more self-reliant.Adult learners operating as independent individualstend to want to accomplish things for themselves.They are often inclined to draw and rely on their ownpersonal experience and knowledge to seek answers toquestions and to solve problems.4. Hands-on approach:Adult learners are typically faced with importantmatters in everyday life. As a result, adult learners tendto focus attention on real-world situations.5. Task-centeredness:Adult learners are typically more active in performingtasks directed toward reaching a goal or solving aproblem.6. Problem-centeredness:Adult learners are more focused on dealing withproblems they encounter in their particular lifesituation.7. Solutions-driven:Adult learners operate in the real world, focus on reallifeproblems and often actively seek out solutions totheir problems.8. Value-driven:Adult learners need to know why they should learnsomething before undertaking to learn it. Given therationale for learning something, they will often investconsiderable energy in investigating the increasedbenefits gained from the learning experience and theconsequences of not learning it.9. Skill-seeking:Adult learners often actively seek out the attainmentof new and improved skills in order to better meet andsolve real-life problems.10. Self-direction:Adult learners usually perceive themselves to beindependent and responsible for their own actions andhave a deed to be directly involved in planning anddirecting their learning activities.11. External Motivation:Adult learners are often externally motivated bysuch factors as better jobs, increased promotionalopportunities, and higher salaries.12. Internal Motivation:Adult learners are often internally motivated by suchfactors as self-esteem, recognition, confidence, careersatisfaction, and the overall quality of life.”In light of the above, it becomes crucial for managers,coaches, mentors and HRD practitioners to empowerand enable the adult learner to take the lead/responsibility to compile, collate and submit theirown POE. Management of the POE by the learner is acrucial element of learner self-direction. Any supportand guidance to assist learners with the planningand the working towards the necessary evidence isprovided by the Assessor and mentors within thecontext of the learner taking ownership and beingcommitted to the learning process. During this period,learners should not be spoon-fed by their assessors,mentors or coaches at any one moment.The learner is responsible to keep the POE file andits contents safe prior to submission, to see that therelevant evidence is collected and presented in the POEand that, in cases when POE requirements are unclearor not understood, all initiatives to communicatewith facilitators, Assessors, coaches and mentors areundertaken in order to obtain clarity.An incomplete POE simply implies that the learner willautomatically be found not yet competent (NYC) bythe assessor. It is thus in the interests of the learner toensure that the POE is comprehensively completed andsubmitted on time as per submission deadline to theAssessor.5.5 POE MANAGEMENT RESPONSIBILITIESOF THE ASSESSORThe Assessor will make sure that the learner’ssubmitted POE document is kept safely untilmoderation and verification of learner assessmenttakes place by the SETA Verifier.The Assessor will also check to see that the evidencecontained in the POE covers all the specific outcomes,assessment criteria, range statements, essentialembedded knowledge and critical cross-field outcomescontained in the unit standard(s) being assessed. Ifthe Assessor has any doubts regarding the quality andquantity of evidence supplied by the learner in his/ herPOE, the Assessor may also require that the learnerattend an assessment interview. At the assessmentinterview, the learner will be asked to demonstratethat he/she is able to integrate all the knowledge andskills gained from all the unit standards contained inthe learning modules. In certain cases, more than oneAssessor may need to be involved and constitute anAssessment Panel.After the Assessor has fully completed the assessmentprocess, the learner’s POE will be moderated by aninternal Moderator. If the Assessor has concernsabout the fairness of his/ her decision, the POE will betaken to the Moderator for review. The Moderator alsohas to make sure that quality assessment standardshave been upheld and Quality Management System(QMS) assessment procedures followed. This is doneby the internal Moderator taking a random sample ofassessed POE’s and reviewing the entire assessmentprocess to ensure quality, fairness and consistency.After the internal Moderator has moderated a 15%POE sample of the entire population assessed by theAssessor, the process of external verification follows,wherein a verification site visit from the SETA Verifierphysically takes place at the premises of the trainingservice provider where POEs are kept. Certain SETAETQA departments, such as the LGSETA ETQA,undertake verification through ordinary desktopanalysis and review of submitted learner recorddocuments instead of verification site visits. Onceverification has been completed, the SETA ETQA issuesthe service provider with a Learner Endorsement ofAchievement report and authorises the certification oflearners. The SETA ETQA also uploads the details of alllearners that have successfully received competenceassessments and partial competence onto the NationalLearner Records Database (NLRD).Page 32DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 33

After receiving the Learner Endorsement ofAchievement and authorization to certificate learnersfrom the SETA ETQA, the appointed training serviceprovider compiles and submits a Closure Report toDBSA Vulindlela Academy. The Closure Reportentails a consolidated report on all aspects of theimplementation of training and post-training activitiesculminating in learner certification. VulindlelaAcademy’s appointed training service provider will alsoforward the learner statement of credits of endorsedunit standards during this stage.Certification of learners on SETA accredited courses isnormally done by Vulindlela Academy in line with ETQAregulations.On learning programmes where the DBSA VA is notaccredited but has appointed an accredited trainingservice provider, the training provider will issuecertificates to the competent learners in line withformal ETQA regulations. Those learners who arefound not yet competent are advised in writing tocontact the service provider for re-assessment.In terms of SETA ETQA guidelines, the POE shouldbe kept by the training service provider for a periodranging between one to five years and archived 1year after SETA verification has taken place. Serviceproviders normally post or courier the original POEback to the learner after assessment, moderation,verification and certification has taken place.5.6 HOW MANAGERS AND MENTORSCAN GIVE BETTER POE SUPPORT TOLEARNERSWithin the domain of adult learning, various schoolsof thought ranging from Behaviorism, Constructivism,Cognitivism, Constructivism, Humanist to Design-Basedlearning theories, agree that adult learners are alwaysready to learn due to the developmental tasks of theirsocial roles and that adult learners have a need toimmediately apply learning in the practical workingworld in order to improve their individual performance.Hiemstra (1996: 347) states that in self-directedlearning:-– Individual learners can become empoweredto take increasingly more responsibilityfor various decisions associated with thelearning behaviour.– Self-direction is best viewed as a continuumor characteristic that exists to some degreein every person and learning situation– Self-direction does not necessarily meanthat all learning will take place in isolationfrom others.– Self-directed learners appear to be able totransfer learning, in terms of both knowledgeand study skill, from one situation to another.– Self-directed study can involve variousactivities and resources, such as self-guidedreading, participation in study and tutorialgroups, internships, electronic dialogues andreflective writing activities.– Effective roles for teachers in self-directed learningare possible, such as dialogue with learners, securingresources, evaluating outcomes and promoting criticalthinking.In light of the above-mentioned empirical findings,the most efficient manner in which managers andmentors can render POE support to learners is througheliciting verbal and written feedback from learnersevery time learners attend training. Through bettercommunicating with learners regarding potentialdifficulties with POE evidence collection, assemblyand submission, managers and mentors will be betterplaced to avail the necessary evidence records to thelearner’s disposal.By encouraging learners to compile and timeouslysubmit their POEs as per deadlines given, liaisingclosely with the Assessor to identify the learner’slearning needs, advising and offering encouragementto the learner about the importance of certificationand ensuring that learners attend the compulsorylearner support workshops, managers and mentorscan ensure that learners are not sidetracked fromtheir learning responsibilities. Recognition, rewards orpromotion to learners should be given when this hasbeen duly earned.Page 34DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 35

Through discouraging complacency by learners in theworkplace and through better communicating andpraising learners for achieving their learning goals,managers and mentors would be contributingimmensely to the learner’s motivation. According toLieb (1991), successful learner motivation activitiesshould include showing adult learners the relationshipbetween training and an anticipated work promotion,job enrichment, the need to maintain old skills bylearning, the need to adapt to job changes, or theadult learner’s need to learn in order to comply withorganisational directives.Another mode in which learners’ can be assisted tocompile their POE evidence is through learners beinggiven the opportunity to practice their skills in theworkplace post-training. Through reinforcementof learning concepts on a regular basis to assistinformation retention, managers and mentors can helplearners to generate naturally-occurring evidence inthe workplace for individual learner purposes. Learnerinformation retention and post-training competenceis directly linked to the practical application of thetheoretical concepts learned initially in the classroom.The above-mentioned learning phenomenon hasbeen described by Paulo Freire (2001) as Praxis, theinterconnectedness between theory and practice.According to Freire, “Theory cannot be separated frompractice.”By adopting the above-mentioned learning supportmeasures, municipal officials, councilors and allcategories of learners undertaking accredited learningthrough Vulindlela Academy will attain a higherlearner POE submission rate as well as higher learnercertification rates.In order to ensure better support to learnersundergoing accredited learning through VulindlelaAcademy, a Guidelines Document for the Compilationand Collection of Learner POEs has been compiled toguide Coaches, Assessors, Moderators, Siyenza ManjeMentors, municipal Skills Development Facilitatorsand HRD practitioners. This document is availableelectronically on the Siyenza Manje portal or uponrequest.Certification of learners on SETA accreditedcourses is normally done by VulindlelaAcademy in line with ETQA regulations.Page 36DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 00

Chapter 6:Stakeholders, Partnershipsand MOU’s6.1 Why does DBSA VA need toestablish and work throughPArtnerships?The DBSA has identified “smart partnerships” as oneof the strategic thrusts that are required to achieve“Vision 2014.”. Partnerships are central to theachievement of the DBSA vision, mission andobjectives. Hence, to this end, the Bank has not onlydeveloped various partnerships but also has aframework in place that provides an integratedrationale, criteria and guideline for the Bank’s enteringinto partnerships.6.2 What partnerships for the DBSAIn order to enhance the establishment and optimal useof partnerships, the Bank defines a partnership, itsorigins and form as:A voluntary, negotiated and collaborative agreementbetween one or more parts of the DBSA Group andexternal entities, in which all participants agree to worktogether to achieve a common purpose or undertake aspecific task and share risks, responsibilities, resources,competencies and benefits.A partnership can be developed from various typesof relationships – suppliers, clients and customers,competitors, or different industry/diversificationrelations.A partnership can also take a number of structuralforms, ranging from a joint venture, minority equityholding, licensing, non-equity agreements or specialpurpose contracts. Partnership functions can hencevary from product co-development, technologydevelopment, risk-sharing financial access, marketaccess, strengthening of knowledge capacity, andpromotion of knowledge exchange and services.6.3 Benefits of partnershipsAs partnerships are not ends in themselves and needto benefit those involved in them, what follows aresome of the key benefits the Bank wishes to derivefrom such partnerships:• Assist the Bank to coordinate its efforts and makegreater development impacts.• Increase operational efficiency and quality.• Build better understanding, trust and relationshipswith key stakeholders.• Enhance the Bank’s reputation and license tooperate, in the country and region.• Support strategic market positioning and marketentry in new/ emerging markets.• Promote better risk management.• Encourage innovation and new ways of thinking.6.4 Some principles to guidepartnershipsThe following are some of the principles that needto be observed for partnerships to achieve their setobjectives:• Common/mutual interest and value-add toeach others’ strategic intents.• Clarity of the partnership’s purpose and objectives.There needs to be a clear understanding of theproblem at hand, of common interests, as well asan agreement on the roles and responsibilities ofthe various participants.• Capacity building: although the purpose of somepartnerships may be purely that of sharedinformation and capacity building, all smartpartnerships should have some element of learningand the potential to share knowledge.• Opportunities for additionality (adding valuethrough partnership other than competition only).• Informed partnership based on research andanalysis of the Bank’s markets.• Avoiding conflicts of interest. For example, theremay be a conflict of interest between differenttypes of commercial or non-commercialrelationships that an entity has with the DBSA, itsclients, competitors or suppliers.• The partnership should involve a shared process ofdecision-making and joint problem solving.• Evaluation and monitoring: all partnershipsPage 00 DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 39 00

need to involve regular evaluation of progressmade and willingness to adapt to and learn fromthe experience.6.5 Lessons learned and wayforward• Partner expectations and agreements have to becontinuously managed and updated to cater forongoing institutional changes in order to optimiseleveraging and rolling out of our interventions• The Academy is in the process of reconsideringsome of these MOUs with a view to eitherexpanding or reducing itsengagements with them.• DBSA VA’s general assessment is that universitiesand other higher learning institutions are governedby regulations that sometimes ‘slow’ delivery ofinterventions. For its part, DBSA VA needs to findways to deal and interact with partneruniversities to come up with streamlined ways ofengagement; e.g. programme has to go throughlengthy accreditation process.• In the same way as with point three above, theDBSA VA acknowledges the infrastructurallimitations of some of the previouslydisadvantaged universities and commits toworking with them to find ways to overcomesuch challenges e.g. in leveraging resources.6.6 Some of the Active partnershipsThe following are ACTIVE partnerships which VA is engaged in:PartnerNature of partnership1. Public Administration, Leadership and Management Academy (Palama) Public sector capacity building and training, e-learning, knowledge management2. University of Johannesburg National Certificate: Municipal Governance3. SADC Development Finance Resource Centre (DFRC) Supporting activities of SADC DFI Network, including: research,information sharing, seminars/ conferences, capacity building and training4. Agence Francaise De Developpement (AFD)/ CEFEB Pan-African Capacity Building Programme (PACBP)5. Industrial Development Corporation of South Africa Limited (IDC) Pan-African Capacity Building Programme (PACBP)6. South African Local Government Association (SALGA) Rolling out of Municipal Finance Management qualification7. World Bank Institute (WBI) Pedagogical input; e-learning8. National Treasury Municipal Finance Management Programme (MFMP)9. University of the Witwatersrand Pan-African Capacity Building Programme (PACBP)10. International Institute for Water and Environmental Pan-African Capacity Building Programme (PACBP)Engineering (2iE Institute) (Burkina Faso)11. National Water and Sewerage Corporation (Uganda) Pan-African Capacity Building Programme (PACBP)12. Makerere University (Uganda) Pan-African Capacity Building Programme (PACBP)13. Cooperative Governance and Traditional Affairs (CGTA) Training of municipal officials in municipal IntegratedDevelopment Planning (IDP) qualification14. CIFAL Durban Rolling out of training to municipalities outside SA15. University of the North West (Mafikeng) Developing case studies for VA courses16. Kreditanstalt für Wiederaufbau (KfW) (Germany) Municipal Governance, Municipal Finance Management,Municipal Integrated Development Planning17. Local Government SETA Artisans, LGRC/ LGNet, Integrated Development Planning, Local Economic Development18. Microsoft SA Computer skills training in SA municipalitiesPage 40DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 41

Chapter 7Training in SADC7.1 SADC POLICY OR STRATEGICENVIRONMENTThe DBSA VA’s SADC portfolio exists within the contextof the regional Indicative Strategic Development Plan(RISDP). This is a framework for SADC’s developmentwhich assigns top priority to poverty eradication,achieving high and sustainable economic growthand deepening economic integration. It provides aframework for the implementation of the variousstrategies designed to fulfill the vision and missionstatement of the SADC. Capacity building is one of thepillars strongly highlighted in the strategy to developthe DFIs.The Academy is therefore one of the key players ofcapacity building in the region in line with the DBSA’svision of an integrated and empowered region,progressively free of poverty and dependency. Otherkey players to be noted are the SADC Secretariat whichwas established as a result of the adoption by SADCMinisters of Finance in 1998 to implement the RISDPStrategy.The SADC Development Finance Resource Centre(DFRC) network which is the subsidiary of the SADCSecretariat exists to drive the capacity building pillarof the RISDP Strategy. It is a network of developmentinstitutions (DIs) largely driven by membership. Itscapacity building interventions are dependent ondonor-funding. DBSA VA and IDC as leading DIs aremembers and collaborate with the DFRC network inthe implementation of capacity building in the region.In 2009, the three institutions signed a memorandumof understanding with a view to create synergies andavoid duplication of capacity building efforts in theregion.For the broader DBSA African involvement, theevolution of NEPAD under the auspices of theAfrican Union (AU) with a new vision and politicalcommitment calls for the Academy to continueits capacity building support as NEPAD faces newchallenges of being hands-on in project identificationup to the implementation of projects. The objectiveof the Academy goes beyond just supporting, interalia, the DFRC Network, its main focus is to capacitateand support the DBSA International Division’s clientsin the region. About 33% of the DBSA’s loan bookis invested outside South Africa and it is imperativeto create both institutional and human capacity of aclient to effectively manage the institution. This is theAcademy’s contribution towards managing the DBSA’srisk exposure outside South Africa.7.2 CAPACITY BUILDING CHALLENGES INTHE REGIONPart of the dilemma is that Africa, including SADC, hasbeen allocated billions of US Dollars for infrastructuredevelopment but implementation is constrained by thecontinent’s serious skills deficit as well as institutionalweaknesses. There is no adequate skill to identify,package, structure, implement and monitor projects.According to the 2009 feasibility study conductedfor the Pan-African Capacity Building Programme(see chapter 2), sectors such as Water, Energy andTransport are still severely affected by the shortageof skills. There is still over reliance on both local andinternational consultants for ongoing support toinstitutions who are involved in infrastructure projects.7.3 THE STRUCTURE OF THE SADCPORTFOLIOThe SADC portfolio is divided into two distinct areasnamely:(1) SADC-DBSA lending environment and(2) Capacity building support7.4 PARTNERSHIP PROGRAMMESDBSA VA is engaged in a number of partnershipprogrammes as outlined below:• AGENCE FRANCAISE DE DEVELOPPEMENT(AFD)This is known as the PACBP and is describedin chapter 2.• JAPANESE INTERNATIONAL COOPERATIONAGENCY (JICA)This programme was launched in 2006Page 00 DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 43 00

through a record of discussion between thepartners. The duration is five years, 2009/2010 being the final year of implementation.The partnership is valued at R7.5m, with 75%coming from JICA and 25% from the DBSA.Since programme launch 400 professionals fromDFIs, governmentand utilities have been trained.Countries covered include SADC, South of Sudan,Nigeria and the East African Community (EAC).Focus was on Infrastructure Developmentprogrammes to achieve the following indicators:• Improved credit rating status by one level;• Good corporate governance;• Risk management, credit committees andinternal audit systems in place;• Policy framework amenable to private sectorparticipation; and• A paucity of good projects in five years time.• WORLD BANKThis programme was based on the view thatwell planned, bankable PPI projects areneeded in Africa in order to address povertyalleviation and sustainable development.The region lacks trained analysts who canassist “public partners” develop PPI projectsin responsible, accountable and viable ways.Most PPP projects are either renegotiatedor fail because of, amongst others, poorcost-benefit analyses. What has emerged inrecent times from the World Bank and otherkey players, who are involved in infrastructureprojects in Africa, is the absence of cost-benefitanalyses being used as an analytical tool in theassessment of PPI project preparation.The value of the programme is $234,000 andis 100% funded though PPIAF based in Kenya.Focus was on PPI Training delivered by QueensUniversity in South Africa.Participants were drawn from SADC DFIs, somegovernment officials and utilities. This was apilot project which will hopefully be extendedin time to wider participants in the sub-Saharan Africa.• CIFAL DURBANCIFAL is the International Training Centre forLocal Authorities and Local Actors. EthekwiniMunicipality was identified by the United NationsInstitute for Training and Research (Unitar) aspossessing the necessary infrastructure andcapabilities to provide training for other localauthorities, particularly those in Africa. Againstthis background, Cifal Durban, which forms partof a worldwide network of 11 Cifals, was officiallylaunched by His Worship, The Mayor, CouncilorObed Mlaba in October 2004. The roleof these Cifals is to facilitate administrative andtechnical capacity building for sustainabledevelopment and improve access to basic servicessuch as water, sanitation, waste management,transportation, energy, public health and informationand communication technologies.DBSA VA has been identified to become a deliveryvehicle for some of the CIFAL programmes. Amemorandum of Understanding will be signed inMarch 2010. In the interim 45 councilors in Harareand 30 in Bulawayo, Zimbabwe respectively, weretrained in 2009.• SOUTHERN AFRICA POWER POOL (SAPP)The SAPP Environmental Sub-committee (ESC)has a four year capacity building plan. The firstintervention was delivered in November 2009 onEIA processes and review techniques. The aim ofthe course was to provide the environmentalistswith skills to undertake their own reviews, orappoint external reviews to a limited extent.• NEPADThe evolution of NEPAD under the auspicesof the African Union (AU) with a new visionand political commitment faces newchallenges of being hands-on in projectidentification up to the implementationof projects. 20 professionals were trained onProject Implementation in December 2009from all country offices.A long-term approach has been requested byNEPAD including Leadership Development forall their relevant professionals country wide.• ZESAZesa was trained over a period of sevenmonths in Zambia on various modulestailored to suit the energy sector.Funding was made available by DBSA andFieldstone.• INFRASTRUCTURE DEVELOPMENT OFZIMBABWE (IDBZ)Ongoing training has been offered toIDBZ based in Zimbabwe over a periodoffive years on among others, ProjectAppraisal, Risk Management, ResourceMobilisation, Project Development, Design,Structuring, and Implementation and ProjectFinance. The institution has since lost 50%of its core skills due to political turmoil.• BPC – ANGOLABPC has been trained in Project Finance sofar. JICA programmes have also beenattended. Manuals were translated into Portugueseto meet the language barrier.7.5 PRODUCT OFFERINGSThe DBSA VA provides courses that are tailored to suitthe DFIs lending environment. Some of these coursesare packaged as a series of modules over a period of amonth or combined into one to two-week programmes:• Project Finance• Project Appraisal• Risk Management• Financial Modelling• Loan Agreements• Cost-Benefit Analysis for project with privateparticipation (PPI)• Public- Private Partnerships• Negotiation Skills• Monitoring and EvaluationThe courses are case study driven to ensure fullparticipation. At the end of the training programme,delegates are awarded certificates of recognition.7.6 LOOKING AHEADThe year 2009/ 2010 was marked by new challengessuch as the global financial crisis, which affected mostinstitutions financially, resulting in job losses in somesectors. Despite this however, most DFIs, governmentsand utilities were able to retain most of their staff. TheDFIs in Zimbabwe as a country emerging out of thepolitical turmoil lost more than 50% of their core skills,particularly their investment officers. This is significantbecause most of the delegates attending JICA/ DBSAtraining over the past five years have come fromZimbabwe.Overall, the DFIs, governments and utilities inSub-Saharan Africa need ongoing training so as tokeep abreast with the latest developments in theirrespective sectors. There is a need to focus onyoung graduates in order to build a pool of futureprofessionals in these sectors. The trend over the pastfive years reveals that the majority of professionalsattending training fall between mid- thirties to late 40s.Very few fall between late twenties to mid-thirties.Long term courses delivered through e-learningplatforms are being considered as part of SADC’salternative delivery methods.Page 44DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 45

Chapter 8:Local Government ResourceCentre (LGRC) and ComputerSkills Training8.1. BackgroundThe Local Government Resource Centre which iscommonly referred to as the LGRC powered by LGNETwas created by the Development Bank of SouthernAfrica [DBSA] in partnership with local governmentstakeholders. The role and function of the LGRCpowered by LGNET is to assist municipalities tomeet all the challenges they face and to fulfill theirdevelopmental responsibilities and duties. The LGRCaspect of the ‘LGRC powered by LGNET’ refers to thecontent of the portal, and the ‘powered by LGNET’refers to the Local Government Network [LGNET]which is the virtual private network and technicalvehicle used to connect all municipal offices and users.The LGNET aspect of the LGRC powered by LGNETis currently under review as is the content aspect ofthe portal which is undergoing a transformation andupgrade. The LGRC powered by LGNET will soon nolonger be accessible through the current deliverymethod [router], and will now be accessible to all itsclients via the World Wide Web.Page 00 DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 47

8.2. WHAT IS THE LGRC?The LGRC is a practical one-stop support centre formunicipalities that will empower today’s seniormunicipal professionals, councilors and registeredusers. The LGRC powered by LGNET forms a gatewayfor municipal officials to local government knowledge.The LGRC is directly accessible to all municipalities andother local government stakeholders through a virtualprivate electronic network known as the LGNET.The DBSA appoints consultants, referred to internallyas content providers, who ensure that content is keptupdated, relevant and current; and who source articlesof interest and/or relevance for our clients. Thisensures that our clients are provided with the toolsthey need, as they need them.8.3. BENEFITS OF THE LGRC POWERED BYLGNETThe LGRC powered by LGNET seeks to assistmunicipalities by preventing duplication; promote thesharing of knowledge; enhancing co-operation andpooling of resources; and further co-ordination withinmunicipalities.In the past, municipalities would source consultants ata high financial cost to assist them in the developmentof policies and other related issues. Neighbouringmunicipalities would go through the same process,again at a high financial cost which could have beenavoided if they were in communication with each otherand sharing knowledge, lessons learned and so forth.8.4. WHAT SERVICES ARE PROVIDED?New developments and legislation that are of interestor benefit to municipalities and local government; aswell as work that has been done successfully by othermunicipal or government institutions is made availableon the LGRC powered by LGNET to promote knowledgesharing and is for utilisation by all municipalities.The information is provided in a well structured anduser friendly manner and provides step-by-stepguidelines, support material and manuals that willassist senior staff and councilors to perform theirtasks. In addition, the LGRC powered by LGNET hasmany benefits and listed below are some of the keyelements of the LGRC powered by LGNET.• An advisory service referred to as ‘Muni-expert’which is supported and responded to by subjectmatter specialists; [See picture below]• Information on service providers who areavailable to assist municipalities with problemsthey experience;• The processing and provision for socioeconomicdata;• The provision of models to assist municipalitieswith decisions regarding service delivery• Up to date news and developments that affectmunicipalities or that they should know about;• Management information systems - includingGlobal information System (GIS), satellite imageryand aerial photographs;• Access to best practice guidelines; and• Standard documents and templates.Page 48DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 49

8.5. RATIONALE FOR THE LGRCThe DBSA is a development finance institution andas part of our mandate, we need to providedevelopmental support and capacity building to ourclients. Municipalities are the main client-base of theDBSA. It is with this in mind that the LGRC poweredby LGNET was designed to assist in building localgovernment capacity and provide them with areservoir of local government knowledge.8.6. IS THE LGRC POWERED BY LGNETSOLELY A DBSA INITIATIVE?The LGRC powered by LGNET is not solely a DBSAinitiative. Partnerships were formed amongst localgovernment stakeholders as they are essential toensure optimum support to municipalities.Currently the LGRC powered by LGNET enjoys equalpartnerships with Cooperative Governance andTraditional Affairs (COGTA); the South African LocalGovernment Association (SALGA); and the LocalGovernment Seta [LGSETA]. Furthermore, the DBSAhas entered into numerous other partnerships withmajor stakeholders to enhance the vision of sharing,pooling and co-operation; and to prevent duplication.As a developing country, South Africa can no longerafford to operate with isolated endeavours to supportmunicipalities. Steps have been put into place viathe LGRC powered by LGNET to maximise scarceresources.8.7. HOW OPERATIONAL IS THE LGRCPOWERED BY LGNET?The LGRC powered by LGNET has been connectedin 98% of municipalities throughout South Africa. Inaddition to Municipalities, some provincial governmentand other institutions such as the Demarcation Boardare also connected.8.8. HOW DO MUNICIPALITIES GETCONNECTED?The LGRC powered by LGNET needs to be appliedfor by the Municipal Manager of each municipality.Once the decision to apply has been made, a formalapplication form is completed and submitted to theDBSA IT Manager.Installations can take anything from three to sixmonths. The speed of installation is dependent onthe current Telkom infrastructure available in thearea, and whether Telkom needs to install additionalinfrastructure before the DBSA IT Specialist finalisesthe installation of the routers.8.9. WHAT ARE THE COSTS INVOLVED?The LGRC powered by LGNET is a completely freeservice to local government. The only hidden cost isthe cost of the electricity required to power the router,which equals the same amount of power required by a100 watt globe.Once the migration to the World Wide Web has takenplace, the router will be removed and this cost will nolonger be necessary.8.10. TRAINING ON THE LGRC powered byLGNETDuring the first stages of the implementation of theLGRC powered by LGNET, training was provided to allmunicipalities through a service provider. In this phaseof training, which is referred to as Phase I training, atotal of 14h30 municipal officials were trained.LGNET: Municipalities trained 30 August 2005 - 28 February 2006Province: Gauteng Trained on LGRC Trained as AdministratorsLesedi 12 2Sedibeng 13 2Emfuleni 12 2Nokeng Tsa Taemane 14 2Midvaal 14 2TOTAL TRAINED IN REGION 65 10Province: North West Trained on LGRC Trained as AdministratorsKlerksdorp 15 2Maquassi Hills 10 2Ditsobotla 8 2Tswaiing 8 2Kagisano 8 2Mamusa 5 2Bophirima 7 2Naledi 10 2Moses Kotane 6 2Bojanala 12 2Kgetleng River 7 2TOTAL TRAINED IN REGION 22Province: North West Trained on LGRC Trained as AdministratorsRustenburg 12 2Lekwa Teemane 8 2Dept of Housing 8 2Mafikeng 8 2Central DM 14 2Ventersdorp 12 2Ramotshere 8 2Potchefstroom 8 2Kagisano 8 2Molopo 6 2LGNET: Municipalities trained 30 August 2005 - 28 February 2006Province: Gauteng Trained on LGRC Trained as AdministratorsLesedi 12 2Sedibeng 13 2Emfuleni 12 2Nokeng Tsa Taemane 14 2Midvaal 14 2TOTAL TRAINED IN REGION 65 10Province: North West Trained on LGRC Trained as AdministratorsKlerksdorp 15 2Maquassi Hills 10 2Ditsobotla 8 2Tswaiing 8 2Kagisano 8 2Mamusa 5 2Bophirima 7 2Naledi 10 2Moses Kotane 6 2Bojanala 12 2Kgetleng River 7 2TOTAL TRAINED IN REGION 22Province: North West Trained on LGRC Trained as AdministratorsRustenburg 12 2Lekwa Teemane 8 2Dept of Housing 8 2Mafikeng 8 2Central DM 14 2Ventersdorp 12 2Ramotshere 8 2Potchefstroom 8 2Kagisano 8 2Molopo 6 2Greater Taung 8 2Moretele 12 2Page 50DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 51

Madibeng 10 2TOTAL TRAINED 218 48Province: Northern Cape Trained on LGRC Trained as AdministratorsMoshaweng 7 2Frances Baard 14 2Dikgatlong 7 2Kgatelopele 3 2Tembelihle 6 2Emthanjeni 8 2Pixley Ka Seme 9 2Kai-Garib 8 2Namakwa 9 2Nama Khoi 12 1Kamiesberg 8 2Hantam 6 1Siyathembo 11 2Khai-Ma 4 2Khara Hais 6 2Mier 5 2Syianda 1 1Kgalagadi DM 17 2Ga-Segonyana 9 2Gamagara 6 1SALGA 2 1Sol Plaatje 20 2Renosterberg 3 2Dept Housing NC 2 2TOTAL TRAINED IN REGION 183 43Region Municipality Computer LGRCMoqhaka 8 2Lejweleputswa 9 2Nala 14 2Manguang 11 2SALGBC 3 1Mantsopa 6 2Maluti a Phofung 10 2Nketoana 8 1Naledi 3 2Xhariep 5 1Letsemeng 3 2Metsimaholo 12 2TOTAL TRAINED IN REGION 92 21Province: KWAZULU/NATAL Trained on LGRC Trained as AdministratorsMooi Mpofana 6 2Umngeni 15 2Umngeni Water 11 2Msunduzi 7 2Greater Kokstad 10 2eDumbe 7 2Abaqulusi 9 2Msinga 5 2Okhahlamba 3 2Endumeni 1 1Emnambithi 6 2Indaka 10 2Imbabazane 6 2Nkandla 8 2Zululand 17 2Uthungulu 1 1Ulmalazi 3 2Mthonjaneni 3 1Ntambana 2 2Maphumulo 6 2Vulamelho 4 1Mbonambi 4 2The Big 5 False Bay 4 2Uphongolo 13 2TOTAL TRAINED IN REGION 161 44Province: Eastern Cape Trained on LGRC Trained as AdministratorsKou-Kamma 7 2Cacadu - Western DM 13 2Ikwezi 6 2Port St John 7 2Inkwanca 5 2Mbhashe 8 2Mbizana 6 1Blue Crane 8 2Inxuba Yethemba 8 2Chris Hani 14 2Elundini 8 2Ukhahlamba 8 2Ntabankulu 6 2Baviaans 13 2Amahlathi 10 2Amatole 6 2Groot Kei 2 2Senqu 7 2Lukhanji 8 2Ntabankulu 6 2TOTAL TRAINED IN REGION 156 39Province: Western Cape Trained on LGRC Trained as AdministratorsBeaufort West 5 1Kannaland 9 2Hessequa 6 2Theewaterskloof 8 4George 7 1Oudtshoorn 5 2Mossel Bay 4 2Eden 11 2Knysna 4 2Bitou 8 2Witzenberg 7 1Swartland 1 2Cederberg 7 2West Coast DC 1 1Matzikama 13 2TOTAL TRAINED IN REGION 96 28Province: Limpopo Trained on LGRC Trained as AdministratorsGreater Marble Hall 7 1Greater Sekhukhune DM 14 2Lephalale 8 3Mogalakwena 6 2Modimolle 4 2Waterberg District 18 2Makhudutamaga 12 2Thulamela 10 2Molemole 6 2Maruleng 9 2Ba-Phalaborwa 6 2Makhuduthamaga 12 2TOTAL TRAINED IN REGION 112 24Province: Mpumalanga Trained on LGRC Trained as AdministratorsLekwa 18 1Steve Tshwete 23 2Umjindi 11 3Nkomazi 20 3Bushbuckridge 7 2TOTAL TRAINED IN REGION 79 11TOTAL TRAINED 1162 268TOTAL NUMBER OF PHASE I TRAINEES = 1430Page 52DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 53

As the need for training escalated, it became evidentthat the planning and execution of the training neededto be handled by the DBSA Vulindlela Academy. Aproject office was set up and trainers were employedon a contract basis to deliver the training to ourclients.Phase I training was delivered through funding fromthe DBSA Development Fund. Phase II training hasbeen funded by the LGSETA and an initial amount ofR5 million was allocated. The LGSETA has provided afurther R5.5 million to continue the delivery of trainingto all municipal officials.Municipalities that had already received training wererequesting further training for new employees, orbecause through staff turnover, all trained employeeshave resigned from their institutions. The followingstatistics capture the training done through the PhaseII training project which is being managed through theDBSA Vulindlela Academy.In addition, during Phase II training, we included aone-day training on basic computer skills to ensurethat all delegates had the minimum computer skillsrequired to operate the portal. Municipalities weregiven the opportunity to select either a 3-day or 2-dayintervention, dependent on the needs of their officials.It has been our experience that the 1 day computerrefresher training gives value to the delegates on anumber of levels as most of our delegates have had noformal computer training and welcome the opportunityto get practical tips and training on the MS Officeprograms. In most sessions, delegates ask for guidanceand training on specific areas relating to their day today functions in mostly word and excel.It is, however, important to note that the one daycomputer refresher training is not considered asformal MS Certified computer training.The Administrator training has not as yet been offeredto municipalities during the Phase II training. Here arethe statistics for the Phase II training:Trained in both Phase I and in Phase IIRegion Municipality Computer LGRCGauteng Lesedi District Municipality 6 6Kwazulu Natal Edumbe 9 12Limpopo Ba-Phalaborwa Local Municipality 8 9Limpopo Thulamela Municipality 7 8Mpumalanga Umjindi Municipality 18 20Northern Cape Siyanda District Municipality 12 12Western Cape Cederburg Municipality 15 22Western Cape Eden District Municipality 3 8Western Cape Hessequa Local Municipality 0 11Western Cape Oudtshoorn Local Municipality 0 18TOTAL NUMBER OF DELEGATES TRAINED IN 78 126PHASE I & IIMUNICIPALITIES TRAINED DURING PHASE IIRegion Municipality Computer LGRCEastern Cape Alfred Nzo Municipality 0 11Eastern Cape Buffalo City Municipality 10 13Eastern Cape Camdeboo Municipality 19 26Eastern Cape Emalahleni Municipality 10 10Eastern Cape Gariep Municipality 14 18Region Municipality Computer LGRCEastern Cape Inquza Hill Municipality 0 8Eastern Cape Intsika Yethu Municipality 0 6Eastern Cape King Sabata Dalindyebo Municipality 11 12Eastern Cape Makana Municipality 0 10Eastern Cape Maletswai Municipality 4 7Eastern Cape Mhlonto Municipality 6 8Eastern Cape Ngcobo Municipality 7 8Eastern Cape Sundays River Valley Municipality 0 10Eastern Cape Tsolwana Municipality 0 3Eastern Cape Sakhisizwe Municipality 0 7Eastern Cape Mataiele Municipality 9 9Eastern Cape Nyandeni Municipality 9 30Eastern Cape Blue Crane Route Municipality 16 15Eastern Cape Great Kei Municipality 0 15Eastern Cape Nxuba Municipality 11 11Eastern Cape Ntabankulu Municipality 0 13Eastern Cape O R Tambo Municipality 0 16Eastern Cape Umzimvubu Municipality 0 8Eastern Cape KouKamma Municipality 44 43Eastern Cape Lukhanji Municipality 14 13Free State Kopanong Municipality 4 5Region Municipality Computer LGRCFree State Matjhabeng Municipality 4 19Free State Motheo Municipality 2 5Free State Pumelela Municipality 8 10Free State Tswelopele Municipality 0 16Free State Umsobumvu Municipality 12 13Free State Moqhaka Municipality 6 8Free State Mohokare Municipality 3 2Free State Xhariep Municipality 9 11Free State Setsoto Municipality 15 18Free State Letsemeng Municipality 0 4Free State Lejweleputswa Municipality 6 6Free State Nala Municipality 6 9Free State Maluti A Phofung Municipality 9 9Free State Nketoana Municipality 0 13Free State Phumelela Municipality 0 8Gauteng City of Johannesburg 0 11Gauteng Ekurhuleni Metro 15 38Gauteng Mogale City Municipality 0 6Gauteng Randfontein 19 11Gauteng Sedibeng Municipality 8 9Gauteng DPLG 0 46Page 54DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 55

Region Municipality Computer LGRCGauteng Lesedi Municipality 6 13Gauteng Kungwini Municipality 0 8Gauten SALGA 6 122Gauteg Emfuleni Municipality 9 20Gautng SAICA 0 14Gaueng Moretele Municipality 0 13Gauteng Metsweding Municipality 0 11KwaZulu Natal Hibiscus Coast Municipality 7 9KwaZulu Natal Hlabisa Municipality 7 10KwaZulu Natal Jozini Municipality 6 6KwaZulu Natal Newcastle Municipality 8 18KwaZulu Natal Richmond Municipality 0 10KwaZulu Natal Umkhanyakude Municipality 13 14KwaZulu Natal Umzimkhulu Municipality 17 16KwaZulu Natal Umzinyathi Municipality 0 13KwaZulu Natal Umzumbe Municipality 6 9KwaZulu Natal Uthukela Municipality 3 10KwaZulu Natal Edumbe Municipality 9 12KwaZulu Natal Imbabazane Municipality 6 9KwaZulu Natal Ndwedwe Municipality 0 7KwaZulu Natal Maphumulo Municipality 3 6Region Municipality Computer LGRCKwaZulu Natal Umdoni Municipality 0 13KwaZulu Natal Ezinqoleni Municipality 6 8KwaZulu Natal KwaDukuza Municipality 22 20KwaZulu Natal Mandeni Municipality 0 10KwaZulu Natal Sisonke Municipality 0 9KwaZulu Natal Ugu Municipality 2 7KwaZulu Natal Ubuhlebezwe Municipality 0 8KwaZulu Natal KwaMbonambi Municipality 3 4KwaZulu Natal Endondakusuka Municipality 0 10KwaZulu Natal Vulamehlo Municipality 16 14KwaZulu Natal Impendle Municipality 7 10KwaZulu Natal Mpofana Municipality 0 9KwaZulu Natal Endumeni Municipality 0 9KwaZulu Natal Ingwe Municipality 0 10KwaZulu Natal Umvoti Municipality 20 20KwaZulu Natal iLembe Municipality 9 8KwaZulu Natal uMlalazi Municipality 13 13Limpopo Province Makhado Municipality 15 17Limpopo Province Mutale Municipality 11 13Limpopo Province Ba-Phalaborwa Municipality 8 9Limpopo Province Thulamela Municipality 7 8Region Municipality Computer LGRCLimpopo Province Greater Giyani Municipality 8 8Limpopo Province Mookgopong Municipality 9 10Limpopo Province Musina Municipality 0 10Limpopo Province Blouberg Municipality 0 18Mpumalanga Delmas Municipality 3 5Mpumalanga Dipaliseng Municipality 8 21Mpumalanga Elias Motsoaledi Municipality 7 11Mpumalanga Emakhazeni Municipality 0 8Mpumalanga Mkhondo Municipality 5 10Mpumalanga Msukaligwa Municipality 30 33Mpumalanga Pixley Ka Seme Municipality 0 9Mpumalanga Thaba Chweu Municipality 5 6Mpumalanga Thembisile Municipality 5 5Mpumalanga Umjindi Municipality 19 20Mpumalanga Dr JS Moroka Municipality 8 10Mpumalanga Govan Mbeki Municipality 20 20North West Merafong City Municipality 0 11North West Southern District Municipality 0 9North West Ratlou Municipality 11 11North West Naledi Municipality 5 22North West Mamusa Municipality 8 8Region Municipality Computer LGRCNorth West Maquassi Hills Municipality 15 15North West Dr Ruth Mompati Municipality 15 17Northern Cape Ubuntu Municipality 14 15Northern Cape !Kheis Municipality 9 9Northern Cape Siyancuma Municipality 8 10Northern Cape Richtersveld Municipality 3 4Northern Cape Tsantsabane Municipality 0 10Northern Cape Magareng Municipality 3 8Northern Cape Phokwane Municipality 10 8Northern Cape Karoo Hoogland Municipality 8 10Northern Cape Siyanda Municipality 12 12Northern Cape Siyenza Manje Deployees 0 16Northern Cape Moshaweng Municipality 6 10Northern Cape Siyathemba Municipality 10 10Northern Cape Emthanjeni Municipality 21 24Northern Cape Renosterberg Municipality 0 9Northern Cape Nama Khoi Municipality 0 14Northern Cape Kareeberg Municipality 0 10Western Cape Cederberg Municipality 15 22Western Cape Breede Valley Municipality 2 11Western Cape Saldanha Bay Municipality 6 7Region Municipality Computer LGRCWestern Cape Oudtshoorn Municipality 0 18Western Cape Stellenbosch Municipality 0 18Western Cape Prince Albert Municipality 4 5Western Cape Overberg Municipality 0 10Western Cape Overstrand Municipality 0 29Western Cape Eden Municipality 3 8Western Cape City of Cape Town 0 12Western Cape Breede River Winelands Municipality 6 18Western Cape Drakenstein Local Municipality 0 9Western Cape Hessequa Municipality 0 11Western Cape Laingsburg Municipality 5 7Western Cape Cape Agulhas Municipality 12 16Western Cape Theewaterskloof Municipality 32 34Western Cape Beaufort West Municipality 0 6Western Cape Bergrivier Municipality 8 9Western Cape Cape Winelands Municipality 0 19Western Cape Matzikama Municipality 0 11n/a Department of Local Gov & Housing 0 24n/a Siyenza Manje Deployees 0 167TOTAL TRAINED IN PHASE II AS AT 31 MARCH 2010 933 2 241Page 56DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 57

One of our biggest challenges in the delivery of theLGRC powered by LGNET training is the poorcommitment from municipalities and their delegatesto attend the training. We experience a high level ofcancellations and postponements of dates scheduled.In order to manage this process affectively, we neededa dedicated staff member to liaise and plan the trainingaccordingly. This position has been allocated to MichaelBaillie [Coordinator: LGRC powered by LGNET].8.11. TRAINING COSTSThe training is funded by the LGSETA and is providedfree of charge to municipalities. Training takes place inthe region and towns where the municipality is located.This in itself has raised many challenges for theproject office as in some instances, the towns are smalland remote and finding a suitable venue becomeschallenging. The rationale for training at locations inclose proximity to the municipalities is to avoid theunnecessary expenditure in travel and accommodationfor delegates.Each trainer has computer equipment which is shippedto the location of the training and a computer traininglab is created for the training. Each training computerlab has the capacity to train 10 delegates per sessionand we can train a total of 50 delegates per week.In instances where delegates exceed 10, we try toaccommodate them via the ‘loan’ of computers fromother trainers’ equipment. This seems to be the mostcost-effective and efficient manner to ensure all clientsare trained on the portal.8.12. ACCREDITATIONThe Phase I training and first 18 months of the PhaseII Training on the LGRC powered by LGNET trainingearned delegates a certificate of attendance. Throughthe assistance of a consultant, we identified unitstandards that applied to the LGRC powered byLGNET content, and put the programme through theaccreditation process.We are extremely proud to announce that accreditationwas awarded on the LGRC powered by LGNET trainingprogramme in July 2008 and the first accreditedtraining was delivered to Theewaterskloof Municipalityin Caledon.The LGRC powered by LGNET has been accredited withthe Local Government Seta [LGSETA] on Unit Standard119351, NQF Level 5 with ten [10] credits.As at 31 March 2010 400 learners had completed theaccredited training and submitted their portfolios forassessment, moderation, verification and certification.This is a milestone achievement and one that makesus proud, specifically as we have developed the projectteam as assessors and moderators on this program.The LGRC powered by LGNET has been accreditedagainst the following unit standard:ID NO: QUALIFICATION LEVELTITLECore 57824 Further Education and Level 4Training Certificate: PublicAdministrationCore 49554 National Diploma: Level 5Public Finance Managementand AdministrationElective 50372 Further Education and Level 4Training Certificate:Municipal Financeand AdministrationElective 66089 National Certificate: Level 5Housing DevelopmentElective 50060 National Certificate: Level 5Public AdministrationElective 65649 National Certificate: Level 5Statistics8.13. PORTFOLIO DEVELOPMENTThe accredited LGRC powered by LGNET trainingprogramme has been designed in such a way sothat portfolio development takes place during theintervention. In doing this, we ensure that all delegateshave completed and submitted their portfolio ofevidence and are in a position to gain the full benefitsof the programme.One of the biggest challenges facing training providersin this day and age is learner commitment tocompleting and submitting their portfolio’s aftertraining has been completed. By including portfoliodevelopment in the training intervention, we alleviatethis challenge and assist the learner. This also reducesthe administration costs of further learner supportafter the intervention as the trainer is on hand andpresent to assist any delegate that may need additionalsupport.In addition to the LGRC powered by LGNET content, westill offer the one day computer basic skills refreshercourse to ensure all delegates, that may need it, havethe minimum computer literacy required to navigatethrough the LGRC powered by LGNET. Delegatescan choose between the two and three-day trainingintervention, based on their personal need.8.14. ASSESSMENTAll the LGRC powered by LGNET trainers andadministration staff have been trained in theOccupationally Directed Education Training andDevelopment Programme [ODETDP]. Three of thefive trainers have been registered and approved asconstituent assessors with the LGSETA, as well asthe project manager. The remaining staff is still in theprocess of awaiting confirmation of their registrationas assessors.Since the roll-out of the accredited training in August2009, we have trained 405 delegates on the accreditedtraining programme. Furthermore, we have completedassessment on all portfolios received up to December2009.8.15. MODERATIONModeration of assessments is currently handled bythe consultants from SAIL Consulting who assistedus in the accreditation of the programme. This is ashort-term arrangement as all project staff awaitsthe finalisation and registration of their status asmoderators with the LGSETA.In order to assure quality control, processes have beenput in place to ensure that the project manager andCoordinator of Learner Support [Terrence Sakwe]oversee the moderation of portfolios. The coordinatorwill ensure full compliance with the SETA requirementsand will ensure that all team members get theopportunity to moderate.8.16. CERTIFICATION AND REGISTRATION ONTHE NATIONAL LEARNER RECORD DATABASE(NLRD)The verification and certification of the portfolio’sassessed and moderated in December 2009 is awaited.The total number of delegate portfolios submitted forthis process is 395.Page 58DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 59

When this process has been completed each delegatewill receive a certificate of competence and Statementof Results [SOR] from the LGSETA and will have theirnames and credits earned registered on the NationalLearner Record Database [NLRD].Achieving accreditation of the programme and havingtrained assessors and moderators based in-house is amajor achievement for the LGRC powered by LGNETPhase II project team.8.17. LESSONS LEARNEDAs the LGRC powered by LGNET Phase II projectoffice evolved and training was planned and delivered,lessons Learnt became a vital tool to measure theeffectiveness and efficiency of delivering training.Procedures were amended and streamlined, wherenecessary, when lessons learnt had been experiencedand documented. We will highlight a few of the lessonslearned since the inception of the Phase II trainingproject in July 2007.DelegatesEach trainer has been allocated 11 computers, a server,a projector, a printer and all the cabling and extensionsrequired to set up a computer training laboratory inthe region where training has been scheduled.Numbers are therefore limited to 10 delegates persession. If a municipality required more than 10delegates to be trained, computers had to be sourcedfrom other trainer’s labs. This resulted in planningand scheduling challenges as often municipalities onlycommunicated additional delegates had been added atthe last minute.15 delegates, real attendance would often be belowthe numbers registered. This is a challenge faced byall training providers and not only the LGRC poweredby LGNET training. In some instances municipalitieswould not arrive for training at all and when contactedwould indicate that they had ‘too much work to do.’This has huge cost implications for the project and iswasteful expenditure.This non-attendance problem is not unique to the LGRCpowered by LGNET training and applies to all serviceproviders and programmes. The DBSA VulindlelaAcademy is looking into policies and procedures thatwill assist in addressing this problem.Load SheddingIn load shedding days, equipment was damaged whenpower surges were experienced and in one case,compromised the delivery of training. New replacementequipment had to be sourced and purchased in thetown we were training in, so that the training couldcontinue. Special plugs for the equipment werepurchased and since then, no further occurrences havetranspired.Logistics and shippingThe shipping and delivery of computer trainingequipment was another area where lessons learnedbecome valuable and indicated the need to reviewprocedures. Specialised boxes were sourced for theequipment. Each trainer has two boxes carrying alltheir equipment. Locks were not sufficient to protectthe equipment and so new methods of securing theequipment had to be sourced and implemented.In one instance two training labs were shippedsimultaneously and as the boxes were identical, onebox from each trainer was delivered at each venuewhich resulted in two trainers having incompletetraining labs. Fortunately, there was no delay to thetraining as we have an excellent courier service andthey collected the incorrect boxes and drove throughthe night to return the correct boxes to each trainer.This identified the need to mark each trainer’s set oftraining labs so that all the ‘As’ were kept together and‘Bs’ etc.Venues and CateringAs mentioned earlier, not every municipality is in atown where training facilities exist. In such cases, weuse municipal facilities. The challenges here are thatdelegate attendance becomes sporadic as delegatesreturn to their offices to attend to urgent issues. Inone or two instances, council chambers were bookedand trainers were stopped in mid-training to vacatethe premises, equipment and all, as senior managerswanted the venue for meetings.Catering is usually sourced through the municipality’sdatabase and the challenges we have in this area arelack of quality control and payment challenges asthese are often people who are not registered businessowners so paying them in compliance with our internalcorporate governance processes becomes a majorchallenge.8.18. ADDITIONAL ACHIEVEMENTSThe LGRC powered by LGNET project team are alwayslooking for a way to improve and set precedents. Theopportunity arose to set another precedent whenLepelle-Nkumpi Municipality in the Limpopo Provincerequested training for one of their officials who is blind.This initially proposed a HUGE challenge. How do youtrain a blind person on a visual program?We were reluctant to deny the training to thedelegate and knew if we left him in the trainingsession it could interrupt the session, put unnecessarypressure on the delegate and other participants. Wecame to a decision that we would send an additionaltrainer on this intervention who would give one-on-onetraining to the delegate. Mr Terrence Sakwe was thetrainer identified to handle this special needs training.Terrence had very positive feedback on the trainingexperience and obtained permission from the official towrite about the experience.Our special needs delegate is Mr. John ShortMathabatha, Assistant Manager: Special Focus atLepelle-Nkumbi Municipality.Mr John Short Mathabatha and MrTerrence Sakweduring the training intervension.Terrence had a pre assessment meeting with thedelegate in order to acclimatize both himself, and thedelegate, with the environment, how to approach thetraining and establish mutual expectations.Page 60DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 61

Picture: Mr John Short Mathabatha and Mr Terrence Sakwe during thetraining interventionPicture: Our happy and satisfied customer!8.19 CONCLUSIONThe LGRC powered by LGNET Phase II trainingproject team are proud to be in a position to addressindividuals specials needs and to contribute to theDBSA and Vulindlela Academy’s mission and vision andmake a difference in the day to day operations of ourclients. Through this dynamic knowledge managementtool we feel we are empowering our clients and addingvalue to their operations.8.20 COMPUTER END USER/ INFORMATIONTECHNOLOGY SKILLS TRAININGModern technology remains a challenge for peoplein all walks of life, specifically those who are over theage of 40 years. This can largely be attributed to thefact that computers were not as widely utilised or asimportant in our day to day lives as they are today.There are other mitigating factors such as a lack offunding or opportunity for training for the previouslydisadvantaged population.As the world operates more and more in the electronicera, most things operate via the world wide web[internet] for example, communication, research andinformation gathering; having limited or no knowledgeof computers becomes a major challenge andstumbling block. This is on the business side. However,if we dig deeper, banking and account payments arealso moving more into the electronic arena which isdaunting for those who are not familiar with computersand electronic transactions.In the previous chapter we discussed the LGRCpowered by LGNET. This is another example of acomputer based tool that will add value to its targetmarket. Basic computer skills are essential to operatethis valuable information site.Having the ability to understand the fundamentals orbasics of computers and having the skills to operateand use just the internet and email opens doors andadds tremendous value to an individual.8.21 CHALLENGESIn my interactions with our clients it has becomeapparent that a lack of computer skills applies acrossall age groups. However, the more mature population isthe biggest challenge. They have to overcome not onlytheir lack of skills and knowledge of the computer age;but also have to overcome their fear and resistance tocomputers.There are other challenges we face. Two of thebiggest and most important are funding and a lack ofunderstanding by HR managers, skills developmentfacilitators and/or delegates on the content anddifferences between basic, intermediate and advancedtraining. The misconception is that delegates should gofor intermediate or advanced training as this will givethem the widest array of skills.However, if delegates have not gone through formalbasic training and do not use a computer for aminimum of 50% of their day to day activities,they cannot cope with the content covered in theintermediate and advanced levels of training. Manypeople are self-taught on the software packages theyoperate and have learnt through trial and error and assuch, use short cuts so may not be aware of the fullfunctionality of the programme.When undergoing a higher level of computer trainingsuch as intermediate or advanced training, learningassumed to be in place is successfully completing thebasic level and the ability to operate all the functionscovered in the basic level. This creates a problem in atraining intervention if the other delegates are morecomputer literate. It is therefore a prerequisite foreach delegate to be in possession of a certificate ofattendance or competence for the intermediate levelof training before they can attend an advanced trainingprogramme.The ideal solution to combat this issue is to test theskill-level for each person through the electroniccomputer skills assessment tool, CompAssess. TherePage 62DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 63

are cost and time implications in undertaking thisroute, and more importantly, commitment by eachindividual learner to complete the assessment.Individuals seem to resist undergoing this process asthey feel it is used as a disciplinary tool rather thanas a tool to accurately assess their current skills leveland assist them to get the correct level of end-usertraining.Finally, it is important to verify what version andcomputer software each individual operates in theirworking environment to ensure they are not trainedon the incorrect version of the software as it resultsin frustration and confusion. This important aspect isoften overlooked when clients request training and thisneeds more attention.8.22 ACCREDITED VERSUS NON-ACCREDITED TRAININGWith the introduction on the National QualificationsFramework [NQF] and South African QualificationsAuthority [SAQA], accredited training is the mostdesirable and value added training for delegates.Registration of credits earned on the National LearnerRecords Database gives individuals the ability tolearn and develop at their own pace. If given a choice,accredited training would be the best choice.However, computer end-user training is one exceptionto this rule. The content trained in accredited andnon-accredited computer training is the same. Thedifference lies in the cost per delegate and the needfor learners to complete a portfolio of evidence. Thebottom line is that the learner has the skills to operatethe computer and its different software packages.The all inclusive costs [facilitation, computer hire,venue and catering] per delegate for non accreditedcomputer training are approximately R2 500.00 perdelegate. The all inclusive costs for accredited trainingare approximately R7 400.00 per delegate. That is avast difference. It is the opinion of the writer that nonaccreditedtraining is the way to go so that we reacha wider target of learners and increase the number ofpeople who get trained.Being able to use a computer is of more value todelegates than whether they will receive edits on theNational Learner Record Database [NLRD]. If fundingwas freely available we would support accreditedtraining. However, with limited funds, getting the skillstransferred becomes top priority.8.23 PLANNING AND DELIVERY OFEND-USER TRAININGSome of our clients have conducted their own computerneeds analysIs and have submitted their computertraining needs for consideration and training. In othercases, we are requested to assist with the needsanalysis for their staff. CompAssess would be themost effective tool in determining the needs. However,in the absence of this; we look at the delegate’scurrent experience and utilisation of skills in order todetermine the most appropriate level of training.Once the needs analysis has been conducted, fundsare sourced in order to deliver the training. Due to thelimited resources available we are not in a position todeliver on every computer training request. We are,however, continually investigating funds for this type oftraining. Once funding has been sourced, the planningand delivery of computer training is run on the samebasis as the LGRC powered by LGNET training which isdiscussed in detail in the previous chapter.Rental and shopping of computers is one of the biggestcost factors in the delivery of computer trainingas very few of the regions and towns we visit havecomputer training companies with fully equippedcomputer training centres. The costs for the rentalof equipment are the responsibility of the trainingservice provider and are included in their fee. GeoffreyLuwemba is the Coordinator for national computertraining as well as one of the LGRC powered by LGNETPhase II training facilitators, assessors and soon tobe moderators. Geoffrey handles the scheduling andplanning of computer training nationally. As portfoliodevelopment, assessment, moderation, verificationand certification is the responsibility of the serviceproviders sourced for the training, Geoffrey tracks andmonitors their progress and compliance.8.24 COMPUTER TRAINING STATISTICSDuring 2009, we were approached to deliveraccredited computer training by some of our clients.The training was scheduled and delivered and had sucha positive impact on delegates. Here are the statisticson computer training delivered to our clients:Pictures: Accredited computer training delivered to TheewaterskloofMunicipality, Western CapePage 64DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 65

REGION MUNICIPALITY 5 Day Word Basic Excel Word Excel Outlook PowerPointMS Office Basic: Basic Intermediate Intermediate Intermediate IntermediateAll regions DF** Artisans 55Eastern Cape Blue Crane 17RouteLimpopo Greater 19Marble Hall8.25 COMMUNITY TRAININGThere is a dire need for funding to train communitymembers and municipalities are often asking foradditional funding to train their community members.Unemployed community members have a greaterchance of gaining some form of employment if theycan at least operate a computer.for this program must be:• Unemployed South Africa citizens• Be in possession of an IT, Engineering or businesselated University Degree or Diploma.• Hold a Matric certificate with English andmathematics and a 1 or 2 year diploma in anyfield.Western Cape Cape Agulhas 56 43 43 42 42North West Tswaing 18Western Cape Theewaterskloof 16 74 74Western Cape Witzenberg 40Northern Cape Siyanda 16Free State Nketoana 19 18KwaZulu-Natal Impendle 14Western Cape Hessequa 39Gauteng DF Young 89Professionals5 Day Basic includes Introduction to PC/ Explorer, Word, Excel, Outlook & PowerPoint** DF = Development FundAnother challenge with this target group is that iffunding was sourced to train the community, mostof the delegates who would receive training wouldnot have access to a computer to practice the skillstransferred and could then lose the knowledge gained.Access to computers or internet cafes are not readilyavailable to community members in the more remotelocations.8.26 IT FUNDED PROJECTThe Development Fund, Vulindlela Academy enteredinto a partnership with SALGA, LGSETA, MICROSOFTand the SA POST OFFICE on an IT Funded Program.This program/project has 3 pillars to it and these are:Student 2 Government:This pillar is referred to as the S2G and will addressthe Information Technology skills shortages inmunicipalities. Skills to be trained will focus on areassuch as Network Administrators; System Engineers;Help Desk support and Programmers etc. ApplicantsEnd User Training:This is non-accredited; MS certified training on MSOffice applications such as Word, Excel, Outlook,PowerPoint and Introduction to PC/Explorer. We haverolled-out the pilot phase of the end user training andthis has been very successful. Five Eastern and fiveWestern Cape Municipalities were chosen to participatein the pilot phase. In order to maximise the fundingreceived and train as many delegates as possible, LGRCpowered by LGNET trainers were trained through aMicrosoft Gold Partner on their MCA’s program whichtranslates to them now being Microsoft InternationallyCertified trainers on MS Office programs. This greatlyreduces the per head costs for each delegate to betrained.Picture: Some of the municipalities that have benefitted from the ITFunded End User Training.Page 66DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 67

IT FUNDED / END USER TRAINING STATISTICS 2010/2011DATE[s]CLIENT/REGIONMUNICIPALITYStartEndMS Intro PC/ExplorerMS Word BasicMS ExcelBasicMSPowerPointBasicMS OutlookBasicEastern Cape Ikwezi LM 12-04-2010 16-04-2010 15 15 15 15 14Western Cape Cape Agulhas LM 12-04-2010 16-04-2010 11 13 13 12 15Eastern Cape Kou Kamma LM 19-04-2010 23-04-2010 8 5 5 5 5MS WordIntermediateMS ExcelIntermediateMS OutlookIntermediateMSPowerPointIntermediate8.27 CONCLUSIONBasic computer skills training at the very least isessential for each and every individual to have accessto as it opens many doors for further education andtraining.Western Cape Cape Agulhas 19-04-2010 23-04-2010 13 13 13 13Western Cape Cape Agulhas 28-04-2010 30-04-2010 13 13 13Western Cape Overstrand LM 28-04-2010 29-04-2010 10 10Western Cape Overberg DM 03-05-2010 07-05-2010 11 10 10 10 10Western Cape Swellendam 03-05-2010 07-05-2010 1 1 1 1 1Western Cape Cape Agulhas LM 03-05-2010 05-05-2010 13 14 14Western Cape Overstrand LM 06-05-2010 07-05-2010 10 10Western Cape Overberg DM 10-05-2010 11-05-2010 11 10Western Cape Overberg DM 12-05-2010 14-05-2010 11 11 10Eastern Cape Ikwezi LM 10-05-2010 14-05-2010 12 13 12 13 13Western Cape Overstrand LM 17-05-2010 21-05-2010 10 10 10 10 10Most organisations utilise Excel spreadsheets fortheir operational tracking and monitoring, Outlook isan international communication tool and the fastestand most efficient way to transfer documentation andinteract with clients. However, computer training isoften overlooked when there’s planning or personaldevelopment.With basic computer skills and an understanding ofhow the internet operates people can master their owndevelopment and gain access to valuable information,therefore paving the way to becoming self-sufficient.Western Cape Overberg DM 17-05-2010 21-05-2010 12 12 12 12 12Western Cape Swellendam 17-05-2010 21-05-2010 1 1 1 1 1Western Cape Overstrand LM 24-05-2010 28-05-2010 10 10 10 10 9Eastern Cape Blue Crane LM 24-05-2010 28-05-2010 12 11 11 11 11TOTAL SMTOTAL TRAINING DAYS AND DELEGATES 116 114 113 113 114 68 68 37 0SITESTOTAL DELEGATES TRAINED FOR THIS743PERIODSeminar Series: These will be a series of seminars aimed at Municipal managers and senior officials outlining howInformation Technology can assist them in their day-to-day management and service delivery.Page 68DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 69

Chapter 9:Implementing E-learning9.1 IntroductionVulindlela Academy is currently embarking on ane-learning initiative that will change the way trainingis done. An innovative system that manages learners,learning content, and assessments and supportsperformance will be implemented. In order forVulindlela to reach its strategic goals, an innovativesystem is needed to facilitate its expansion andbecome a sustainable system of best practice trainingmethods.There are many shifts in learning trends as of late.Vulindlela must be at the forefront of these new trends.Learners must benefit from the best training solutionsin line with best practices in learning.Vulindlela is committed to making an impact onlearning by embracing and instituting change inlearning trends. The growth of the Internet, withits ability to deliver training anywhere, anytime haschanged how people look at training in general. Withaccess to effective training, learners will be able to skillup more easily and perform better on the job.Training initiatives at Vulindlela are still at the tacticalend of the training model. VA offers mostly classroombased training. Training is demand motivated. At thispoint various learning styles are not catered for.Vulindlela endeavors to move towards more strategictraining initiatives with its e-learning implementation.This can be done by looking at clients’ needs morestrategically. VA must to cater to organizational goalsright down to personal goals.E-learning is not a one size fits all solution; it is part ofa solution that aids the most effective transference oflearning. Learners have various styles of learning andsome learners seek information in an informal, casualmanner. They are self-directed and sometimes requirejust in time learning as opposed to a full learningintervention.Most adult learners are constructivist learners andprefer learning through informal methods e.g.collaborative learning. Other learners prefer theclassroom and formal learning material. At Vulindlelawe are investigating various learning methodologies toensure the best solutions for our learners.Informal learning is a trend that has taken offinternationally and would benefit our learners. Toaddress these needs of formal and informal learningwe want to expose our learners to a more multimodallearning solution, providing delegates with a variety oflearning resources that will cater for all learning styles.This will result in a pleasant learning experience thusincreasing transfer of knowledge.During informal learning, training is sourced from avariety of channels; it is not restricted to the classroomlike previously. The rate at which employees have tolearn and the extent and specialisation of knowledgehave forced organisations and employees to changethe approach of instructor led training as the onlydelivery method to a facilitated training model. In thefacilitated model, learning is facilitated by providingthe learner with a variety of channels includinginstructors; online learning; internet; collaborativecommunities; newsletters and journals.The more senior and specialised an employee becomes,the higher the likelihood that they will utilise one ormore of the non-instructor channels of learning. Basedon this premise learning should be continuous andomnipresent for the learner. We must provide trainingsolutions that do not require any or as much time awayfrom the workplace. Employees have become resentfulof the time that they have to spend away from theirmain work activities to attend training. Managers facedwith tight deadlines and performance targets are moreand more concerned about the productive time theylose when employees attend training.New training methodologies cater for knowledge thatis changing continuously and dynamically. E-learning isone way of bringing on time learning to a learner thatmay need to access a small piece of learning and notan entire course while on the job. E-learning material isPage 00 DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 71 00

very easily updated and reloaded for users to access.Latest versions of training material can be easilycommunicated to delegates via a Learner ManagementSystem. Hosting our courses and delivery methods onone system will keep training consistent, especiallywhen it is delivered in another country.Another big change in the field of learning is to givecurrent/ relevant training. There is a lot more effortand thought put into learner centered, performancedriven training. E- learning can also adequatelyfacilitate performance driven training by providingperformance support. This can be done by providingtraining material in an online format as well as givelearners access to coaches or mentors.To create effective solutions the learning specialistneeds to cater for these different learning styles.This is done by exposing learners to various toolsto learn a particular concept/ course. At Vulindlelavarious learning methodologies will be used that areappropriate and culminate in effective learning.Vulindlela will eventually evolve into the use ofblended learning solutions and offer training in linewith international standards. Most of VA’s programmeswill eventually be offered through an e-learningformat. This process will require a lot of content to bedeveloped into an e-learning format. It is importantthat when this is done that proper e-learninginstructional design principles are adopted. For ane-learning programme to be effective, it must bestimulating to the targeted audience. The key to this is,understanding the various learning styles of the targetaudience and creating programmes in line with thoselearning styles.VA will offer comprehensive performance support,enabling delegates to have access to classroomtraining, content, assessments, coaching andcollaborative communities whenever it is needed.Performance support is a process of making availablevarious resources to a learner that will aid them whilethey are on the job.VA will also host qualifications using E-learning. Thisis difficult and takes a lot of planning. The solutionfor qualifications needs to be well thought out andcarefully executed. The solution being considered isoffering stand alone modules that make up aqualification.Learners will be exposed to the full curriculum, theycan be assigned the entire qualification to workthrough or they can be assigned modules. Learnershipswill be implemented using a blended e-learning option.This will change how VA deploys qualification trainingmaking it more accessible to our target audience.There is a lot more emphasis on performance driventraining and the alignment of training to organisationalobjectives. Training to meet competencies is a veryeffective method of increasing performance. VA willbe moving in this direction by doing a thorough roleanalysis of the target audience. VA wants to linktraining to the competencies of the roles it trains. Thiswill ensure relevant training that meets the learner’sjob requirements. It will also help in the Individualdevelopment plans and career-pathing for a long-termsolution for learners.The advent of sophisticated interactive social platformshas indeed changed the rate at which people collaborate.VA wants to harness this trend by introducing a moresophisticated platform to enable collaboration forlearning on another level. There will be a strong focuson collaborative communities, getting learners toengage with other learners. This will enhanceconstructive learning and idea sharing. Vulindlela willbe implementing this exciting new e-learning systemin 2010. VA will endeavour to change how it trains,creating more exciting innovative solutions that bettermeet the needs of its clients.Unemployed community members havea greater chance of gaining some form ofemployment if they can at least operate acomputer.Page 72DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 77

Chapter 10:Lessons Learned10.1 INTRODUCTIONThe DBSA Vulindlela Academy, in line with strategyand the challenge of the DBSA (the Bank) to developthe capacity of its clients and intermediaries hascontinuously escalated the delivery of its training anddevelopment interventions. While meeting the skillsneeds of various clients, the academy has faced andbuilt a lot of experience from the challenges of how tobest:a) Manage quality and impact of its training andcapacity building interventions;b) Optimise and fast track reaching DBSA VA’s everincreasing targets;c) Mobilise resources in the face of shrinking financesnationally and globally;d) Harness and leverage the synergies between itspartners and stakeholders for the ever increasingtraining needs and targets;e) Deal with the varied infrastructure capabilities, thegoverning/ regulatory practices and requirements ofits partners in and outside South Africa.10.2 LESSONS LEARNTThe following DBSA Vulindlela Academy’s lessonslearnt have therefore been drawn from interactionswith various clients, partner organisations locally,outside South Africa, as well as within the Bank:a. Strategic presence and competitiveness- For the DBSA VA to remain competitive, itsinterventions and services need to continue to berelevant and delivered as and when needed whileyielding meaningful or valued results.b. Partnershipsi. The DBSA VA acknowledges therefore thatit cannot reach its objectives on its own butit has to continuously partner smartlywith for example: government entities, higherlearning institutions, private and publicproviders, municipalities, Siyenza Manje andother DBSA tructures.ii. Clients and stakeholders need to beengaged in order to come up with relevantinterventions. To this end, the DBSA VAworks with entities like the South AfricanLocal Government Association (SALGA),the Department of Water (DWEA), and withmunicipalities through for example DBSA SMdeployees placed in the municipalities, andmunicipal SDFs to identify pertinent performanceand job related skills needs.iii. Expectations have to be tightly managedfrom the beginning, and monitored betweenpartners and clients in order to optimise ourinterventions; e.g. attendance and completionrates, not showing up at interventionswithout substitutes, short noticepostponement of planned workshops, etc.iv. Based on point iii, the DBSA VA needsservice level agreements between itself andits clients in order to have mutualunderstanding and commitment regardingexpectations, roles, and responsibilities.This is crucial for the success of capacitybuilding interventions as well as buildingstrong partnerships.c. Resource mobilisationi. Expert training providers and facilitatorshave to be selected carefully based ona set of strict criteria. This would be mostconveniently done through a periodicRequest for Proposals in order to build upa panel of service providers. This also has tobe done in accordance with the Bank’s BBBEEimperative.ii. Mobilisation of funds and co-fundingopportunities with our partners, includingthe leveraging of physical resources withsome of our clients, has to be done earlyto deal with skills backlogs in the face ofgrowing financial constraints nationally andinternationally.d. Delivery mode - short and long-term programmes:There is a growing need to match or provide forvarious interventions with emphasis on:i. On-the-job skills needs through short courses(e.g. three days/ five days).ii. Skills renewal/ continued professionalPage 00 DBSA Vulindlela Academy Brochure DBSA Vulindlela Academy Brochure Page 75

development through seminars, dialogues,work sessions, etc.iii. Long-term qualifications to cater for bothcareer development and career paths.e. Product offering versus market needs – Withregards to offering accredited courses:i. There has been a growing challenge in theprovinces to the DBSA VA to offer coursesthat also cater for NQF level 3 and not justNQF level 4 and above courses.ii. Not all good courses are accredited. Wherea highly needed skills intervention is in thecourse area that has not yet been accredited(no approved unit standards), such courseneeds to be outcomes-based and someform of assessment is still used to monitorand evaluate learner achievement – e.g. preand post-course exercise/test.iii. The NQF level of any programme, needs toconsider the target group as well as thebusiness needs and objectives of theintervention.f. Massification and reaching high numbers of targetedlearners via E-LearningEven with collective efforts through our partners, theneed for ease of access by many more clients to ourinterventions, reinforces the need for a multiprongedapproach/blended learning, and requires the DBSA VAto fast track the implementation and use of E-learningfor various skills areas.10.3 CONCLUSIONGreater support is required by many small and poorlyresourced,and skilled municipalities. It is important tonote that the lessons shared above are being positivelyaddressed by DBSA VA, while at the same time thevery challenges they pose still continue due to theirmagnitude. It is important that the lessons be used toinform the DBSA VA and its partners about the bestdelivery strategies and practices on further trainingand development interventions.Greater support is required by manysmall and poorly-resourced, and skilledmunicipalities.Page 76DBSA Vulindlela Academy BrochureDBSA Vulindlela Academy Brochure

Chapter 11:Staff Members12 3 4 56 78 9 1011 12 13 14151. Thami Dlalisa: Unit Manager2. Victoria Nkwana: General Assistant3. Babani Xaba: Programme Manager4. Lennin Ndlovu: Training Co-ordinator5. Nombulelo Sinxoto: Programme Manager6. Nomhle Makabane: Programme Manager7. Maswazi Tshabalala: Programme Manager8. Penny Bower: Programme Manager9. Evelyn Dolamo: Training Co-ordinator10. Pumla Ngwenya: Programme Manager11. Hazel Mathoora: Programme Manager12. Patience Mthembu: Training Co-ordinator13. Dolly Msimanga: Training Co-ordinator14. Terrence Sakwe: LGRC Trainer15. Michael Baillie: LGRC Trainer16. Geofrey Luwemba: LGRC Trainer17. Leslie Selemela: LGRC Trainer18. Julie Mkhasibe: Secretary to the Manager19. Naledi Sakong: Training Co-ordinator20. Gary Chidarikire: Project Administrator21. Komelelo Pitso: LMS & Database Administrator22. Douglas Kutumela: Training Co-ordinator23. Simangele Manganyela: Training Co-ordinator24. Maggie Mitchel: Training Co-ordinator25. Silindile Mahlaba: Finance Administrator16 17 18 19202122 23 24 25DBSA Vulindlela Academy Brochure Page 79

REFERENCESDBSA Vulindlela Academy Strategic Plan,2008.Ference, P.R. & Vockell, E.L. 1994. AdultLearning Characteristics and effectivesoftware instruction, EducationalTechnology, Volume 34, no. 4, pp. 25-31.Roussy, Y. & Hart, D. 2002. Seeing the Need: Meetingthe Need: A Report on Recruitment and Retentionissues in Literacy and Basic Skills Programmes:Ontario: Ontario Literacy CoalitionKnowles, M. S. 1975. Self-Directed Learning.New York: Association Press.Freire, P. 2001. The Paulo Freire Reader.New York: Continuum Publishing CompanyHill, J. R. & Raven, A. 2000. Online learningcommunities: If you build them, will theystay? Instructional Technology Forum,10 October 2009. [accessed 29th August2009] http://it.coe.uga.edu/itforum/paper46/paper46.htmLieb, S. 1991. Adult Learning Principles. RetrievedAugust 11, 2009 from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults_2htmLong, E., Middleton, S. 2001. Who wants to learn?Patterns of Participation in Canadian Literacy andUpgrading Programmes. Toronto:ABC Canada Literacy FoundationHiemstra, R. 1996. Self-Directed AdultLearning.IN T.Plomp & D.P. Ely, (Eds.). InternationalEncyclopedia of Educational Technology.2nd Edition. Oxford: PergamonPage 80DBSA Vulindlela Academy Brochure