1

PREFACE

Success in life is determined by a combination of various factors such as knowledge, hardwork and attitude. Success in agriculture is determined by even more factors and theinteraction between these factors is often unpredictable and very complicated. At theGrootfontein College of Agriculture we focus on equipping prospective agriculturalistswith the knowledge and skills to comprehend, understand and manage these factors.

Through quality education and training the Grootfontein College of Agriculture succeedsin transferring the necessary knowledge and skills to its students, both at HigherEducation level and Further Education and Training level. The positive impact of theGrootfontein qualification on the small stock sector in South Africa is recognised by allthe relevant stakeholders in the industry. Together with the research done by the Researchdivision of the Grootfontein Agricultural Development Institute, Grootfontein canrightfully claim its status as “The Small Stock Centre of Excellence.”

In this Training Report the objectives of the training program, the teaching methodologyand the instructional program are explained. Feedback is also given about recruitment,admission and results. Statistics about various aspects of the College are also presented inthe report and is a testimony of its achievements. The report will not be complete withoutmentioning student matters and sport. We are proud of our facilities and a section aboutthe infrastructure of the College is included in the report.

This report gives a general review about the Grootfontein College of Agriculture and itsachievements during 2006.

2

CHAPTER 1

BACKGROUND

The Grootfontein College of Agriculture is the training division of the largerGrootfontein Agricultural Development Institute (GADI) of the Department ofAgriculture (DoA). The objective of the Grootfontein College of Agriculture is to providevocational agricultural training in order to prepare students for a career in farming andrelated occupational fields, with special emphasis on small stock production managementin the extensive small stock farming areas.

In the process, the College promotes a vigorous and wealth generating small stockproduction sector. This is in line with the vision of the Department of Agriculture,namely: “A united and prosperous agricultural sector.”

The College aims to:

• Provide formal vocational training in agriculture in the Higher Education band ofthe National Qualifications Framework (NQF), in order to produce suitablyqualified and equipped manpower, in accordance with requirements for farmingand agricultural development work in the technical occupational divisions, withspecial emphasis on the extensive small stock farming areas;

• Provide appropriate training programs to satisfy the farming sector, for whichtraining is intended, educationists and development agencies;

• Provide formal and informal training in the Further Education and Training bandof the NQF to meet the training needs of the farming communities, Land Reformbeneficiaries and development agencies;

• Identify the need for training at grass-roots level and to provide custom-designedextra-curricular courses for special interest groups;

• Provide institutional, infrastructural, financial and administrative support servicesto effectively support teaching and learning.

The primary beneficiaries of the GADI training program are land users in the extensivesheep and goat producing regions of South Africa. They are represented by the ProvincialDepartments of Agriculture, commodity organizations, agribusiness, organized agricul-ture, farming communities, farmers and Land Reform beneficiaries

The client needs are determined by communication with provincial departments of agri-culture, commodity organizations, agribusiness and farming communities. These needsare then aligned with the key programs of the Department of Agriculture.

3

Some changes in the staff component of the College occurred during 2006. A DeputyDirector: Training (Principal) was appointed in June and three lecturers in the Crops &Pastures department were appointed in December. Certain vacant lecture posts remainedon the staffing component of the College and will be corrected during 2008. Specialists incertain fields where vacancies were experienced, were contracted to present some of themodules to ensure that the students received the best possible training.

The loyalty and commitment of the current lecturing and academic staff ensure that ahigh quality of training was maintained. All the academic staff received training asassessors to be registered by AgriSETA. Three lecturers were trained as moderators. Astrategic planning session was conducted to set the goals for the short and medium term.Three young scientists were employed for a one year term as interns by the College andhad the opportunity to broaden their skills and knowledge base in small stock productionand lecturing.

Another positive development is the agreement between Grootfontein and GWK(Griekwaland-Wes Koöperasie) in the field of meat processing and related fields ofstudy. In the process, the students were exposed to the latest technology anddevelopments in the mutton industry and had the advantage of learning from experts inthe field.

The College staff during a strategic planning section in July

4

CHAPTER 2

HIGHER EDUCATION AND TRAINING PROGRAM

2.1 Higher Certificate in Agriculture

2.1.1 Aim

The general aim of this study program is to provide training for market-orientatedproducers in the practical application of functional knowledge, production techniquesand agricultural management principles and practices.

2.1.2 Objectives of the Higher Certificate in Agriculture

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

• The principles and practices of small stock management, wool andmohair production, as well as mutton production

• Principles of large stock production• Agricultural management• Veld and grazing management• Principles of crop and fodder production• Agricultural engineering - principles and techniques• Agricultural law and personnel management• Life skills

(b) To provide the student with functional knowledge and understanding of thesubject matter and its application in the production process.

(c) To teach manual skills in order to effectively perform farming productionoperations.

(d) To enable the student to undertake development and maintenance work atfarm level.

(e) To provide the students with basic knowledge and practical skills needed forthe development of their managerial abilities as market orientated producers.

(f) To establish a coordinated interdisciplinary approach.

(g) To impart knowledge and skills and to develop attitudes necessary for under-standing and appreciating the agricultural production process in relation toecosystems and their constituent interacting components, in order to achieveoptimum resource utilization for sustained maximum agricultural production.

5

Students receiving training in the Wool Practical module

2.1.3 Teaching methodology

The subjects are presented as modules where for a certain period of time, depending on thenumber of credits, only one module is presented and examined. The Higher Certificate inAgriculture as a whole consists of approximately 60% theoretical training and 40% practicaltraining. An 80% class attendance is required. Modules are assessed by means of written ororal examinations, tests, assignments and tutorials, or on a basis of continuous assessment.Lectures are presented in both English and Afrikaans.

Two study tours were undertaken, one to the wool and mohair industry in Port Elizabeth andone to the ostrich industry in the Southern Cape. The Merino championship, shearingcompetition and wool handling competition were also attended at the BloemfonteinAgricultural Show. Various short courses were presented by breeders’ societies to ensure thefirst hand transfer of knowledge of the various breeds to the students.

The instructional program for the Higher Certificate in Agriculture is given in Table 1.

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Table 1: The Instructional Program for the Higher Certificate in Agriculture

Year ofStudy

Semester Module Credits

Code Title Content

1 1 KTW111 Small Stock Production IA Wool theory 5

TEL111 Animal Breeding I Breeding 5

VOE111 Animal Nutrition I Nutrition 5

DGE111 Animal Health IA Anatomy & physiology 5

EQS110 Equine Studies I Horse care & handling 4

LBS111 Agricultural Management IA Agricultural management 4

PLK111 Botany I Botany 4

GRK111 Soil Science I Soil science 5

ENA111 Agricultural Engineering IA Building science 5

ENB111 Agricultural Engineering IB Mechanics 5

ENC111 Agricultural Engineering IC Arc welding 5

END110 Agricultural Engineering ID Electricity 2

ENE110 Agricultural Engineering IE Fences 2

ENF110 Agricultural Engineering IF Windmills 2

RKG110 Computer Use IA Computers & programs 3

61

1 2 KTA121 Small Stock Production IB Angora goats 4

KTB121 Small Stock Production IC Sheep management 5

DGE121 Animal Health IB Animal health 4

LBS121 Agricultural Management IB Agricultural management 4

VBS121 Veld Management I Pasture science 4

PBS121 Personnel Management I Personnel management 4

GWP121 Crop Production I Crop production 3

GWB121 Crop Protection I Pest & plague control 4

ENG121 Agricultural Engineering IG Civil engineering 3

ENH121 Agricultural Engineering IH Gas welding 5

KPW120 Small Stock Practical IA Wool classing andsheering

10

KPS120 Small Stock Practical IB Sheep practical 6

RKG120 Computer Use IB Computers & programs 3

59

120

7

Year ofStudy

Semester Module Credits

Code Title Content

2 3 KTW231 Small Stock Production IIA Wool theory 4

KTV231 Small Stock Production IIB Mutton sheep 4

DGE231 Animal Health II Diseases & control 6

GVV231 Large Stock Production IA Beef cattle 5

LBS231 Agricultural ManagementIIA

Agricultural management 5

LBR231 Agricultural Law Studies I Agricultural laws 4

VBS231 Veld Management IA Pasture science 5

KPA230 Small Stock Practical IC Angora goats 5

KPV 230 Small Stock Practical IE SA Mutton Merino,Boergoat, Vermincontrol, Drakenbergcattle

7

KPW230 Small Stock Practical IIA Wool classing(registration)

8

KPS270 Small Stock Practical IIB Merino ewes 5

GVO231 Ostrich Production I Ostriches 2

RKG230 Computer Use IC Computers & programs 2

62

2 4 TEL241 Animal Breeding II Breeding 4

VOE241 Animal Nutrition II Nutrition 4

KTA241 Small Stock Production IIC Angora goats 6

GVB241 Large Stock Production IB Dairy cattle 3

GVM241 Large Stock Production IC Dairying 3

GVP241 Pig Production I Pigs 2

LBS241 Agricultural ManagementIIB

Agricultural management 4

VBS241 Veld Management IIB Pasture science 5

GWA241 Crop Production IIA Cultivated pastures 5

GWB241 Crop Production IIB Irrigation 4

KPB240 Small Stock Practical ID Mohair classing 5

KPV240 Small Stock Practical IF Junior Dorper judgingcourse, Dohne Merinocourse

6

KPS240 Small Stock Practical IIB Merino rams 5

RKG240 Computer Use ID Computers & programs 2

58

120

8

2.2 Diploma in Agriculture

2.2.1 Aim

This instructional program aims to develop the student’s capacity for integrateddecision making. The program is designed to:

a) Facilitate the integration of interdisciplinary teaching and management ofproduction systems;

b) Allow for intensification of the theoretical knowledge base, technical skillsand practical applications;

c) Provide for a degree of diversification through broadening of the subjectmatter base.

2.2.2 Objectives of the Diploma in Agriculture Program

a) To develop knowledge and proficiency in the necessary skills required formarket related production in specific farming enterprises.

b) To enable students to apply innovative thinking skills, advanced technologyand problem-solving abilities in the production system process.

c) To combine knowledge and skills from different subjects into a holisticapproach to ensure sustainable agricultural production.

d) To teach knowledge and skills and to develop attitudes necessary forunderstanding and appreciating the needs and demands of an evolvingagricultural environment and global challenges posed by open andcompetitive markets.

2.2.3 Teaching methodology

The subjects are presented as modules where, for a certain period of time,depending on the number of credits, only one module is presented and examined.The Diploma in Agriculture as a whole consists of approximately 40% theoreticaltraining, 60% practical training, self-study and group work. An 80% class atten-dance is required. Modules are assessed by means of written or oral examinations,tests, assignments and tutorials, or on a basis of continuous assessment, projectreports or seminars. This was the first year that the students who have started themodular training approach, completed their third year. They seemed to havemanaged it without any serious problems. Lectures are presented in both Englishand Afrikaans.

9

The Production units and Agricultural management courses produced seminars of avery high standard. A production unit is a small farm where the students farm with50 breeding animals for the year. They plan, manage and perform all actionsthemselves. Two new production units were also started during this year, namelythe ostrich unit and the Drakensberg cattle unit. Grootfontein is the only tertiarytraining institution where formal training is given in ostrich production.

Various academic and study tours were undertaken to amongst others theAgricultural Research Council Livestock Improvement Centre at Irene, NampoHarvest Day, the Northern Cape and the Tsitsikamma.

For the third consecutive year, a Grootfontein Diploma student was crowned as theJohn Deere Agricultural College Student of the Year.

Two students from the Nelson Mandela Metropolitan University completed theirexperiential year at the College.

The students obtain skills in value adding by participating inthe meat processing module.

The instructional program for the Diploma in Agriculture is given in Table 2.

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Table 2: The Instructional Program for the Diploma in Agriculture

Year ofStudy

Semester Module Credits

Code Title Content

3 5 VOE350 Animal Nutrition III Feedlot project 3

DPD370 Animal Production IIIA Production units 12

DPP350 Animal Production Practical IIIA Large stock pregnancy testing,Small stock AI, Senior Boergoat course

12

LBS370 Agricultural Management IIIA Integrated farm planning 6

LBV351 Agricultural Extension IA Agricultural extension 6

OMG351 Environmental Management IIIA Environmental management 6

RKG350 Computer Use IIA Applied software 2

TEL 370 Animal Breeding III Applied breeding & studmanagement

5

WBR351 Game Farming IA Game farming 5

VVW370 Meat Processing I Meat processing 3

SVW370 Dairy Processing I Dairy processing 3

633 6 DPD370 Animal Production IIIA Production units 9

DPP360 Animal Production Practical IIIB Large stock AI, Senior Dorperjudging course

8

LBS370 Agricultural Management IIIA Integrated farm planning 6

LBS361 Agricultural Management IIIB Entrepeneurship 4

LBV361 Agricultural Extension IB Agricultural extension 6

OMG361 Environmental Management IIIB Environmental management 6

RKG360 Computer Use IIB Applied software 2

TEL370 Animal Breeding III Applied breeding & studmanagement

5

WBR361 Game Farming IB Game farming 5

VVW370 Meat Processing I Meat processing 3

SVW370 Dairy Processing I Dairy processing 3

57120

11

The ostrich production unit was started during 2006 and the first batch of chickens was reared

2.3 Recruitment

An extensive recruitment campaign in the small stock farming areas of the country waslaunched during 2006 for the 2007 academic year. About 80% of the learners that visitedthe career exhibitions were from the previously disadvantaged communities. The aim ofthe recruitment campaign was to expose learners to agriculture, more specifically to smallstock production and related occupations. The recruitment campaign was extended to therural communities of the Eastern Cape Province and good interest was shown towards thecourses that Grootfontein offers. The biggest challenges faced again during 2006 were thenegative image of agriculture as a career and the lack of available funds amongst thelearners from the previously disadvantaged groups.

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Thirty-three towns were visited and 132 schools were reached during this campaign, with33 475 learners having the opportunity to find out more about the courses that Grootfonteinoffers.

2.4 Admission

Students are admitted after qualifying on a modified Swedish system. The cut-off date foradmission to the study program was 30 November 2005. A total of 69 students wereadmitted for the 2006 academic year. However, not all the admitted students registered assome of them withdrew at the last moment. The total number of students who registeredfrom 2002 to 2006 is shown in Figure 1.

Num

ber

Figure 1: Student numbers from 2002 to 2006

From this figure it is evident that the student numbers increased remarkably over the lastfive years.

2.5 Results

The results of the modules presented during 2006 are shown in Table 3. The students arerequired to pass all the modules to qualify for the Higher Certificate or Diploma inAgriculture.

Y e a r

9 51 0 5

1 2 21 4 1

1 5 2

0

2 0

4 0

6 0

8 0

1 0 0

1 2 0

1 4 0

1 6 0

1 8 0

2 0 0 2 2 0 0 3 2 0 0 4 2 0 0 5 2 0 0 6

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Table 3: Student academic statistics for 2006

Module Enrolled Passed Pass Rate(%)

Module Enrolled Passed Pass Rate(%)

KTW 111 52 36 69 KTB 121 56 47 84TEL 111 52 45 87 DGE 121 56 50 89VOE 111 62 50 81 LBS 121 60 56 93DGE 111 52 46 88 VBS 121 54 52 96EQS 110 54 50 93 PBS 121 55 42 76LBS 111 51 45 88 GWP 121 55 50 91PLK 111 57 45 79 GWB 121 54 50 93GRK 111 57 42 74 ENG 121 76 62 82ENA 111 53 51 96 ENH 120 65 57 88ENB 111 53 53 100 KPW 120 50 48 96ENC 111 55 49 89 KPS 120 50 46 92END 111 52 39 75 RKG 120 50 49 98ENE 111 50 38 76 TEL 241 42 40 95ENF 111 52 52 100 VOE 241 46 42 91RKG 110 55 55 100 KTA 241 45 41 91KTW 231 46 44 96 GVB 241 46 43 93KTV 231 45 44 98 GVM 241 45 45 100DGE 231 46 38 83 GVP 241 43 42 98GVV 231 46 44 96 LBS 241 44 40 91GVO 231 44 43 98 VBS 241 43 41 95LBS 231 48 39 81 GWA 241 45 41 91LBR 231 44 40 91 GWB 241 44 43 98VBS 231 45 27 60 KPB 240 41 40 98KPA 230 44 44 100 KPS 240 42 41 98KPV230 44 44 100 RKG 240 42 42 100KPW 230 43 43 100 KPV 240 43 41 95KPS 230 43 43 100 DPD 370 38 37 97RKG 230 46 46 100 DPP 370 36 36 100VOE 350 36 36 100 LBS 370 38 38 100DPP350 38 38 100 LBS 361 38 38 100LBV 351 38 38 100 LBV 361 38 38 100OMG 351 36 36 100 OMG 361 36 36 100RKG 350 38 38 100 RKG 360 38 38 100KTA 121 54 44 81 SVW 370 38 38 100

2.6 Statistics for 2006

A significant increase in the number of students was experienced from 2002 to 2006,mainly as a result of the active recruitment campaigns during that time. The studentnumbers, according to gender and population group from 2002 to 2006, are given inTable 4.

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Table 4: Student numbers per gender and per population group for 2002 to 2006

Number per yearGender Population group2002 2003 2004 2005 2006

PDI students* 14 13 16 21 27White students 73 74 87 97 111MaleSub-total Male 87 87 103 118 138PDI students 3 8 6 7 1White students 5 10 13 16 13FemaleSub-total Female 8 18 19 23 14PDI students 17 21 22 28 28White students 78 84 100 113 124TotalTotal 95 105 122 141 152

* PDI students: Students from previously disadvantaged groups

The number of previously disadvantaged students stabilised on the levels of 2005. Thenumber of first year students per gender admitted from 2002 to 2005 is shown in Figure2.

41

35

5047

54

2

8 9 72

43 43

5954 56

0

10

20

30

40

50

60

70

2002 2003 2004 2005 2006

Year

Num

ber Male

FemaleTotal

Figure 2: Admission of first year students according to genderfrom 2002 to 2006

A negative trend that can be noticed from Table 5 is that the total number of female studentsis steadily decreasing.

15

A summary of the total student numbers for 2006 is given in Table 5. The number is brokendown into gender and population group.

Table 5: Total student numbers per year of study (2006)

Year of studyI II III

TotalPopulationGroup

Male Female Male Female Male Female Male Female TotalBlackstudents

15 0 9 0 3 1 27 1 28

Whitestudents

39 2 44 4 28 7 111 13 124

Sub-total 54 2 53 4 31 8 138 14 152Total 56 57 39 152 152

Seventy-five of the prospective students who applied for 2006 were admitted, but only 56(75%) registered as students. Table 6 gives an indication of the number of students admittedper gender and population group, as well as the number that actually registered as students.

Table 6: Students admitted versus students registered (2006)

Gender Population Group ApplicationsAdmitted

New StudentsRegistered

White 50 39Black 12 9Coloured 8 6

Male

Sub-total 70 54White 3 2Black 1 0Coloured 1 0

Female

Sub-total 5 2White 53 41Black 13 9Coloured 9 6

Total

Total 75 56

16

0

10

20

30

40

50

60

Whites Blacks ColouredPopulation group

Num

ber

AcceptedRegistered

Figure 3: First year students accepted and registered for 2006

Figure 3 reveals that 77% of the white and 67% of the coloured students that were admitteddid register. Of the black students that were admitted, 75% registered.

17

The main source of students for the Grootfontein College of Agriculture remains theextensive small stock production areas of the Eastern, Northern and Western Cape Provinces(Figure 4). A higher percentage of students from the Free State enrolled during 2006.

23%

35%

13%

20%

2%

2% 5%

Eastern CapeNorthern CapeWestern CapeFree StateGautengMpumalangaNamibia

Figure 4: Student intake for 2006

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Table 7: Certificates and diplomas awarded and the academic performance ofcandidates in the respective study programs (2002 to 2006)

Pass GradesStudyProgram

Year CandidatesExamined Distinction 1st

gradePass

Cert /Dip

Awarded

2002 25 2 6 17 252003 35 4 8 17 292004 36 1 8 22 312005 60 5 5 38 48

HigherCertificate inAgriculture

2006 57 0 12 25 37Sub-total 213 12 39 119 170

2002 16 0 3 10 132003 20 1 11 7 192004 27 3 11 12 262005 25 0 3 20 23

Diploma inAgriculture

2006 38 5 12 20 37Sub-total 126 9 40 69 118

A 65% pass rate was obtained in the Higher Certificate Program and a 97% pass rate in theDiploma Program in 2006.

2.7 Accreditation

The College will remain accredited under the HEQC as a Higher Education Institution untilfinality is reached about the governance of Agricultural Colleges. This means that theGrootfontein Diploma in Agriculture is at the same level as a diploma of a University ofTechnology.

2.8 Customer satisfaction

In general the response of the students in the Higher Certificate and Diploma in Agriculturecourses are very positive about the type as well as the quality of training that Grootfonteinoffers. From personal conversations and letters from students it is evident that most of thestudents believe that it was the right decision to further their studies at Grootfontein and thatthe quality of training is of a high standard.

19

Indications from the agricultural industry also are that the employers of the College’sstudents are satisfied with the product that the College delivers. The mere fact thatGrootfontein diplomats are all employed within three months after completion of theirstudies is further testimony to the quality of training that the College offers.

The results of a client satisfaction survey amongst the students are given in table 8. A total of50 second and 23 third year students returned the questionnaire. From the results of thisopinion poll it is evident that the students are experiencing the training that the College offersas positive. The students are of the opinion that the College succeeds good to excellently toequip them with knowledge and skills to follow a career in agriculture.

Table 8: Satisfaction levels of the students in the Higher Education band

Yeargroup

Excellent Good Satisfactory Unsatisfactory Poor

Quality of training2 4 39 5 2 03 4 15 4 0 0

Meeting the expected standard2 6 34 9 1 03 6 14 3 0 0

Quality of theoretical training2 4 29 16 1 03 8 11 4 0 0

Quality of practical training2 5 30 12 2 13 11 10 2 0 0

Career preparation2 13 29 6 2 03 10 12 1 0 0

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CHAPTER 3

FURTHER EDUCATION AND TRAINING PROGRAM

3.1 Accreditation

The College was accredited during June 2006 as a training provider by AgriSETA for fourqualifications listed in Table 9. Subsequently the unit standards that make up these qualify-cations may be presented and assessed by the College. Learners that meet the outcomes ofsuch course may subsequently be registered on the National Learner Record Data Base.

Table 9: Grootfontein is accredited for the following qualificationsNo SAQA

QaulificationID

Qualification Title NQF Level

1 48976 National Certificate: Animal Production 22 48977 National Certificate: Mixed Farming Systems 23 49048 National Certificate: Animal Production 34 48979 National Certificate: Animal Production 4

As listed in Table 9, the emphasis of this training initiative is on animal production,specifically small stock production and mixed farming systems.

3.2 Short courses presented during 2006

Short courses were presented at various locations throughout the year and during the winterholidays at Grootfontein. Ten short courses were presented at Grootfontein and the rest in theprovinces.

The short course on marking of livestock wasvery popular amongst emerging farmers

21

Wool classing short course presented in the rural communitiesof the Eastern Cape Province

3.3 People trained at short courses during 2006

During 2006 an active campaign was launched to take the knowledge and skills to the people.This was the rolling out of the “Knowledge on Wheels” training initiative, better known asthe mobile training units. Equipment for these units was procured during 2006. A lack offunds prevented the procurement of the ideal vehicles, but plans were made for the interim toensure that the wheels of knowledge started to roll. A wide variety of courses were presentedin the Northern and Eastern Cape. Although the target group is people with at least ABETlevel 4 or grade 10, the majority of people trained were at lower levels, due to the low levelof literacy in the rural communities. The courses and number of attendees are listed in Table10. From these tables it is clear that extensive training was presented in wool classing, sheepmanagement and nutrition.

22

The “lecture room” of the mobile training unit

Equipment of the mobile unit used for sheep management courses

23

Table 10: Short courses and numbers of attendees for January – December 2006

No Course White Black Total February

1 Sheep management 0 52 52Sub-total February 0 52 52

March2 Sheep management 0 18 183 Sheep management 0 22 224 Sheep management 0 13 135 Sheep management 0 15 156 Welding 11 0 11

Sub-total March 11 68 79April

7 Marking operators 7 10 178 Welding 0 39 399 Dismantling engines 0 40 4010 Handling of farm animals 15 0 15

Sub-total April 22 89 111May

11 Computer use 0 7 712 AI demonstration 0 24 2413 Branding 1 6 714 Boer goat farming 0 47 47

Sub-total May 1 84 85June

15 Computer use 0 9 916 Farm management 21 0 2117 Computer use 0 15 1518 Branding & tattooing 44 0 44

Sub-total June 65 24 89

24

No Course White Black Total July

19 Branding operators 9 4 1320 Branding 0 41 4121 Computer beginners 9 8 1722 Sheep management 4 19 2323 Fences 0 7 724 Basic electricity 0 5 525 Know & understand a tractor 3 15 1826 Wool classing for registration 6 14 2027 Arc welding 7 9 1628 Financial management 1 21 2229 Dairy processing 11 7 1830 Venison preparation 15 3 1831 Branding 0 7 732 Branding 0 3 333 Branding 0 9 934 Branding 0 10 1035 Branding 0 6 6

Sub-total July 65 188 253 September

36 Branding 0 16 1637 Branding operators 0 12 1238 Welding 0 15 1539 Operate a tractor 0 18 1840 Operate a tractor 0 21 21

Sub-total September 0 82 82 October

41 Operate a tractor 0 18 1842 Welding 0 18 1843 Welding 1 6 744 Marking of livestock 0 29 2945 Marking of livestock 0 26 26

Sub-total October 1 97 98 November

46 Welding 0 15 1547 Branding 0 23 23

Sub-total November 0 38 38Total 2006 165 722 887

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3.4 Customer satisfaction

Some spot checks were introduced to test the quality of training and the effect that it hadon the trainees. A generally positive result was obtained with most of the traineesreplying that the training was of a good quality and that they had benefited from it. Theoutcome of a customer satisfaction questionnaire returned after Further Education coursesis shown in figure 5.

The tendency is that the trainees are in desperate need of training and that they appreciatethe standard and applicability of the education and training. Some farmers whose farmworkers were trained, also informed the presenters that they could see the impact of thetraining on the performance of their workers.

Figure 5: Customer satisfaction

04

34

47

11

0

10

20

30

40

50

60

Poor Unsatisfactory Satisfactory Good Excellent

Satisfaction level

Num

ber o

f re

spon

dent

s

26

CHAPTER 4

INFORMATION DAYS

4.1 Objective of information days

Grootfontein organises information days and utilises events of organised agriculture andindustry organisations as platform to disseminate information to producers. The objectiveof the information days is to communicate farming technology and the latest researchfindings to commercial and emerging producers. Although the presentation of lectures atinformation days cannot be regarded as formal training, it plays a major role in raisingawareness of farmers about different aspects of farming and new technology. Throughinteraction at information days, scientists and technicians are also sensitised with regardto the needs and challenges of producers.

An information day held at Grootfontein for emerging farmers

27

4.2 Information days presented

A total number of 63 information days were held. The topics addressed includedbreeding, nutrition, management, fodder flow, problem animal control and various otheraspects of small stock production. Most information days were held in the Eastern Cape,while some were also presented in the Western Cape, Northern Cape and Free State.These information days were attended by 1 223 emerging and 726 commercial farmers.

Information day for emerging farmers held at Grootfontein

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CHAPTER 5

SPORT

5.1 Rugby

The College team succeeded to secure the third spot during the 2006 PANNAR SARugby Week for Agricultural Colleges that was held at Grootfontein. Five players wereselected for the South African Agricultural Colleges team. One player represented theEastern Province under twenty-one team. The first and second rugby teams were crownedas champions of their respective leagues in the Karoo sub-union. The hosting of thePANNAR week at Grootfontein was a major success and confirmed Grootfontein’sability to host high level events successfully.

The first rugby team of Grootfontein after winning the Karoo League

29

5.2 Soccer

The soccer team played in many local and away games. The team was unbeaten in mostof the local games, but did not carry this performance forward to the Soccer Week hostedby the Taung College of Agriculture.

5.3 Golf

The Grootfontein golf team participated in the intercollege golf tournament held at Pot-chefstroom College of Agriculture.

5.4 Netball

The College team participated in local matches and did well, but the non-existence of alocal league restricted the team’s potential. A tour to Bloemfontein was undertaken andvaluable experience was obtained.

5.5 Equestrian sports

Students participated at various shows and endurance rides and one of them excelled andcompleted more than a 1000 km on horseback during various endurance rides. The Tentpegging team participated in the South African championship and improved their rankingremarkably.

30

5.6 Cricket

The cricket team has done well in the local league during the 2005/2006 season andundertook a successful tour to Port Elizabeth. For the 2006/2007 season, the team enteredin a higher league. The first number of matches proved it to be a tough and courageousstep.

The cricket team warming up before a match on the Port Elizabeth tour

5.7 Cycling

Cyclists from the Grootfontein club participated in various races in the area, as well as inthe Cape Argus race in Cape Town and the OFM Classic in Bloemfontein.

31

CHAPTER 6

STUDENT MATTERS

6.1 Accommodation

The increase in student numbers resulted that Bergsig Hostel, Huis Karoo Annex and twostaff houses were fully occupied. A number of students chose to stay in town.

The hostels and houses are in a good condition. The bathrooms of the two hostels wererenovated during 2006.

The matrons and hostel staff succeeded in keeping the hostel fully functional during theyear. The hostel warden played an enormous supportive role during this year and wasalways available to assist the students in every way they needed.

Bergsig Hostel and the sports fields from the hill behind the hostel

32

6.2 Student Representative Council

The discipline amongst the students was good during the year, with only a few minortransgressions of the College rules. The House Committee and the Student RepresentativeCouncil (SRC) played a big part in the orderly and disciplined behaviour of the students.The SRC attended a course in leadership and team building at the beginning of the yearand it proofed to be a very valuable course.

6.3 Student achievements

A student of the College was again chosen as the John Deere SA Agricultural CollegesStudent of the Year, from about two thousand agricultural college students. Thisemphasizes that the training that Grootfontein offers is of the very best.

Pieter Jordaan was chosen as the John Deere South African Agricultural CollegesStudent of the Year

33

6.4 Parent weekend

For the first time in the history of the College a parent weekend was held atGrootfontein. The event started with presentations by the researchers ofGrootfontein, followed by presentations by the third year students about theproduction units. A competition was also held on various skills and topics that thestudents had to master during their studies. For the evenings, a braai and dancewere organised. The parent weekend afforded the students, their parents and theCollege staff the opportunity to interact and gave the parents first hand insight inthe activities of the College.

A third year student presenting a report on herproduction unit during the parent weekend.

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6.5 Alumni

The Old Students Union was very active during the year and a big and successful reunionwas held by the 1956 and 1966 students. These students played a big role in agricultureduring their careers. They are still just as proud to be associated with Grootfontein as theywere forty and fifty years ago. One of the 1956 students was also awarded theGrootfontein Old Students Honorary Award for achievements in his career. Mr. Johan(Namakwa) Dreyer was the proud recipient of the award.

Some of the old students from the 1956 & 1966 student groups

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CHAPTER 7

FACILITIES AND INFRASTRUCTURE

The facilities and infrastructure met the requirements set for a Higher EducationInstitution. The College succeeded to manage its funds in such a way that continuousrenovation and upgrading of the infrastructure could continue. The renovated bathroomsalso improved the general condition of the hostels. The ostrich production unit wascompleted during 2006 and the first group of students received training in this productionunit.

Grootfontein has a very functional infrastructure that is continuously upgraded

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CHAPTER 8

SUMMARY

A major achievement of the College during 2006 was the accreditation with AgriSETAand the large number of people trained with skills programs. The College, as part of thegreater Grootfontein Agricultural Development Institute, was also honoured asAmbassador of the Year by the Middelburg Chamber of Commerce.

The high number of students enrolled for the full time study program indicate that there isa need for the type of training that the College is offering. The employment rate of thestudents trained at this College is also very high. This emphasizes the fact that thetraining is relevant and of a very high standard.

The dedication and commitment of the staff to improve in service delivery ensured thatquality training was offered throughout the year in all the training bands.

The Grootfontein College of Agriculture made a positive impact on the small stockindustry during 2006. The continued existence of the College as a Higher and a FurtherEducation Institution for the small stock industry, is very important.