[Contents]

 

PREFACE

 

 

The Grootfontein College of Agriculture, as a component of the Grootfontein Agricultural Development Institute (GADI), is located in the heart of the Karoo. Grootfontein has established itself over the years as the leading institution in the fields of training and research in small stock production. The College has played a major role in the success achieved and progress made in the small stock industry during the last century. The College remains committed to continue with quality agricultural education and training in both the Higher Education and Further Education and Training bands.

Grootfontein pursues certain values in its strive to provide quality agricultural education and training to all its clients. These values are practiced throughout the presentation of all training and skills development programs. In the process these values form part of the combat against moral degeneration of the youth and equip the beneficiaries of the training and skills development programs for a positive contribution in the agricultural sector.

Some of the values that were identified by the training staff and the students to guide Grootfontein’s programs include integrity, perseverance, commitment, positiveness, discipline, excellence and respect. Although the best training will equip a person with relevant knowledge and skills, without good values this knowledge and skills will become useless because the ability to apply it correctly is lacking.

 

 

 

 

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    CHAPTER 1

 

 

INTRODUCTION

 

 

The Grootfontein College of Agriculture is the training division of the larger Grootfontein Agricultural Development Institute (GADI) of the Department of Agriculture (DoA).

The vision of GADI is to be the world’s leading centre of excellence in training, research and extension in small stock and agricultural production in semi-arid to arid climates. The mission of the Grootfontein College of Agriculture is to provide world-class agricultural education and training by highly skilled lecturers. The objective is to provide vocational agricultural training in order to prepare students for a career in farming and related occupational fields, with special 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 manpower, in accordance with requirements for farming and agricultural development work in the technical occupational divisions, with special emphasis on the extensive small stock farming areas and the semi-arid to arid agro-ecological zones of South Africa

 

·              Provide appropriate training programs to satisfy the needs of the farming sector, for which training is intended, educationists 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 the necessary institutional, infrastructural, financial and administrative sup-port services for effective teaching and learning.

 

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

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 National and Provincial Departments of Agriculture were also identified as important clients. These Departments of Agriculture provide the bulk 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 important group of GADI’s clients. They are the sector that uses the products of small stock farming. District and Local municipalities forms 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.

As part of the process of increasing the capacity of GADI, 43 new posts were created at the Institution. Some challenges were experienced in the filling of these posts. Seven Young Professionals were appointed at GADI and were exposed to the different agro-ecological zones of South Africa and the different agricultural commodities in the target area of GADI as the first phase of their development. They were encouraged and assisted to enrol for further studies at Universities.

Specialists in certain fields where posts could not be filled were contracted to present some of the modules to ensure that the students receive the best possible training. The restruc-turing of the staffing component of GADI will ensure that staff appointed as researchers will also have to present training and that staff appointed as lecturers will also have to do research. This will ensure the provision of relevant and up to date training (Table 1).

The Norms and Standards for Agricultural Training Institutes was finalised during 2008 and used as guiding document for a strategic session of GADI to align it with the latest developments in the fields of agricultural education and training, research and extension. The Norms and Standards will be submitted to the Executive Committee of the Department of Agriculture in 2009. This will have far-reaching effects on the traditional Agricultural Colleges. The implementation of the Norms and Standards is however subject to the availability of funds.

 
 

Table 1:   Academic staff of the Grootfontein College of Agriculture during 2008.

 

Name	Qualification	Experience (years)		Lecturing field
Animal Production
Greeff H.	B.Sc.Agric.Hons.	15		Angora goats & mohair
Grobbelaar P.D.*	M.Sc.Agric.	22		Wool production
Lee K.	B.Sc.Agric.Hons.	1		Small stock production
Marais P.G.	Ph.D.	39		Animal nutrition
Mlimo R.S.	B.Sc.Agric.Hons.	1		Large stock production
Olivier W.J.	M.Sc.Agric.	15		Animal breeding
Pretorius A.P.	Dipl.Agric.	16		Equine studies, Small stock practical
Prinsloo L.	Dipl.Agric.	-		Wool practical
Schoonraad C.J.S.	B.Sc.Agric.	14		Principal
Snyman A.H.	B.Agric.HOD.	13		Sheep production & practical
Swart D.*	Ph.D.	35		Ostrich production
Van Graan A.*	M.Sc.Agric.	14		Animal breeding
Van Rooyen J.A.	B.V.Sc.	33		Animal health
Agricultural Management
Geyer A.G.	Ph.D.	20		Agricultural management
Van der Vyver I.W.*	M.S.A.	9		Personnel management & Agricultural extension
Van der Walt A.S.J.	B.Sc.Agric.Hons.	15		Agricultural management
Van Heerden J.	Dipl.CAP.	12		Computer use
Pastures and Crops
Bekker A.L.*	B.Com.		17	Crop production
Haarhoff D.*	M.Sc.Agric.		16	Irrigation
Smit N.*	Ph.D.		23	Game farming
Uys C.J.	Dipl.Agric.		1	Vermin control
Van den Berg L.	Ph.D.		2	Environmental management & Botany
Van Lingen M.	B.Sc.Agric.		2	Pasture science
Agricultural Technical Services
Esterhuyse P.	Mechanical Diploma		12	Mechanics & implements
Greeff E.	N3		18	Windmills & fences
Herrmann R.H.	Welding Diploma, N4		12	Welding & metal work
Kyzer Q.E.	N3		12	Carpentry and building science

 

* contractor

 

 

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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 and 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 effect-tively.

 (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 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 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

The subjects were presented as modules and examined over a certain period of time depending on the number of credits. 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 exami-nations, tests, assignments and tutorials, or on a basis of continuous assessment. Lectures were presented in both English and Afrikaans. The student has to pass all modules 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, shearing competition and wool handling competitions were also attended at the Bloemfontein Agricultural Show. Various short courses were presented by breeders’ organisations to ensure the first hand transfer of knowledge of the various breeds to the students.

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

 

 

Practical training forms an integral part of the instructional program.

 

 

Table 2:   The Instructional Program for the Higher Certificate in Agriculture.

 

                               

 

 

 

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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.

 

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    2.2.3    Teaching methodology

The subjects were presented as modules and examined over a certain period of time, depending on the number of credits. 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. Lectures were presented in both English and Afrikaans. The student must pass all modules in order to qualify for the Diploma in Agriculture.

            The students produced seminars in production units and agricultural management courses that were of a 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 3.

 

 

 

Table 3:  The Instructional Program for the Diploma in Agriculture.  

 

 

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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 2008 for the 2009 academic year. About 85 % of the learners that visited the career exhibitions were from the previously disadvantaged 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 2008 were the negative image of agriculture as a career and the lack of available funds amongst the learners from the previously disadvantaged group.

 

During this campaign, 29 towns were visited and 193 schools were reached, with 56 136 learners having the opportunity to find out more about the courses that Grootfontein offers. 

 

A positive development during this year was that the Department of Education in the Northern Cape awarded bursaries to 12 students from the Northern Cape.

 

2.4        Admission

Students are admitted after qualifying on a modified Swedish system. The admission criteria for 2009 were modified to make provision for the learners who have completed the new school curriculum in 2008. A total of 95 students were admitted for the 2008 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.

The ratio of applications between previously disadvantaged students and white students was 54 to 61 during 2008. As the selection and admission processes continued, the ratio became less favorable towards the previously disadvantaged groups. The main reason being the poor matric results amongst previously disadvantaged individuals, reflecting the continued existence of the imbalances of the past at secondary school level.

The total number of students who registered from 2004 to 2008 is shown in Figure 1.

 

Figure 1:  Student numbers from 2004 to 2008.

 

From this figure it is evident that the student numbers are still steadily increasing to the goal of 180 full time students in the Higher Education program.

 

A group of students busy with the Junior Boer goat judging course.

 

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 2.5        Results

 

The results of the modules presented during 2008 are shown in Table 4. The students are required to pass all the modules to qualify for the Higher Certificate or Diploma in Agriculture.

 

Table 4:  Student academic statistics for 2008.

 

Module	Enrolled	Passed	Pass Rate (%)	Module	Enrolled	Passed	Pass Rate (%)
KTW111	78	56	72	LBS121	62	62	100
TEL111	54	48	89	VBS121	63	55	87
VOE111	80	60	75	PBS121	64	59	92
DGE111	72	64	89	GWP121	59	59	100
EQS110	72	72	100	GWB121	59	55	93
LBS111	76	74	97	ENG121	59	55	93
PLK111	70	55	79	ENH121	59	56	95
GRK111	76	73	96	KPW120	52	50	96
ENA111	71	71	100	KPS120	59	58	98
ENB111	69	69	100	RKG120	61	61	100
ENC111	75	51	68	KTV121	60	58	97
END111	69	69	100	TEL241	40	24	60
ENF111	69	69	100	VOE241	41	36	88
RKG110	71	71	100	KTA241	42	41	98
KTW231	38	35	92	GVB241	43	40	93
KTV 231	44	42	95	GVM241	42	39	93
DGE231	43	40	93	GVP241	43	43	100
GVV231	44	41	93	LBS241	42	38	90
GVO231	44	43	98	VBS241	43	36	84
LBS231	44	39	89	GWA241	43	39	91
LBR231	43	40	93	GWB241	43	43	100
VBS231	43	41	95	KPB240	43	42	98
KPA230	44	43	98	RKG240	44	44	100
KPV230	43	36	84	KPV240	43	42	98
KPW230	37	37	100	KPS240	42	40	95
KPS270	42	42	100	DPP360	39	39	100
RKG230	43	43	100	LBS361	39	39	100
VOE350	38	38	100	LBV361	39	39	100
DPP350	37	37	100	OMG361	38	38	100
LBV351	40	40	100	RKG360	39	39	100
OMG351	40	40	100	WBR361	37	37	100
RKG350	39	39	100	VVW370	39	39	100
TEL370	37	37	100	SVW370	39	39	100
KTA121	67	55	82	DPD370	38	38	100
KTB121	66	61	92	LBS370	39	39	100
DGE121	58	56	97

 

The academic performance of the first year students was good.  The performance of the second year students, however, was disappointing and only the theoretical modules had a satisfactory pass rate. There was a tendency that learners who grew up in urban areas did not fully participate in the practicals and subsequently did not meet the outcomes and failed the modules as a result.

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 2.6    Statistics for 2008

A slight decrease in the number of students occurred during 2007 but for 2008 the number has risen again. This can be ascribed to the twelve bursaries provided by the Northern Cape Department of Education for students from this province. The student numbers, according to gender and population group from 2004 to 2008, are given in Table 5.

 

Table 5:  Student numbers per gender and population group for 2004 to 2008.

 

Gender	Population group	Number per year
		2004	2005	2006	2007	2008
Male	Black*	16	21	27	30	33
	White	87	97	111	101	106
	Sub-total Male	103	118	138	131	139
Female	Black	6	7	1	6	15
	White	13	16	13	11	13
	Sub-total Female	19	23	14	17	28
Total	Black	22	28	28	36	48
	White	100	113	124	112	119
	Total	122	141	152	148	167

     

* Black: African & Coloured

 

The number of previously disadvantaged students further increased during 2008. This can be ascribed to the increased recruitment under the target group and the bursaries from the Northern Cape Department of Education. The number of first year students per gender admitted from 2004 to 2008 is shown in Figure 2.

 

 Figure 2:   Admission of first year students according to gender from 2004 to 2008.

 

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A summary of the total student numbers by gender and population group for 2008 is given in Table 6.

Table 6:  Total student numbers per year of study (2008).

 

Population Group	Year of study						Total
	I		II		III
	Male	Female	Male	Female	Male	Female	Male	Female	Total
Black*	14	8	12	5	7	2	33	15	48
White	41	8	35	3	30	2	106	13	119
Sub-total	55	16	47	8	37	4	139	28	167
Total	71		55		41		167

* Black: African & Coloured

 

Of the 115 people who applied for 2008, 95 were admitted but only 71 (75 %) registered as students. Table 7 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 7:   Students admitted versus students registered 2008.

 

Gender	Population Group	Applicants Admitted	New Students Registered
Male	White	47	41
	African	18	9
	Coloured	7	5
	Sub-Total	72	55
Female	White	10	8
	African	7	3
	Coloured	6	5
	Sub-Total	23	16
Total	White	57	49
	African	25	12
	Coloured	13	10
	Total	95	71

Figure 3:  First year students admitted and registered for 2008.

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Figure 3 reveals that 86 % of the white and 77 % of the coloured students that were admitted did register. Of the black students that were admitted, only 48 % registered.

The main source of students (68 % of the first year students for 2008) for the Grootfontein College of Agriculture remains the extensive small stock production areas of the Eastern and Northern Cape Provinces (Figure 4). In 2008 the number of first year students from the Free State (15 %) exceeded the number from the Western Cape (11 %).  

           

Figure 4:  Student intake per province of origin for 2008.

 

 

Table 8:   Certificates and diplomas awarded and the academic performance of candidates in the respective study programs from 2004 to 2008.

 

Study Program	Year	Candidates Examined	Pass Grades			Cert / Dip  Awarded
			Distinction	1st grade	Pass
Higher Certificate in Agriculture	2004	36	1	8	22	31
	2005	60	5	5	38	48
	2006	57	0	12	25	37
	2007	61	4	16