Yet, were it not for the speed with which the COVID-19 pandemic propelled the Higher Education sector into the digital classroom, False Bay TVET College might not have reached the current levels of application of Universal Design for Learning (UDL) in its teaching and learning

And, thanks to the expert knowledge and support of the Higher Education Disability Services Association (HEDSA), the national HEI disability support network, we were ready when the opportunity came.

What is UDL? – a brief background

With the advent of personal computing and the internet, researchers and educators recognised the inability of the traditional mode of education – the teacher-centric, formal classroom, instructional mind-set that many adults today still view as synonymous with education – to effectively educate people with different learning needs.

From the outset, this change in thinking involved more than just incorporating computers, data and software but breaking away from traditional learning modes. This meant that students and educators had to adapt to a significantly different way of learning and a new approach to both the learning content and the mode of delivery that allowed for individual student personalities and diverse learning styles.

UDL in principle

UDL is a way of thinking about teaching and learning that aims to give all students an equal opportunity to succeed. It offers flexibility in the way’s students access material, engage with it and demonstrate what they know. This approach may be especially helpful for students with different learning and thinking abilities, different learning styles as well as English language barriers. By recognising that individuals learn differently and being open to including all ways that humans learn, a UDL framework “guides the design of instructional goals, assessments, methods and materials that can be customised and adjusted to meet individual needs” (Center for Applied Special Technology – CAST. Click here for more information about UDL

UDL arrives at False Bay TVET College

With a well-established Inclusive Education (IE) Department, False Bay TVET College (FBC) was more than ready to undertake therequired transition in teaching and learning. After our initial engagement in HEDSA, our staff attended an inspirational UDL workshop coordinated and hosted by Dr Marcia Lyner-Cleophas, who currently heads the Disability Unit at the Centre for Student Counselling and Development of Stellenbosch University.

Despite the initial shock of lockdown restrictions in 2020, the onset of the COVID-19 pandemic proved fortuitous, as we seized the urgent imperative to develop a proactive response plan as an opportunity to roll out a strong Academic Recovery Plan that incorporated UDL principles.

The Academic Management team implemented a blended learning approach at FBC to mitigate the impact of COVID-19 on teaching and learning. Along with a six-day time-table (three-day class time and three-day home study cycle), other measures were implemented to enable quality access. The upgrading of the MYFBC remote learning management tool and content was key. The new system is zero-rated, content is externally assured and guidelines for asynchronous learning are applied. Content is packaged to promote the blended learning approach, with problem-based learning promoting self-study skills and peer-assisted learning.

While lecturers were eager to save the academic year, the new requirements could be overwhelming at times. Despite this, the advantages of UDL were soon apparent to the lecturers and academic managers.

Not only is UDL a powerful approach to effecting inclusion, but it offers enormous potential for all students to survive and thrive through asynchronous learning, self-directed learning, blended learning and flexible approaches to teaching, learning and assessment. UDL emphasises the ideal of student-centred learning. Crucially, for the majority of our institutions and students who are under-resourced and lack the financial means to afford high-end technology, UDL can be implemented on the ground through simple and effective actions. We advocate ‘use what you have’ at FBC. For example, lecturers can provide explanations in various visual, aural and kinaesthetic modes (see www.vark-learn.com for more information).

A workshop to cement learnings

Following extensive engagement between the FBC IE Department, E-learning facilitator Mr Mark Selby and the Deputy Principal (Academic), a College-wide virtual UDL workshop was presented to over 40 academic and support staff on 26 May 2021. The workshop practiced the principles it preached, using interactive virtual presentation tools to introduce UDL and share its possibilities for improving student participation and success. Dr JP Bosman, the Director of the Centre for Learning Technologies at Stellenbosch University, demonstrated the core principles and practical applications of UDL in a highly engaging manner as our key speaker. Dr Lyner-Cleophas, who is also an active member of the HEDSA Executive, was on hand throughout the workshop’s development with invaluable encouragement and advice.

In addition to Dr Bosman, FBC’s E-Learning Department Manager, Ms Carol Dwyer, shared the work her department was doing to facilitate blended learning. Ms Dwyer’s presentation made excellent use of various modes of content delivery to reach a wider audience and to show what was possible.

The IE Department’s main role is to support FBC students with a wide range of disabilities to achieve their academic potential. IE staff members Ms Judith de Jager and Ms Jacqueline Lenting, both experienced occupational therapists, co-presented on the application of UDL in the FBC teaching and learning context. The workshop emphasised that while UDL has specific strengths in making teaching and learning more accessible for students with barriers to learning, the approach makes education more effective and meaningful for all students. Rather than adapting mainstream protocols to accommodate people with disabilities, the principle of Inclusive Practice requires educators to recognise that all students have diverse strengths and support needs, and that our approach to teaching, learning and assessment must always adopt this perspective.

UDL accessibility guidelines from HEDSA that were shared in the workshop (also see website: https://www.understood.org/articles/en/5-examples-of-universal-design-for-learning-in-the-classroom) included:

• If PDF documents are used they must not be saved in JPEG /image format (this enables screen-reading software);
• Have transcription done of the video recording and podcasts;
• Use visual explanation to explain concepts, clarify new concepts and use concrete and relatable examples;
• Provide assignment options wherever possible;
• Post lesson goals;
• Provide texts in audio and digital format;
• Provide frequent feedback.

Staff who attended the workshop were encouraged to apply their learning and use the e-learning resources that had been demonstrated, and to develop and upload material to the electronic learning platform, MyFBC, in line with UDL principles. The MyFBC platform also allowed for lecturer discussion, resource sharing, feedback on the workshop, and requests and suggestions for further training. Some of the participants were so eager to get started that they began to cascade learning from the workshop to other staff on the same day. The IE and E-learning teams continue to facilitate the development and sharing of materials by the staff who participated in the highly rewarding workshop.

Discussions of many UDL-related topics that support teaching and learning in HET can be accessed on the websites mentioned above. Other resources and tools for UDL are accessible to FBC staff via the MyFBC platform, including:

• Zeetings: a web-based platform that enables participants in a workshop or class to actively contribute through live polls.
• Handbrake: an open-source resource tool for converting video from nearly any format to a selection of modern, widely supported codecs. This makes it easier to incorporate video material in teaching.
• Presi: an alternative to MS PowerPoint, that allows the presenter to interact with the learning visuals.

It is encouraging to report that our experiences with UDL at FBC thus far confirm that UDL is a powerful tool for orienting mind-sets and teaching methodologies towards achieving study success, and does so in a way that confirms equity and fair access as principles of the new emerging pedagogy in the digital world.

Students undergo MOT Sessions where valuable life skills are shared with the students.  The Vision of MOT is to create a warmer and safer society.  False Bay College has run the MOT programme across all campuses to give students the extra skills to manage themselves and their interactions with other.  The values of the MOT programme are Courage to LIVE, Courage to CARE and Courage to say NO.

The underlying principles in the MOT Programme are to teach students how to work proactively, reinforce the positive and see the whole person as being a valuable member of a campus.

The MOT Programme at False Bay College has been a powerful motivator of young people and the college has seen improvement in many areas of student life that can be attributed to the delivery of the MOT Programme.

Recently the 10^th AGM of MOT South Africa took place in Cape Town.  At this event, there was reflection on the past 10 years and the role that MOT has played in the lives of young people.

Dr Patricia Jacobs, IPSS UWC was the guest speaker.  She has recently completed research around the motivation levels of students in TVET Colleges.  She has looked at the levels of motivation when students have been exposed to the MOT Programme.  The findings have been very positive, with students displaying high levels of motivation.  This bodes well for the sector and the MOT Programme.

Part of the 10^th AGM were the awards in four specific categories:

1. MOT TVET College Campus of the Year: Awarded to Northlink TVET College
2. MOT School of the Year: Awarded to Simons Town High School
3. MOT Coach of the Year: Awarded to Ms Nobuntu Luthuli from False Bay College, Khayelitsha Campus
4. Are Hovstad Award 2019 presented by Wenche Hovstad was awarded to Ms Christine Thomas, from False Bay College, Fish Hoek Campus.

Christine portrays the MOT core values in her daily life and interaction with others.  She is the MOT Coordinator at the Fish Hoek Campus of False Bay College.  Christine has spearheaded many MOT programmes and initiatves to ensure the holistic development of students.

MOT South Africa recently trained a new cohort of 27 MOT Coaches from False Bay College, College of Cape Town, Mbekewni Youth Centre and San Souci High School.  These coaches are commended for taking the step to become a MOT Coach as it requires you to give so much of yourself in the holistic development of young people as well as being a role model, creating a safe and warm environment within which these students will thrive.

By Melanie Vermaak (Acting Deputy Principal Academics at False Bay TVET College)

There are 2 paths available for vocational training at TVET colleges.

1. Start in grade 10

• National  Certificate Vocational NC(V)  or
• NATED (N1-3): Engineering track

2. Start after matric:

• NATED: Post Matric Programmes (N4-6).

It is also possible to start the NATED N4 track with a grade 11 if you have a minimum pass of 50% in maths. Entry with matric is possible with maths or maths literacy.

National Certificate Vocational NC(V) 

NATED: Post Matric Programmes (N4-6)

National Certificate Programme Offering at False Bay College:

Source: False Bay College. Click here for more information and to apply

• Higher Certificate programme at NQF level 5
• National Diploma at NQF level 6
• Bachelor’s Degree at level 7

How long do you have to study?

To get the Matric equivalent certificate you will have to complete 3 years full-time and get your NCV4 certificate. There are 3 NCV levels and each level takes 1 year to complete. You will receive a certificate after every level.

What can you study?

NCV subjects are offered in a wide range of fields;

• Civil Engineering and Building Construction
• Drawing Office Practice
• Education and Development
• Electrical Infrastructure Construction
• Engineering and Related Design
• Finance, Economics and Accounting
• Hospitality
• Information Technology and Computer Science
• Management
• Marketing
• Mechatronics
• Office Administration
• Primary Agriculture
• Primary Health
• Process Instrumentation
• Process Plant Operations
• Safety in Society
• Tourism
• Transport and Logistics

You will need to take 7 subjects at every level. Three of those subjects are compulsory and include Math or Math Literacy, Life Orientation and a Language such as English. The other 4 subjects are compulsory subjects that relate to your field of study.

What are the admission requirements?

You need to have a Grade 9. Some programmes do require a higher grade. Check with the college’s Admissions Office

The National Certificate Vocational is offered at Levels 2, 3 and 4 of the National Qualifications Framework (NQF). The qualification is designed to provide both theory and practical experience in a particular vocational field. The practical component of the study is offered in a simulated workplace environment. This option will work for you if you leave school before completing your NSC matric.

Higher Certificate (NQF level 5) 
To apply to study for a Higher Certificate (NQF level 5) you will need;

• 40-50% in either home language or first additional language. One of these languages should be the language used by the college or university e.g. you need English to attend the University of Johannesburg
• 30-40 % in either mathematics or math literacy – depending on your course you might need Math, not Math Literacy
• 40-50% in Life Orientation
• 50-60% in four other subjects

National Diploma (NQF level 6)

The minimum entry requirements to apply to study for a National Diploma (NQF level 6) are;

• 50-60% in 3 fundamental subjects
• 60-70% in 3 compulsory vocational subjects

Bachelor’s Degree (NQF level 7) 
To apply to study for a Bachelor’s degree (NQF level 7) you will need;

• 60-70% in 3 fundamental subjects
• 70-80% in 4 compulsory vocational subjects

What are the fundamental subjects? 
An official language usually a common Business Language such as English or Afrikaans
Life Orientation, Maths or Maths Literacy. You will need to take an additional 4 compulsory vocational subjects that relate to your field of study.
If you cannot enter the qualification you want to enrol for (e.g. a Bachelor Degree), you could enter a qualification on a lower level (e.g. a Diploma or Higher Certificate) and use it as a stepping stone to pursue the higher qualification afterwards.

The higher your marks, the greater your chances of being accepted into the tertiary institute of your choice and your chances of getting bursary or scholarship increases.