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FASSET | Annual Integrated Report 2022/23

2.5 Programme Highlights committees, the chief financial officers (CFOs), and
supply chain management (SCM) practitioners. In
2.5.1 Strategic Programme Partnerships for the current reporting year, FASSET extended on this
Greater Impact and reach partnership to further support TVET Colleges through
supplying of infrastructure by establishing ICT hubs.
TVET Colleges that benefitted from this particular
programme are situated predominantly in the rural
areas, a total of 26 ICT hubs were established in
the 2022/23 Financial Year. The ICT hubs are fully
Mamarothi Mathibe kitted with 30 laptops, furnishing and Internet access.
CA(SA) In some of the TVET Colleges, FASSET donated 500
Programmes Manager laptops to learners enhancing their digital skills and
preparing them for the workplace.

An Ongoing Commitment to CET’s

Collaborations remain key in the execution of
FASSET’s projects. The NSDP stipulates the necessity
of partnering with the TVETs and the CET institutions
Khulekani Khoza
Programmes Manager typically situated in the heart of communities, making
these the ideal vehicles for rural learning and skills
development. FASSET accelerated its support to
CET Colleges in the current Financial Year through
The FASSET Projects Department is responsible for the providing infrastructure support to Limpopo, the
implementation of the organisational strategy. As the Northern Cape and KwaZulu-Natal. The first cohort
core of the organisation, a larger percentage of the of three beneficiary provinces will be expanded in
strategy is implemented through its activities. This is the next Financial Year to eventually include all CET
also where FASSET responds to the national priorities Colleges in the country.
such as unemployment, transformation of the sector,
development of women at all levels and support for The support to CET entailed donating park homes to
the TVET and Community education and training be used as class rooms and facilitation rooms thus
Community education and training (CET) sector. addressing the current gaps in infrastructure for the
sector. Most CET Colleges utilise the infrastructure
In the current reporting year, FASSET tailored of basic education authorities such as primary,
all actions to the betterment of its stakeholders secondary and high schools which poses many
and adopted fresh approaches, resulting in an challenges to the College’s schedule. Through this
improvement in performance against the previous provision, learners are enabled to be less reliant on
Financial Year. FASSET believes that stakeholders school hours and restrictions.
should be brought on board to assist in the
implementation of programmes to ensure their buy-in. Over and above the infrastructure support,
FASSET supported the CET Colleges through Skills
Bringing in a new way of implementing programmes, Programmes that empowered the students with
the department forged strategic relationships that entrepreneurial and finance skills. Further to this,
enhanced access to its programmes, more especially interventions also included Adult Education Training.
in the rural areas, this was motivated by the SETA’s
need to create an impact that attaches to its Lasting A New Journey for the FASSET Bursary
Legacy mantra. This intention and the results thereof
are narrated within this section. In the past, bursaries to students have been allocated
in partnership with universities. It was however
TVET Colleges realised that this approach does not reach all
prospective students. During this reporting year
A particular milestone for FASSET was reached FASSET adopted the approach of implementing and
through its partnership with the TVET Colleges administering the bursary scheme internally through
Governance Council (TVET CGC), instituted in the the use of an online learner system, where learners
previous Financial Year. The partnership capacitated were able to create their profiles and apply from
the TVET governance structures, specifically the Audit the comfort of their provinces or place of study.

Make the future count.
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