1

PREFACE

This is the fifth edition of the Training Report of the Grootfontein College of Agriculture. Looking back at the last five years it can be reported that the College has succeeded in over-coming challenges and grasped opportunities to confirm its status as the benchmark agricultural college in South Africa.

The philosophy of the Grootfontein College of Agriculture is to support its quality and practice orientated training program with a range of complimenting facets to ensure a unique but efficient institution of higher learning. The package that Grootfontein offers its students can be compared with a multipurpose toolkit. The main component of this “Grootfontein toolkit” is the structured and balanced training program with the emphasis on small stock production in the arid to semi arid agro-ecological zones of South Africa, presented by dedicated and well-qualified lecturers. The accessories that give this toolkit its competitive advantage include a lot of features. The qualification has the mark of approval from the Higher Education Quality Committee (HEQC) of the Council for Higher Education (CHE). It is a balanced course that equips the student with all the knowledge and skills needed as a farmer or advisor in the small stock sector. It further provides for skilled operation of equipment and tools and the correct execution of procedures. A proper set of rules and regulations provides the boundaries within which quality agricultural education and training can be offered. Sport forms another important component of this toolkit and ensures a healthy body that is beneficial to good academic performance. During the course a set of moral values is taught to ensure that the students will make a positive contribution once they have completed their studies. The College offers the opportunity to make friends for life who will support you through thick and thin. Highly skilled and committed college staff presents this package to the Grootfontein students.

Nobody can argue, this package will ensure a successful career in the small stock sector!

Non sibi sed patriae “Not for ourselves but for our fatherland”

CHAPTER 1

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INTRODUCTION

1.1 Strategic position

The Grootfontein College of Agriculture is the training division of the larger Grootfontein Agricultural Development Institute (GADI) of the Department of Agriculture, Forestry and Fisheries (DAFF).

The College fully supports the vision of the Institute to be a world class centre in training, research and extension in small-stock and agricultural production in semi-arid to arid agro-ecological zones.

The mission the College is to provide world-class agricultural education and training by highly skilled lecturers.

The objective of the Grootfontein College of Agriculture is to provide vocational agricultural training in order to prepare students for a career in farming and related occupational fields, with particular emphasis on small stock production and farming in the arid to semi-arid agro-ecological zones of South Africa. In the process the College aims to contribute towards household food security and widespread wealth creation within rural communities.

The College aims to: • Provide formal vocational training in agriculture in the Higher Education band of the

National Qualifications Framework (NQF), in order to produce suitably qualified and equipped people, in accordance with requirements for farming and agricultural development work in the technical occupational divisions, with emphasis on the extensive small stock farming areas and the semi-arid to arid to agro-ecological zones of South Africa

• Provide appropriate training programs to satisfy the farming sector, for which training is

intended, educators and development agencies

• Provide formal and informal training in the Further Education and Training band of the NQF to meet the training needs of the farming communities, Land Reform beneficiaries and development agencies

• Provide informal training in the General Education and Training band of the NQF to meet

the training needs of the farming communities, Land Reform beneficiaries and farm workers who are illiterate

• Identify the need for training at ground level and to provide custom-designed extra-

curricular courses for special interest groups • Provide necessary institutional, infrastructural, financial and administrative support

services to effectively support teaching and learning.

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The primary beneficiaries of the GADI training program are farmers. The farmers are categorised into three groups, namely small holder, subsistence and commercial farmers. The majority of the client farmers are in the Eastern, Northern and Western Cape provinces, but client farmers from the rest of the country are not excluded.

Learners are the next important group of clients and include learners in the Higher Education program who study for a qualification on NQF level 5 - 6, learners in the Further Education and Training program who do skills training on NQF level 2 - 4 and learners who study on the skills development program outside the NQF framework. Together with farmers, learners are seen as the primary focus of GADI’s work. They justify GADI’s existence. The Provincial Departments of Agriculture are also important clients. These Departments of Agriculture provide most of the prioritisation of the work that GADI undertakes. They set the agenda for training and research by identifying needs for both training and research. The wool, mohair and meat industries form another group of GADI’s clients. They are the sector that uses the products of small stock farming. District and Local municipalities form the last important client group of GADI. Partnerships in development at the local level are one of the key benefits coming from these clients. GADI supports farmer development programs of the municipalities. 1.2 Staffing

Significant progress has been made with the filling of vacancies during 2009. In all the training departments an adequate number of lecturers are available to present the training program. In the case of Crop Production, contractors were appointed to present the relevant subjects.

Skills development of staff continued through the year and at the end of 2009 all full-time lecturers, with the exception of a few, were accredited assessors and moderators. Ms Karen Lee received the “Golden Key” award from the University of Pretoria for her Masters Degree that was identified as one of the top 15% of academic achievements of the University for 2009. Ms Minette van Lingen passed her B.Sc.Agric. Honnours degree cum laude at the University of the Free State. Dr Johan van Rooyen obtained a Masters in Sustainable Agriculture degree from the University of the Free State. Six members of the Young Professional Development program of the previous year were appointed in some of the vacant posts at GADI and increased the capacity of the Institution in both research and training. They all enrolled at institutions of higher learning to improve their qualifications. A range of in-service training interventions was arranged during the year. One official was placed with the ostrich industry in Oudtshoorn for two weeks and others were placed with wool brokers in Port Elizabeth. A number of visits to leading farmers was undertaken to expose the new appointees to best practices in the field of small stock production. The qualifications and experience of the lecturing staff are given in Table 1 and in Table 2 the management and academic staff are listed.

Table 1: Academic staff of the Grootfontein College of Agriculture during 2009

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Name Qualification Lecturing field Greeff H. B.Sc.Agric.Hons. Angora Goats & Mohair Lee K. M.Sc.Agric. Small Stock Production Marais P.G. Ph.D. Animal nutrition Mashinini I. B.Sc.Agric. Animal breeding Mlimo R.S. B.Sc.Agric.Hons. Large stock production Mokgwamme B. Dipl.Agric. Wool & mohair practical Mpalala L.S. B.Tech.Agric. Wool & mohair practical Mukwevho L. B.Sc.Agric. Nutrition & dairy cattle Olivier W.J. M.Sc.Agric. Animal breeding Pretorius A.P. Dipl.Agric. Equine studies, Small-stock practical &

meat processing Prinsloo L. Dipl.Agric. Wool & mohair practical Swart D.* Ph.D. Ostrich production Van Graan A.C. M.Sc.Agric. Animal breeding Van Rooyen J.A. B.V.Sc., M.B.A., M.S.A. Animal health Viljoen J.V. B.V.Sc. Animal health

Agricultural Management Geyer A.G. Ph.D. Agricultural management Van der Vyver I.W.*

M.S.A., LL.B. Personnel management & Agricultural extension

Van der Walt A.S.J. B.Sc.Agric.Hons. Agricultural management & Agricultural Law Studies

Van Heerden J. Dipl.CAP. Computer use Pastures and Crops

Prins A.* M.Sc.Agric. Soil science Reinders F.* B.Sc.Agric.Eng. Irrigation Smit N.* Ph.D. Game farming Van den Berg L. Ph.D. Environmental management & Botany Van Lingen M. B.Sc.Agric. Hons. Pasture science Weeks W. M.Sc. Crop Protection

Agricultural Technical Services Esterhuyse P. Mechanical Diploma Mechanics & implements Herrmann R.H. Welding Diploma, N4 Welding & metal work Kyzer Q.E. N3 Carpentry & building science * contractor

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Table 2: Management and administrative staff

Name Designation Responsibility Management

Herselman M.J. Director: GADI Strategic leadership of GADI Schoonraad C.J.S. Principal Manage training programs Elie A. Deputy-director: Support Services Manage support services to College &

Research Coetzee M. Deputy-director: Pastures & Crops Head of Pastures & Crops Department Geyer A.C. Deputy-director: Agricultural

Economy Head of Agricultural Economy Department

Mapekula M. Deputy-director: Animal Production Head of Animal Production Department Ndhlovu B.V. Senior Farm Manager Head of Farm Section Oosthuizen J.J. Communication officer Internal & external communication Tshikungulu A.A. Assistant-director: Administration Manage administration

Administrative staff Kitching E. Administrative officer Typing, alumni & museum Marais G. Administrative officer Procurement & design Pollock M.G. Examination officer Control academic administration Schoeman A.D. Student liaison officer Recruitment, SRC & sport Van der Merwe M. Student administrative officer Student administration

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1.3 Environmental scan

The higher education landscape changed with the split of the Department of Education into the Department of Higher Education and Training (DHET) and the Department of Basic Education (DBE). The Sector Education and Training Authorities (SETA’s) now report to the DHET where-as in the past they reported to the Department of Labour (DoL). Together with this the implementation of the new National Qualifications Framework (NQF) will impact on the way in which agricultural colleges will operate in future. For example, the current Higher Certificate in Agriculture as a two-year post matric qualification will be phased out over the next two years as the NQF does no longer make provision for such a qualification.

In addition to this a separate department was formed for Land Reform and Rural Development while simultaneously the Department of Agriculture were allowcated the responsibility for forestry and fisheries as well. The exact impact of the subsequent transformation of the former Department of Agriculture is yet to be determined.

As an interim measure the current accreditation status of all agricultural colleges has been extended until 2012. It remains the responsibility of the Colleges to ensure that quality assurance is maintained by means of different forms of self-evaluation.

1.4 Quality assurance

A number of initiatives took place during 2009 that served as tools to evaluate the quality and effectiveness of the GADI training programs. These include the Audit of Agricultural Colleges against the Norms and Standards for Agricultural Training Institutes; an investigation by the National Wool Growers Association (NWGA) into the standard of sheep and wool training at the College; a systemic audit of Agricultural Training Institutes in the Eastern Cape done by the Eastern Cape Socio-economic Consultative Council (ECSECC); and Subject Advisory Committee meetings.

1.4.1 Audit against the Norms and Standards for Agricultural Training Institutes

As part of the transformation of agricultural colleges the Norms and Standards for Agricultural Training Institutes was finalised during 2008 and subsequently an audit of all 12 agricultural colleges was conducted by the Department of Agriculture, Forestry and Fisheries (DAFF) during 2009. The aim of this audit was to determine the precise position of the Colleges and their compliance in relation to the Norms and Standards. The audit report that Grootfontein submitted was highly rated by the service provider. The Grootfontein report confirmed the opinion that for this college to fulfil its mandate and to reach its full potential a major recapitalising exercise is needed. Infrastructure must be expanded (hostels and training facilities) and equipment must be replaced with cutting edge technology. The audit has been completed by all the 12 agricultural colleges and a verification session was held to verify the content of the audit report. The final audit report will only be published during 2010. This report will be used as guideline for the assistance that will be offered to each college

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to ensure that they meet the minimum standards for Agricultural Training Institutes (ATI’s) as laid down by the Norms and Standards for Agricultural Training Institutes.

1.4.2 Investigation by the NWGA

The College invited the NWGA to launch an investigation into the standard of wool training at Grootfontein. Education and training in wool production is one of the areas of excellence of the College and the maintenance of an exceptional standard of training is therefore essential. The investigation was lead by Dr. Amie Aucamp of the NWGA. The rest of the team consisted of two other senior staff of the NWGA and one official each of CMW and BKB. The team focussed on both the practical and theoretical courses in wool production and related fields. A report was submitted in which it was stated that the standard of wool training at Grootfontein meet the standards expected by industry. Some recommendations were made related to the improvement of the practical experience of the lecturing staff and the closer collaboration between industry and Grootfontein relating to wool training. This investigation and subsequent report reassures the College’s clients of quality training in wool production and classing.

1.4.3 Systemic Audit

The Premier’s Office in the Eastern Cape instructed the Eastern Cape Socio Economic Consultative Council (ECSECC) to launch a systemic audit of all agricultural training institutes in the Eastern Cape. This included the agricultural schools, further education and training colleges, universities, universities of technology and agricultural colleges. The audit was done late in 2009 and the reports will be submitted to the institutions in 2010. The aim of this audit was to determine the position of the agricultural training institutes with regard to staffing, resources, infrastructure, students and other factors that have an influence on excellence. This report, together with corrective recommendations, will be submitted to the Premier’s Office for possible intervention to improve the conditions at each institute. 1.4.4 Subject Advisory Committee

During February 2009 the subject advisory committees of the Animal Production, Pastures and Crop Production, and Agricultural Economics Departments had meetings to evaluate the syllabi, the subject matter and lecture notes. Although the members were satisfied with their findings some recommendations were nonetheless made. This included the combination of some smaller subjects into more substantial subjects and the provision for more practicals. Most of these recommendations have been implemented with the revision of the curriculum for 2010. The lecture notes of the Animal Production and Pastures and Crop Production are being peer reviewed as part of a process of continuous improvement.

1.5 Tranformation

The year 2009 will be remembered for many challenges regarding transformation at the Grootfontein College of Agriculture. The language policy, composition, constitution and election of the Student Representative Council, the academic rules relating to exclusion and the admission criteria were the most important aspects that dominated transformational discussions.

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During 2009 student organisations were for the first time allowed on campus. Branches of the South African Students Congress (SASCO) and Afriforum Youth were established at Grootfontein. These two organisations represented the students at various discussions with the Grootfontein management regarding transformational matters. To promote communication and to create a platform for early identification of any matter that may negatively impact on the students’ performance at the College, the Grootfontein Discussion Forum (GDF) was established. This forum consists of the Student Representative Council (SRC), SASCO and Afriforum Youth, lecturers of the College and the Principal. The GDF proactively and positively contributes to the improvement of the academic programs, support programs and student matters. Day-to-day activities at the College are discussed and through communication and consultation, matters are explained and recommendations made on how to improve the delivery of quality agricultural education and training to the students. At frequent meetings problems were raised, solutions found and actions suggested regarding improvement of services to all. This forum succeeded to improve communication between students and the College.

A second forum, the College Transformation Forum (CTF), was established. This forum is a sub-forum of the bigger Grootfontein Sub-transformation Forum (STF) and deals with transformation at the College. The CTF is the official platform at GADI for the identification, monitoring, discussion, input and recommendation on matters related to the transformation of the higher education program of the Institute. The primary objectives of the CTF are to promote the right of equality, the elimination of unfair and discriminatory rules or practices, to ensure that the diverse student population have equal access to high quality education, to create a peaceful environment with mutual respect for each other and to develop a pride by all the students for the Grootfontein College of Agriculture. The Forum is comprised of the SRC, SASCO, Afriforum Youth, Heads of Training Departments, lecturing staff and the Principal. Dr. Johan van Rooyen was elected as the first chairman of the Forum and succeeded to guide the discussions at the Forum in a positive and orderly manner.

The main topics for most of the meetings were the constitution, composition and election framework of the SRC. After various meetings and intervention from the Director: GADI both SASCO and Afriforum Youth adopted a framework for the election of an interim SRC for 2010. Elections were conducted under the control of the CTF and the first truly representative SRC at Grootfontein was appointed after the elections have been declared free and fair by all members of the CTF.

The other sensitive but vigorously discussed transformational matter at the CTF, was the language policy. The deadlock on opinions between the two student organisations was finally broken when the services of the Northwest University’s (NWU) Language and Institutional Directorate were obtained. This led to a scientific language audit that considered the opinion of all students and staff. Discussion sessions were held and questionnaires completed to obtain the actual data about language matters at Grootfontein. From this a report that contained all the data and scientific analysis thereof was compiled and submitted to all the involved parties. The second stage of the NWU involvement was the development of a language policy for the Grootfontein College of Agriculture. This draft policy was submitted to all the members of the GADI Management and the CTF for studying and response. This policy will be further discussed, finalised and adopted during 2010. The underlying principal of the language policy is functional

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multilinguism that implies that Grootfontein will strive to promote more than one language and find the most effective way to deliver it. In practice this means that all students will have the opportunity to hear the complete course in either English or Afrikaans while a supportive role for IsiXhosa will be developed. It is foreseen that the means to deliver this policy will be with a combination of educational interpreting services and parallel medium of instruction.

Other matters that were discussed at the CTF included the admission policy. Through a process of mediation and consultation by the CTF it was agreed that a more transparent approach will be followed and that the current admission policy is fair. The exclusion clause that prevent students from completing their studies when failing subjects after two registration opportunities for that subject was discussed at length while the need for such a policy was explained as well. Students agreed that rules should not be changed when the danger exists that it will lower the standard of the qualification. It was decided that all the college rules and regulations will be subjected to a benchmarking exercise during 2010. During this exercise the relevance and applicability of it will be investigated and amendments made to align it with the statutes of other higher education institutions. This project will be outsourced to specialists in the field of higher education policies, accreditation and quality assurance.

SA Mutton Merino ewes and lambs from the production unit of the students

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CHAPTER 2

HIGHER EDUCATION PROGRAM

2.1 Higher Certificate in Agriculture 2.1.1 Aim

The general aim of this study program is to provide training for market-orientated producers in the practical application of functional knowledge, production techniques, agricultural management principles and practices in the field of small stock production, and production in the semi-arid to arid agro-ecological zones of South Africa. 2.1.2 Objectives

(a) To provide training in the following fields of study:

• The principles and practices of small stock management, wool and mohair production,

as well as mutton production • Principles of large stock production • Agricultural management • Veld and grazing management • Principles of crop and fodder production • Agricultural technical services - principles and techniques • Agricultural law and personnel management

(b) To provide the student with functional knowledge and understanding of the subject matter

and its application in the production process. (c) To teach practical skills in order to carry out farming production operations effectively. (d) To enable the student to undertake development and maintenance work at farm level. (e) To provide the students with basic knowledge and practical skills needed for the develop-

ment of their managerial abilities as market orientated producers. (f) To establish an interdisciplinary approach. (g) To impart knowledge and skills and to develop attitudes necessary for understanding and

appreciating the agricultural production process in relation to ecosystems and their constituent interacting components, in order to achieve optimum resource utilisation for sustained maximum agricultural production.

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2.1.3 Teaching methodology During 2009 the College moved away from the modular approach and returned to the continuous method of presentation of subjects throughout the whole semester. The Higher Certificate in Agriculture as a whole consists of approximately 60 % theoretical training and 40 % practical training. An 80 % class attendance is required. Students were assessed by means of written or oral examinations, tests, assignments and tutorials, or on a basis of continuous assessment. The student has to pass all subjects in order to qualify for the Higher Certificate in Agriculture. A study tour was undertaken to the wool and mohair industry in Port Elizabeth. The Merino championship was attended at the Bloemfontein Agricultural Show. Various short courses were presented by breeders’ organisations to ensure the firsthand transfer of knowledge of the various breeds to the students. The Higher Certificate in Agriculture in its current format will be phased out from 2010. The curriculum for the first two years of study has been streamlined to place more emphasis on small stock production and some electives are available in the second year of study. This will be implemented from 2010. The instructional program for the Higher Certificate in Agriculture is given in Table 3.

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Table 3: The Instructional Program for the Higher Certificate in Agriculture

Subjects Year of Study

Sem Code Title Content

Credits

KTW111 Small Stock Production IA Wool histology, physical & chemical properties of wool

10

TEL111 Animal Breeding I Basic breeding & genetic principles

10

VOE111 Animal Nutrition I Basic nutrition 10 DGE111 Animal Health IA Anatomy & physiology 10 EQS110 Equine Studies I Horse care & handling 5 LBS111 Agricultural Management IA Agricultural management 10 PLK111 Botany I Botany 10 GRK111 Soil Science I Soil physics, chemistry &

biology 10

VBS111 Veld Management Introductory pasture science 7.5 ENA111 Agricultural Engineering IA Building science and carpentry 5 ENB111 Agricultural Engineering IB Petrol & diesel engines 5 ENC111 Agricultural Engineering IC Arc welding & metal work 5 END110 Agricultural Engineering ID Electricity on the farm 2.5 ENE110 Agricultural Engineering IE Fences 2,5 ENF110 Agricultural Engineering IF Windmill maintenance 2.5

1 1

RKG110 Computer Use IA Computers & programs 5 110

KTA121 Small Stock Production IB Angora goats theory 7.5 KTB121 Small Stock Production IC Sheep management 7.5 KTV121 Small Stock Production ID Mutton sheep 7.5 DGE121 Animal Health IB Handling of farm animals 10 LBS121 Agricultural Management IB Agricultural management 7.5 PBS121 Personnel Management I Contracts, duties & labour

relations 7.5

GWB121 Crop Protection I Pest & plague control 10 GWP121 Crop Production I General crop production 7.5 ENG121 Agricultural Engineering IG Soil conservation 5 ENH120 Agricultural Engineering IH Blacksmithing &

gas welding 5

KPW120 Small Stock Practical IA Wool classing & shearing 5 KPS120 Small Stock Practical IB Sheep practical 5

1 2

RKG120 Computer Use IB Computers & programs 5 90 200

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Subjects Year of

Study Sem

Code Title Content Credits

KTW231 Small Stock Production IIA Wool processing, marketing & textile fibres

7.5

DGE231 Animal Health II Diseases, symptoms & control 12.5 GVV231 Large Stock Production IA Beef cattle 10 LBS231 Agricultural Management IIA Agricultural management 7.5 LBR231 Agricultural Law Studies I Agricultural laws 7.5 VBS231 Veld Management IA Pasture science 7.5 KPA230 Small Stock Practical IC Angora goats 5 KPV230 Small Stock Practical IE SA Mutton Merino, Boer

goat, Vermin control, Drakensberg cattle

5

KPW230 Small Stock Practical IIA Wool classing (registration) 10 KPS270 Small Stock Practical IIB Merino ewes 10 GVO231 Ostrich Production I Ostrich raising, nutrition &

management 10

RKG230 Computer Use IC Computers & programs 5 ENE110 Agricultural Engineering IE Fences 2,5

2 3

ENF110 Agricultural Engineering IF Windmill maintenance 2.5 102.5

TEL241 Animal Breeding II Breeding 7.5 VOE241 Animal Nutrition II Nutrition 7.5 KTA241 Small Stock Production IIC Angora goats 5 GVB241 Large Stock Production IB Dairy cattle 7.5 GVM241 Large Stock Production IC Dairying 7.5 GVP241 Pig Production I Pigs 5 LBS241 Agricultural Management IIB Agricultural management 7.5 VBS241 Veld Management IIB Pasture science 7.5 GWA241 Crop Production IIA Cultivated pastures 7.5 GWB241 Crop Production IIB Irrigation 5 KPB240 Small Stock Practical ID Mohair classing 5 KPV240 Small Stock Practical IF Junior Dorper judging course,

Dohne Merino course 10

KPS270 Small Stock Practical IIB Merino rams 10

2 4

RKG240 Computer Use ID Computers & programs 5 97.5 200

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2.2 Diploma in Agriculture 2.2.1 Aim This instructional program aims to develop the student’s capacity for integrated decision making. The program is designed to: (a) Facilitate the integration of interdisciplinary teaching and management of production

systems

(b) Allow for intensification of the theoretical knowledge base, technical skills and practical applications

(c) Provide for a degree of diversification through broadening of the subject matter base. 2.2.2 Objectives (a) To develop knowledge and proficiency in the necessary skills required for market related

production in specific farming enterprises. (b) To enable students to apply innovative thinking skills, advanced technology and problem-

solving abilities in the production system process. (c) To combine knowledge and skills from different subjects into a holistic approach to ensure

sustainable agricultural production. (d) To teach knowledge and skills and to develop attitudes necessary for understanding and

appreciating the needs and demands of an evolving agricultural environment and global challenges posed by open and competitive markets.

2.2.3 Teaching methodology

During 2009 the College moved away from the modular approach and returned to the continuous method of presentation of subjects throughout the semester. The Diploma in Agriculture as a whole consists of approximately 40 % theoretical training and 60 % practical training, self-study and group work. An 80 % class attendance is required. Students were assessed by means of written or oral examinations, tests, assignments and tutorials, or on a basis of continuous assessment, project reports or seminars. The student has to pass all subjects in order to qualify for the Diploma in Agriculture.

The students presented seminars in production units and agricultural management courses that were of a very high standard. Various academic and study tours were undertaken to amongst others the Nampo Harvest Day, the Northern Cape and the Tsitsikamma.

The instructional program for the Diploma in Agriculture is given in Table 4.

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Table 4: The Instructional Program for the Diploma in Agriculture

Module Year of Study

Sem Code Title Content

Credits

VOE350 Animal Nutrition III Feedlot project 10 DPD370 Animal Production IIIA Production units 25 DPP350 Animal Production Practical IIIA Large stock pregnancy

diagnosis, small stock AI, Senior Boer goat course

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LBS370 Agricultural Management IIIA Integrated farm planning 20 LBV351 Agricultural Extension IA Agricultural extension 15 OMG351 Environmental Management IIIA Environmental management 15 RKG350 Computer Use IIA Applied software 10 TEL370 Animal Breeding III Applied breeding & stud

management 10

VVW370 Meat Processing I Meat processing 10

3 5

SVW370 Dairy Processing I Dairy processing 10 140

DPD370 Animal Production IIIA Production units 20 DPP360 Animal Production Practical IIIB Large stock AI, Senior

Dorper judging course 10

LBS370 Agricultural Management IIIA Integrated farm planning 20 LBS361 Agricultural Management IIIB Entrepreneurship 10 LBV361 Agricultural Extension IB Agricultural extension 15 OMG361 Environmental Management IIIB Environmental management 15 RKG360 Computer Use IIB Applied software 10 TEL370 Animal Breeding III Applied breeding & stud

management 10

WBR361 Game Farming IB Game farming 10 VVW370 Meat Processing I Meat processing 10

3 6

SVW370 Dairy Processing I Dairy processing 10 140 280

2.3 Recruitment

An extensive recruitment campaign in the small stock farming areas and semi-arid to arid agro-ecological zones of South Africa was launched during 2009 for the 2010 academic year. About 90 % of the learners that visited the career exhibitions were from the black communities. The aim of the recruitment campaign was to expose learners to agriculture, more specifically to small stock production and related occupations. The big challenges faced again during 2009 were the negative image of agriculture as a career and the lack of available funds amongst the learners from these communities. During this campaign, 25 towns were visited and 167 schools were reached, with approximately 56 000 learners having the opportunity to find out more about the courses that Grootfontein offers.

The College participated in three events that can be regarded as additional recruitment exercises. The Angora Goat Production Unit participated in the “From the Earth” expo in Cape Town. In

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the process not only Angora goats, but also the Grootfontein College of Agriculture, was promoted the people of the Western Cape. The other event was the College’s successful participation in the International Mohair Summit in Graaff-Reinet. A ram of the Grootfontein Student Angora Stud was crowned as Supreme Champion of the Summit. The students and staff of the College did in the process, and with their professional and enthusiastic behaviour, promote the College successfully amongst the producers and processors of mohair. At the NAMPO Harvest Day in Bothaville the students participated in the OMNIA Farmers Patent Competition and walked away with the first three prizes in the student category. Considering the thousands of farmers and learners visiting the harvest day it was a big advertisement for the College.

The Grootfontein Student Angora Stud promoted the College during the International Mohair Summit in Graaff-Reinet and the “From the

Earth” expo in Cape Town

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2.4 Admission

Students are admitted after qualifying on a modified Swedish system. A total of 99 first year students was admitted for the 2009 academic year. Restrictions in the available practical facilities place a limitation on the number of students that can be admitted. However, not all the admitted students registered as some of them withdrew at the last moment or simply did not register.

The ratio of applications between black students and white students was 35 to 64 during 2009. Only 68 % of the admitted students registered for 2009.

The total number of students who registered from 2005 to 2009 is shown in Figure 1.

141

152148

167

159

125130135140145150155160165170

2005 2006 2007 2008 2009

Num

ber

Year

Figure 1: Student numbers from 2005 to 2009 From Figure 1 it is evident that the student numbers have stabilised around the 150 mark.

2.5 Results

The results of the subjects presented during 2009 are shown in Table 5. The students are required to pass all the subjects to qualify for the Higher Certificate or Diploma in Agriculture.

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Table 5: Student academic statistics for 2009

Subjects Enrolled Passed Pass Rate (%)

Module Enrolled Passed Pass Rate (%)

KTW111 72 44 61 KTA121 65 59 80 TEL111 80 57 71 KTB121 59 47 80 VOE111 72 56 78 KTV121 59 47 80 DGE111 70 64 91 DGE121 59 49 83 EQS110 65 64 98 LBS121 57 54 94 LBS111 66 66 100 PBS121 60 50 83 PLK111 80 64 80 GWP121 57 55 96 GRK111 59 30 51 GWB121 61 30 49 VBS111 71 46 65 ENF120 58 58 100 ENA111 65 60 92 ENG121 58 52 90 ENB111 58 56 97 ENH120 60 48 80 ENC111 71 59 83 KPW120 58 58 100 END111 66 65 98 KPS120 58 57 98 ENE111 112 112 100 RKG120 57 57 100 RKG110 64 62 97 TEL241 65 57 88 KTW231 55 52 95 VOE241 58 54 93 DGE231 58 52 90 KTA241 55 53 96 GVV231 55 55 100 GVB241 57 56 98 GVO231 56 56 100 GVM241 57 57 100 LBS231 59 51 86 GVP241 60 59 98 LBR231 56 55 98 LBS241 57 55 96 VBS231 56 55 98 VBS241 60 56 93 KPA230 57 55 96 GWA241 55 54 98 KPV230 61 61 100 GWB241 54 52 96 KPW230 52 52 100 KPB240 54 52 96 KPS270 57 56 98 RKG240 53 53 100 RKG230 56 56 100 KPV240 55 54 98 VOE350 29 29 100 DPP360 36 36 100 DPP350 29 29 100 LBV361 36 36 100 LBV351 36 36 100 OMG361 29 29 100 OMG351 29 29 100 RKG360 36 36 100 RKG350 36 36 100 WBR361 29 29 100 TEL370 29 29 100 VVW370 36 36 100 LBS370 36 36 100 SVW370 36 36 100 LBE370 36 36 100 DPD370 36 35 97

The academic performance of the students improved from 2008, but is still not at the desired level. Students coming from a non-agricultural background had to work hard to meet the outcomes of the practical part of the course. The pass rates for the Higher Certificate and Diploma in Agriculture were 91 % and 97 % respectively.

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2.6 Statistics for 2009

A slight decrease in the number of students occurred during 2009 but it is not considered to be a matter of concern and can be ascribed to normal fluctuation. The student numbers, according to gender and population group from 2005 to 2009, are given in Table 6.

Table 6: Student numbers per gender and population group for 2005 to 2009

Number per year Gender Population group

2005 2006 2007 2008 2009 Black* 21 27 30 33 37 White 97 111 101 106 88

Male

Sub-total Male 118 138 131 139 125 Black 7 1 6 15 18 White 16 13 11 13 16

Female

Sub-total Female 23 14 17 28 34 Black 28 28 36 48 55 White 113 124 112 119 104

Total

Total 141 152 148 167 159 * Black: African & Coloured The number of black students increased again during 2009. This can be ascribed to the increased recruitment under the target group and the bursaries from the Northern Cape Department of Education and the Department of Agriculture, Forestry and Fisheries. The number of female students showed a slight increase from 2008 and can be regarded as a positive development regarding gender representivity. The number of students per gender admitted from 2005 to 2009 is shown in Figure 2.

0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008 2009

Male

Female

Total

Figure 2: Admission of students according to gender from 2005 to 2009

20

A summary of the total student numbers for 2009 is given in Table 7. The number is broken down into gender and population group. Table 7: Total student numbers per year of study (2009)

Year of study I II III

Total Population Group

Male Female Male Female Male Female Male Female Total African* 19 4 10 8 8 6 37 18 55 White 38 6 31 7 19 3 88 16 104 Sub-total 57 10 41 15 27 9 125 34 159 Total 67 56 36 159 * Black: African & Coloured Of the 122 people who applied for 2009, 99 were admitted but 67 (68 %) registered as students. Table 8 and Figure 3 give an indication of the number of students admitted per gender and population group, as well as the number that actually registered as students. Table 8: Students admitted versus students registered (2009) Gender Population Group Applicants admitted New Students Registered

White 58 38 African 21 16 Coloured 5 4

Male

Sub-Total 84 58 White 6 5 African 8 3 Coloured 1 1

Female

Sub-Total 15 9 White 64 43 African 29 19 Coloured 6 5

Total

Total 99 67

21

0

10

20

30

40

50

60

70

Whites Africans Coloured

Admitted

Registered

Figure 3: First year students admitted and registered for 2009 Figure 3 reveals that 67 % of the white and 83 % of the coloured and 66 % of the African stu-dents that were admitted did register.

The main source of students for the Grootfontein College of Agriculture remains the extensive small stock production areas of the Eastern, Northern and Western Cape Provinces that contributed to 88 % of the first year students for 2009 (Figure 4).

Figure 4: First year student intake per province of origin for 2009

22

Table 9: Certificates and diplomas awarded and the academic performance of candidates in the respective study programs from 2005 to 2009

Pass Grades Study

Program Year Candidates

Examined Distinction 1st grade Pass

Cert / Dip Awarded

2005 60 5 5 38 48 2006 57 0 12 25 37 2007 61 4 16 28 48 2008 55 4 11 20 35

Higher Certificate in Agriculture

2009 56 3 19 29 51 Sub-total 289 16 63 140 219

2005 25 0 3 20 23 2006 38 5 12 20 37 2007 30 0 13 16 29 2008 39 3 18 18 39

Diploma in Agriculture

2009 29 2 14 12 28 Sub-total 161 10 60 86 156 Table 9 indicates a 91 % pass rate in the Higher Certificate program and a 97 % pass rate in the Diploma program of 2009. In Tables 10 and 11 summaries are given of the pass grades of the students who qualified for the Higher Certificate and Diploma in Agriculture.

Boer goats from the production unit of the students

23

Table 10: The pass grades of students in the Higher Certificate in Agriculture

Name Pass grade Name Pass grade Conradie Z. Distinction Dietrichsen J.J. Pass Frick J.A. Distinction Du Toit M. Pass Knoetze H.J. Distinction Fryer P.A.C. Pass Asieng P.C. 1st class Gatyeni N.A. Pass De Koning A. 1st class Kaphe N. Pass Karls I.M. 1st class Koen T.W. Pass Kirchner K.J. 1st class Lemmer M. Pass Koch J.H. 1st class Malo E.C.S. Pass Mathe X.G. 1st class Marais H.N. Pass Morkel D.L. 1st class Meiring B.J. Pass Noordman J.W. 1st class Motho A. Pass Rabi M.P. 1st class Myburgh H.A. Pass Rautenbach B.D. 1st class Muller S.W.P. Pass Seleke D.V. 1st class Noxwe N.A. Pass Setae M.V. 1st class Oosthuizen J.R. Pass Smith C.M. 1st class Salman S. Pass Theron D. 1st class Skenjana I.L. Pass Valtyn J.T. 1st class Smit D. Pass Van der Merwe W.J. 1st class Spangenberg T. Pass Van Heerden S. 1st class Terblanche P.D. Pass Van Niekerk I. 1st class Van der Walt A.J. Pass Van Rooyen J.P. 1st class Van der Walt N. Pass Alexander T.C. Pass Van Onselen R.E. Pass Brown S. Pass Viljoen L. Pass De Wee R.S. Pass Wechoemang M.A. Pass De Wee Z.R. Pass

24

Table 11: The pass grades of students in the Diploma in Agriculture

Name Pass grade Name Pass grade Geldenhuys C. Distinction Van Zyl F.D. 1st class Van Rooyen S.M. Distinction Venter U. 1st class Botha D. 1st class Baard M.J.P. Pass Citywayo T.T. 1st class Brand C.J.J. Pass Hill N.G. 1st class Cloete H.C.G. Pass Jacobs M. 1st class Gobingca S.R. Pass Jojwana S. 1st class Heyns A.B. Pass Marais J.J. 1st class Jagom K.P. Pass Petersen W.A. 1st class Jordaan C.D. Pass Scheun J. 1st class Kruger W.M. Pass Steinberg P.W. 1st class Mac Donald P.G. Pass Strumpher R.B. 1st class Mathonsi F.J. Pass Van den Berg J.J. 1st class Ndoqo X.J. Pass Van Wyk J.A. 1st class Roos H.J. Pass

The dux students for the 3rd, 2nd and 1st year students of 2009 C. Geldenhuys, Z. Conradie and J. Wessels

25

2.7 Accreditation A workshop was conducted by the Association of Principals of Agricultural Colleges (APAC) to finalise the self-evaluation criteria for agricultural colleges. The qualifications of colleges will remain accredited under the Higher Education Quality Committee (HEQC) of the Council for Higher Education (CHE) until 2012. The implementation of the Norms and Standards for Agricultural Training Institutes is of utmost importance to ensure that the institutions remain accredited at Higher Education level in future. 2.8 Customer satisfaction In general the response of the students in the Higher Certificate and Diploma in Agriculture courses is very positive about the content and quality of training that Grootfontein offers. In March 2009 an opinion poll was conducted to determine the opinion of the students about a number of aspects regarding their studies at Grootfontein. This was done in the form of a anonomous questionnaire covering 12 aspects of student life at Grootfontein. The opinion poll was designed to test the following broad topics: language, academic performance, classroom situation, student-staff relations, accommodation, sport & recreation, social life, student organisations, orientation, personal matters, finances and general matters. These topics were tested with a statement to which the students had to indicate on a scale from 1 - 5 whether they agree strongly, agree, have no opinion, disagree or disagree strongly. The statements were randomised to make sure that all language questions, for example, are not following one another. Section A of the questionnaire made provision for personal detail such as race, gender and age. This would enable the College to monitor the opinion of the 12 different aspects, for example, what the opinion of the black female students were about a specific matter. In section B students responded to the topics mentioned above and in section C the students had the opportunity to give a brief opinion about the tested topics. The opinion poll was conducted in the Main Lecture Hall on Wednesday 4 March 2009. Of the 159 enrolled students at Grootfontein 148 participated in the opinion poll. The data were captured on Excel and processed. The full report of the opinion poll is available on request at the College. A summary of the opinion poll follows. Language: The language policy (dual medium) was identified as a challenge by some students and needed revision. Opposing opinions about the medium of instruction between the English and Afrikaans students were identified. As a result of these findings a language audit was conducted to resolve the language issue at Grootfontein. The language audit is discussed under 1.5 Transformation on page 7. Academic performance: The general opinion of most students was that there are not any obstacles for academic performance. A minority of students felt that the pass requirements were too high and that the workload is too much.

26

Classroom situation: Again language was raised as a matter of concern in the classroom situation due to disturbance by either language group when the lecturer speaks in the other language. Student – staff relations: The general conclusion from this section is that the student-staff relation at Grootfontein are good. Accommodation: Most students are comfortable with the situation in the hostel. Students who stay in town feel excluded from the campus activities. Although some students would prefer more order in the hostel, accommodation does not restrict academic performance. Sport & recreation: Students believe that sport at Grootfontein has not yet reached its full potential as uniting factor. More effort should be made to promote sport activities amongst the students and the social club should consider the needs of all groups. Social life: Students find it difficult to balance social life and studies, but in general the social life at Grootfontein is regarded to be good. Student organisations: The composition of the Student Representative Council (SRC) was a matter of concern for the black students as they felt excluded from it. Orientation: The students believed that a well-planned orientation program has value and will be conducive towards team spirit. Personal: Students are proud to be Grootfontein students and believe that the quality of training is outstanding. Finances: All agree that the course is value for money. General: Some students are afraid that the quality of training might be lowered as a result of transformation. White students disagreed with the statement that the pace of transformation should be accelerated. The overall opinion of the Grootfontein students as expressed during the March 2009 opinion poll about matters affecting student life at the College was positive. However, it later became evident that some of the black students had a strong opinion about certain transformation matters. Transformation is discussed elsewhere in this report under 1.5 on page 7.

27

CHAPTER 3

FURTHER EDUCATION AND TRAINING PROGRAM

3.1 Aim

To improve the knowledge and skills of emerging farmers, Land Reform beneficiaries, farm workers and the unemployed to capacitate them to contribute to a prosperous agricultural sector and to improve their quality of life. 3.2 Objective (a) To provide targeted skills training in:

• Animal production • Pastures and crop production • Agricultural economics • Agricultural technical services

(b) To provide beneficiaries with functional knowledge and skills in the agricultural

production process. (c) To teach practical skills to carry out farming production operations

3.3 Teaching methodology All skills training are based on Unit Standards and forms part of the qualifications accredited by AgriSETA (Table 12). Learners must meet the outcomes of the Unit Standard to be declared competent. The emphasis of this training program is the mastering of specific skills and competencies. Table 12: FET qualifications for which Grootfontein is accredited No SAQA ID Qualification Title NQF Level 1 48976 National Certificate: Animal Production 2 2 48977 National Certificate: Mixed Farming Systems 2 3 49048 National Certificate: Animal Production 3 4 48979 National Certificate: Animal Production 4

Due to the low levels of literacy of beneficiaries in many communities, training was offered at lower than FET levels in an effort to reach out to the illiterate who wants to master a specific skill that would help them to generate or increase their income.

The FET and Farmer Training program is presented on site at the community or farm where the training is needed. Mobile training units are equipped with all the equipment and apparatus needed to present the training. Where livestock is required for the training, farmers or projects have to provide the necessary animals. Skills training is also offered on campus during the winter holiday (June - July).

28

3.4 Training presented during 2009 Most of the short courses were presented in the provinces and the rest at Grootfontein.

The Grootfontein Agricultural Development Institute and the Northern Cape Department of Agriculture and Land Reform (NCDALR) Training Committee were once again actively involved in the training presented in the Northern Cape during 2009. The Committee met on a quarterly basis to coordinate all training related issues where GADI was involved. GADI has representation on the Northern Cape Provincial Agricultural Education and Training (PAET) Forum Steering Committee, as well as on the Eastern Cape Provincial Agricultural Education and Training Forum Steering Committee. These fora seek ways to coordinate and regulate agricultural education and training in the relevant provinces.

A large percentage of the training presented during 2009 was done for beneficiaries of projects in local municipalities. Courses such as Operate a Tractor, Dismantle Automotive Components and Arc Welding were presented most frequently because it equips people with specific skills that can be used for entrepreneurial or job seeking purposes.

3.5 People trained A wide variety of courses was presented in the Northern, Eastern and Western Cape provinces. Although the target group is people with at least Adult Basic Education and Training (ABET) level 4 or grade 10, a large percentage of people was trained at lower levels, due to the low level of literacy in the rural communities. The detail of the courses and the number of attendees for 2009 are listed in Table 13. From the table it is clear that the Agricultural Technical Services department trained of 76 % of all beneficiaries of the GADI Further Education and Training and Farmer Training program. Most of the training for the Northern Cape Department of Agriculture and Land Reform was done for beneficiaries of the Comprehensive Agricultural Support Program (CASP) projects. In Figure 5 the increase in the number of beneficiaries trained in the GADI Further Education and Training and Farmer Training program since 2005 can be seen.

In total a number of 1776 people were trained in the Further Education and Training and Farmer Training program during the 2009 academic year of which 94 % was from the black sector. It must be noted that not all the attendees could be declared competent. The same person may be counted more than once and therefore the number is not of different individuals declared competent, but rather of the total number of attendees. 3.6 Customer satisfaction Feedback from the attendees of the courses was very positive. Beneficiaries of the training presented also indicated that they benefited from the training. Some farmers whose farm workers were trained also informed the presenters that they could see the impact of the training on the performance of their workers. The high demand for similar training in 2010 confirms the fact that the training offered is relevant.

29

614

887 873

16391776

0200400600800

100012001400160018002000

2005 2006 2007 2008 2009

Num

ber

Year

Figure: 5 Number of beneficiaries trained in the GADI Further Education and

Training and Farmer Training program

FET students dismantling an engine

30

Table 13: Short courses presented from January 2009 to December 2009

Where presented Attendance PDI Other Total

(gender) No

Course NQF level Town District

Municipality ♂ ♀ ♂ ♀ ♂ ♀

Total

1 Arc welding 2 Springbok Namakwa 11 4 1 1 12 5 17 2 Operate a tractor 2 Caledon Overberg 19 0 0 0 19 0 19 3 Operate a tractor 2 Port Elizabeth Nelson Mandela Bay 9 9 0 0 9 9 18 4 Arc welding 2 Hopetown Pixley ka Seme 7 0 1 0 8 0 8 5 Operate a tractor 2 Uitenhage Nelson Mandela Bay 17 11 0 0 17 11 28 6 Mohair classing 2 Jansenville Cacadu 10 13 0 0 10 13 23 7 Computer course 1- 4 Middelburg Chris Hani 15 3 0 0 15 3 18 8 Arc & gas welding 2 Cradock Chris Hani 0 0 20 0 20 0 20 9 Dismantle automotive components 2 Port Elizabeth Nelson Mandela Bay 10 3 0 0 10 3 13 10 Dismantle automotive components 2 Port Elizabeth Nelson Mandela Bay 10 8 0 0 10 8 18 11 Dismantle automotive components 2 Uniondale Eden 24 8 0 0 24 8 32 12 Basic arc welding 2 Uitenhage Nelson Mandela Bay 16 14 0 0 16 14 30 13 Basic arc welding 2 Willowmore Cacadu 21 1 0 0 21 1 22 14 Operate a tractor 2 Beaufort West Central Karoo 12 1 0 0 12 1 13 15 Basic arc welding 2 Kuruman Kgalagadi 15 0 0 0 15 0 15 16 Operate a tractor 2 Venterstad Ukhahlamba 13 0 3 0 16 0 16 17 Dismantle automotive components 2 Port Elizabeth Nelson Mandela Bay 22 15 0 0 22 15 37 18 Basic arc welding 2 Willowmore Cacadu 13 0 0 0 13 0 13 19 Basic arc welding 2 Uitenhage Nelson Mandela Bay 15 2 0 0 15 2 17 20 Basic arc welding 2 Uitenhage Nelson Mandela Bay 20 6 0 0 20 6 26 21 Operate a tractor 2 Port Elizabeth Nelson Mandela Bay 19 8 0 0 19 8 27 22 Operate a tractor 2 Port Elizabeth Nelson Mandela Bay 19 2 0 0 19 2 21 23 Operate a tractor 2 Port Elizabeth Nelson Mandela Bay 20 8 0 0 20 8 28 24 Basic layout of financial statements 2 Koopmansfontein Frances Baard 20 11 0 0 20 11 31 25 Record income & differential costs 2 Koopmansfontein Frances Baard 16 11 0 0 16 11 27 26 Observe and handle sheep 2 Middelburg Chris Hani 17 0 0 0 17 0 17 27 Operate a tractor 2 Upington Siyanda 32 0 0 0 32 0 32 28 Arc welding 2 Carnarvon Pixley ka Seme 16 9 0 0 16 9 25 29 Operate a tractor 2 Nieuwoudtville Namakwa 12 0 1 0 13 0 13 30 Operate a tractor 2 Upington Siyanda 21 0 0 0 21 0 21 31 Arc welding 2 Daniëlskuil Siyanda 10 0 0 0 10 0 10

31

32 Boer goat management 2 Koopmansfontein Frances Baard 18 7 0 0 18 7 25 33 Dismantle automotive components 2 Kuruman Kgalagadi 10 0 0 0 10 0 10 34 Arc welding 2 Schoombee Chris Hani 9 0 3 0 12 0 12 35 Dismantle automotive components 2 Upington Siyanda 13 0 0 0 13 0 13 36 Basic layout of financial statements 2 Graaff-Reinet Cacadu 15 11 0 0 15 11 26 37 Broiler management 2 Kuruman Kgalagadi 13 7 0 0 13 7 20 38 Layer management 2 Kuruman Kgalagadi 1 14 0 0 1 14 15 39 Arc welding 2 Middelburg Chris Hani 14 0 0 0 14 0 14 40 Beef cattle production 2 Kuruman Kgalagadi 20 3 0 0 20 3 23 41 Operate a tractor 2 Willowmore Cacadu 21 1 0 0 21 1 22 42 Dismantle automotive components 2 Port Elizabeth Nelson Mandela Bay 23 1 0 0 23 1 24 43 Dismantle automotive components 2 Middelburg Chris Hani 27 12 0 0 27 12 39 44 Boer goat management 2 Middelburg Chris Hani 3 2 0 0 3 2 5 45 Dismantle automotive components 2 Middelburg Chris Hani 4 0 5 1 9 1 10 46 Computer course 2 Middelburg Chris Hani 1 16 0 2 1 18 19 47 Handling of sheep 2 Middelburg Chris Hani 5 2 2 0 7 2 9 48 Sheep management 2 Middelburg Chris Hani 8 2 4 0 12 2 14 49 Operate a tractor 2 Middelburg Chris Hani 13 0 1 0 14 0 14 50 Branding operator 2 Middelburg Chris Hani 7 0 0 0 7 0 7 51 Wool classing 2 Middelburg Chris Hani 8 2 5 2 13 4 17 52 Arc welding 2 Middelburg Chris Hani 9 0 5 1 14 1 15 53 Hand tools 2 Middelburg Chris Hani 4 0 0 0 4 0 4 54 ITSI computer 2 Middelburg Chris Hani 6 8 4 4 10 12 22 55 Building science & woodwork 2 Mthatha O.R. Tambo 11 1 0 0 11 1 12 56 Operate a tractor 2 Middelburg Chris Hani 19 1 1 0 20 1 21 57 Basic layout of financial statements 2 Upington Siyanda 8 7 0 0 8 7 15 58 Basic arc welding 2 Williston Namakwa 9 0 5 0 14 0 14 59 Basic arc welding 2 Uniondale Eden 10 2 0 0 10 2 12 60 Arc welding 2 Uniondale Eden 8 0 0 0 8 0 8 61 Arc welding 2 Marchand Siyanda 6 0 0 0 6 0 6 62 Arc welding 2 Groblershoop Siyanda 14 0 1 0 15 0 15 63 Arc welding 2 Niewoudtville Namakwa 25 1 0 0 25 1 26 64 Operate a tractor 2 Baviaanskloof Cacadu 15 3 0 0 15 3 18 65 Know your environment 2 Carnarvon Pixley ka Seme 14 6 0 0 14 6 20 66 Dismantle automotive components 2 Baviaanskloof Cacadu 11 4 0 0 11 4 15 67 Operate a tractor 2 Jan Kempdorp Frances Baard 22 6 0 0 22 6 28 68 Operate a tractor 2 Springbok Namakwa 19 1 0 0 19 1 20

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69 Dismantle automotive components 2 Dysselsdorp Eden 15 11 0 0 15 11 26 70 Dismantle automotive components 2 Dysselsdorp Eden 13 1 0 0 13 1 14 71 Basic arc welding 2 Postmasburg Siyanda 9 0 3 0 12 0 12 72 Fleece dividing & pieces classing 2 Nieuwoudtville Namakwa 11 0 0 0 11 0 11 73 Operate a tractor 2 Grootdrink Siyanda 29 0 0 0 29 0 29 74 Operate a tractor 2 Ceres Cape Winelands 19 0 1 0 20 0 20 75 Dismantle automotive components 2 Mossel Bay Eden 12 0 2 0 14 0 14 76 Know your environment 2 Koopmansfontein Frances Baard 17 11 0 0 17 11 28 77 Small stock artificial insemination 2 Victoria West Pixley ka Seme 3 0 4 2 7 2 9 78 ITSI computer 4 Middelburg Chris Hani 2 0 3 7 5 7 12 79 Basic vegetable production 2 Cradock Chris Hani 12 1 0 0 12 1 13 80 Dismantle automotive components 2 Ceres Cape Winelands 24 0 0 0 24 0 24 81 Operate a tractor 2 Willowmore Cacadu 8 2 0 0 8 2 10 82 Dismantle automotive components 2 Willowmore Cacadu 11 2 0 0 11 2 13 83 Operate a tractor 2 Willowmore Cacadu 9 12 0 0 9 12 21 84 Dismantle automotive components 2 Cradock Chris Hani 11 4 0 0 11 4 15 85 Dismantle automotive components 2 Middelburg Chris Hani 13 0 1 0 14 0 14 86 Arc welding 2 Baviaanskloof Cacadu 15 1 0 0 15 1 16 87 Arc welding 2 Oudsthoorn Eden 8 1 1 0 9 1 10 88 Dismantle automotive components 2 Willowmore Cacadu 13 2 1 0 14 2 16 89 Dismantle automotive components 2 Mossel Bay Eden 6 2 0 0 6 2 8 90 Operate a tractor 2 Steytlerville Cacadu 16 2 0 2 16 4 20 91 Arc welding 2 Dysselsdorp Eden 19 0 0 0 19 0 19 92 Dismantle automotive components 2 Steytlerville Cacadu 13 3 0 2 13 5 18 93 Arc welding 2 Uitenhage Nelson Mandela Bay 11 1 0 0 11 1 12 94 Dismantle automotive components 2 Port Elizabeth Nelson Mandela Bay 7 4 0 0 7 4 11 95 Basic arc welding 2 Uitenhage Nelson Mandela Bay 3 7 0 0 3 7 10 96 Dismantle automotive components 2 Port Elizabeth Nelson Mandela Bay 11 1 0 0 11 1 12 97 Dismantle automotive components 2 Port Elizabeth Nelson Mandela Bay 18 1 0 0 18 1 19 98 Arc welding 2 Uitenhage Nelson Mandela Bay 17 1 0 0 17 1 18 99 Arc welding 2 Uitenhage Nelson Mandela Bay 20 0 0 0 20 0 20 100 Dismantle automotive components 2 Port Elizabeth Nelson Mandela Bay 17 1 0 0 17 1 18

Total 1336 338 78 24 1414 362 1776

33

CHAPTER 4

INFORMATION DAYS

4.1 Objective of Information days Grootfontein organises information days and utilises events of organised agriculture and industry organisations as a platform to disseminate information to producers. The objective of the information days is to communicate farming technology and the latest research findings to commercial and emerging producers. Although the presentation of lectures during information days cannot be regarded as training, it plays a major role in raising awareness of farmers about different aspects of farming and new technology. Through interaction at information days, scientists and technicians are sensitised with regard to the needs and challenges of producers. 4.2 Information days presented During 2009 Grootfontein scientists and technicians participated in a total number of 56 information days. The topics addressed included breeding, nutrition, production, fodder flow, animal health, veld management and various other aspects of small stock production. Most information days were held in the Eastern Cape, while some were also presented in the other provinces. These information days were attended by 1626 farmers (684 small scale and subsistence farmers and 942 commercial farmers) (Table 14). Grootfontein organised a local information day that was well attended by producers from the area. The need was raised by the Middelburg District Farmers Union to present a combined information day during 2010.

A practical demonstration during an information day

34

Table 14: Information days presented during 2009

Where presented Attendance No Theme/Event Town District

Municipality PDI Other Total

1 Sheep production Luzi Ukhahlamba 15 0 15 2 Sheep production Qoqodala Chris Hani 15 0 15 3 Wool production Queenstown Chris Hani 46 3 49 4 Breeding Lushington Amathole 18 0 18 5 Supplementary and drought feeding De Aar Pixley ka Seme 0 25 25 6 Supplementary and drought feeding Middelburg Chris Hani 0 15 15 7 Supplementary and drought feeding Aberdeen Cacadu 5 30 35 8 Sheep breeding Ncogobo Chris Hani 20 5 25 9 Sheep breeding Masimanyane Chris Hani 15 0 15

10 Sheep production Luzi Ukhahlamba 13 0 13 11 Sheep breeding Lephakoeng Ukhahlamba 18 0 18 12 Sheep breeding Rockcliff Ukhahlamba 16 0 16 13 Supplementary feeding Hopetown Pixley ka Seme 0 15 15 14 Flock health management Middelburg Chris Hani 0 25 25 15 Targeted selective parasite treatment Middelburg Chris Hani 7 62 69 16 Grootfontein training program Middelburg Chris Hani 0 23 23 17 Small stock production Middelburg Chris Hani 26 82 108 18 Global warming Middelburg Chris Hani 0 16 16 19 Problem animal control Middelburg Chris Hani 0 47 47 20 Supplementary feeding Klipplaat Cacadu 0 20 20 21 Sheep production Allan Waters Chris Hani 17 1 18 22 Sheep production Rockcliff Ukhahlamba 20 1 21 23 Sheep production Dudumasha Amathole 13 0 13 24 Feedlot sheep Richmond Pixley ka Seme 0 40 40 25 Supplementary feeding Koffiefontein Xhariep 0 30 30 26 Sheep production Lephakoeng Ukhahlamba 15 0 15 27 Sheep production Luzi Ukhahlamba 16 0 16 28 Sheep production Allan Waters Chris Hani 18 0 18 29 Wool production Kentani Amathole 15 0 15 30 Karoo vegetation De Aar Pixley ka Seme 0 20 20 31 Veld management Jansenville Cacadu 5 0 5 32 Karoo vegetation Loxton Pixley ka Seme 4 8 12 33 Veld management Middelburg Chris Hani 1 17 18 34 Soil erosion Colesberg Pixley ka Seme 39 1 40 35 Chemistry Middelburg Chris Hani 15 50 65 36 Veld management Middelburg Chris Hani 0 4 4 37 Veld management Griekwastad Pixley ka Seme 0 40 40 38 Small stock nutrition Laingsburg Central Karoo 5 45 50 39 Sheep production Dudumasha Amathole 45 2 47

35

40 Biosecurity in feedlots Middelburg Chris Hani 0 58 58 41 Parasite control Graaff-Reinet Cacadu 5 9 14 42 Small Stock Improvement Scheme Bloemfontein Motheo 0 16 16 43 Group breeding schemes Bloemfontein Motheo 0 16 16 44 Sheep breeding Laingsburg Central Karoo 5 45 50 45 Sheep production Allan Waters Chris Hani 30 2 32 46 Ram and ewe selection Carnarvon Pixley ka Seme 30 0 30 47 Small stock management Carnarvon Pixley ka Seme 30 0 30 48 Sheep production Rockcliff Ukhahlamba 20 0 20 49 Soil erosion and weathering Petrusville Pixley ka Seme 47 0 47 50 Soil erosion Middelburg Chris Hani 15 35 50 51 Flock health management Colesberg Pixley ka Seme 0 30 30 52 Flock health management Steynsburg Ukhahlamba 0 24 24 53 Sheep production Sterkspruit Ukhahlamba 0 30 30 54 Flock health management Venterstad Ukahlamba 35 6 41 55 Flock health management Schoombee Chris Hani 25 20 45

Total 684 942 1626

Officials from the Northern Cape Department of Agriculture and Land Reform attending a computer course at Grootfontein

36

CHAPTER 5

SPORT

5.1 Rugby The College team once again succeeded to secure the third spot during the 2009 PANNAR SA Rugby Week for Agricultural Colleges that was held at the Potchefstroom College of Agriculture. Seven players were selected for the South African Agricultural Colleges team and the captain of this team was Niel Jordaan from Grootfontein. Locally Grootfontein participated in the Karoo Rugby Sub-union league, namely the Welman Harmse Super league. The second team ended first and the third team second in their competition while the first team ended third. Six players represented the Eastern Province Country Districts team during the South African Country Districts tournament. 5.2 Soccer The soccer club had a slow start to the season. A Code of Conduct for the soccer club as well as a Terms of Reference for members were developed. The team could then start preparations for the annual Inter-College Soccer Tournament hosted by the Potchefstroom College of Agriculture. During the tournament the team gave good account of itself.

Grootfontein on attack during a College week game

37

5.3 Golf Many of players were active and the College team participated in the Inter College Golf tournament held in the North West Province. The student team finished second.

5.4 Netball The College team started the season enthusiastically but the lack of matches prevented the team from reaching its full potential. 5.5 Other sport The members of the Grootfontein Cycling Club participated in the Cape Argus race in Cape Town and the OFM Classic in Bloemfontein. Bow shooting was practiced on an ad hoc basis and some students participated in bigger tournaments and gave good account of themselves.

38

CHAPTER 6

STUDENT MATTERS

6.1 Accommodation Owing to the high student numbers, Bergsig Hostel, Huis Karoo Annex and four staff houses were occupied. A number of students had to stay in town. The hostels and houses are in a fair condition but will need some minor maintenance work in the near future. The matrons and hostel staff succeeded in keeping the hostel fully functional during the year. The budget limitations remain the biggest challenge in the provision of proper accommodation and meals to the students. 6.2 Student Representative Council Although the Student Representative Council (SRC) was not fully recognised by all students the SRC still managed to complete most of their duties. The chairman of the SRC played an important role behind the scenes in calming down emotions of students that felt uncomfortable with the transformation agenda at the College. A number of disciplinary cases were referred to the Principal. The SRC were responsible for a very active social program for the year. A few incidents of vandalism by students were reported during the year. The composition, format of the election and representation of an interim SRC for 2010 was agreed upon after long negotiation and mediation processes. The interim SRC for 2010 was elected in November 2009. This resulted in the first truly representative SRC of the College. A leadership training session was planned for early 2010. The House Committee for 2010 as sub-committee of the SRC was elected at the same time. The House Committee is responsible for the management of student discipline and activities in the hostel. 6.3 Parent weekend The College hosted its fourth parent weekend during 2009. The event started with a motivational speech by Dr. Dave Midgley. A “spitbraai” provided opportunity for parents, students and staff to interact in a social way. The next day was spent with presentations of students regarding their training at the College. Exhibitions and presentations were also held about the production units of the third-year students. An informal sports program followed on the Saturday afternoon and the weekend was concluded with a steak dinner and dance.

39

Students demonstrating wool classing to parents during the 2009 parent weekend

6.4 Alumni An alumni reunion was held at Calvinia where the current status at the College was explained, stories of the past were shared and the importance of a strong alumni was emphasised. Alumni were continuously made aware of the big reunion and centenary celebrations planned for 2011. 6.5 In memoriam The College was shocked with the death of a first-year student, Frederik Uys (Yskas), in a car accident on the campus at the end of July 2009. This tragedy placed a damper on the year. A memorial service was conducted at the College as a gesture of last respect to a fellow student.

40

CHAPTER 7

SUMMARY

Although the College faced a number of challenges during 2009 it can be declared in retrospect that the College nevertheless succeeded to comply with its main objective, namely to present quality agricultural education and training. The College conducted all its activities in line with the vision of the Department of Agriculture, Forestry and Fisheries benefiting a large client base in the public and private agricultural sector. Training by the Grootfontein College in 2009 focused both on formal vocational training in the Higher Education band of the National Qualifications Framework (NQF), as well as formal and informal training in the Further Education and Training band of the NQF. The ratio of admittance for equity and previously disadvantaged groups for 2009 continued to improve and the most female students ever registered for studies during the year. Transformation was high on the agenda for 2009 and good progress has been made regarding transformational matters at GADI. To pass the Higher Certificate and Diploma in Agriculture, students are required to pass both the theoretical and practical parts of the programs. In addition all short courses presented by other organisations also have to be passed. This program ensured a well-equipped individual who can be successfully employed in the small stock sector. The Further Education and Training program of Grootfontein, based on Unit Standards as registered with AgriSETA, reached new heights during 2009. Training was conducted on-site and at Grootfontein. A large number of people benefited from the training program and received certificates of competence or certificates of attendance. As the College is also involved in small stock research, various information days have been organised to disseminate information and research results to both commercial, small-holder and subsistence farming sectors. This report once again highlights the fact that the impact of the training programs that Grootfontein offered is phenomenal and it can be regarded as instrumental in the high level of achievement in the small stock industry. The values practised by the College together with the quality of training ensured that the beneficiaries of the training programs were adequately equipped for success in the small stock sector.