7. Summit Discussions It was noted that change management is a good idea that has to be seriously considered in FET colleges. However, the challenge is that there is no clear articulation on performance indicators for FET college staff. It emerged that Recognition of Prior Learning (RPL) was not properly articulated during the discussion sessions and it was urged that the department should set clear time frames for the implementation of RPL as a priority programme to accredit people with workplace experience. It was highlighted that the issue of one employer in FET colleges is fundamental. However, with the FET Act as the current legislation for FET colleges, the proposed legislation should be prioritized to curb the current tensions that exist in FET colleges. It was emphasized that the current funding norms for FET colleges do not set the balance between growth and quality, and as a result, FET colleges do not meet their targets. It was noted with concern that the FET Act has no articulate definition for college campuses and as a result, satellite campuses are less prioritized and resourced. In terms of implementation of the Summit outcomes, the department indicated that it might receive the constitutional amendment from the Department of Justice in a period of six months which will assist the department to progress swiftly with the transfer of colleges from provinces to national. College Councils remain the employer of FET college staff as stipulated in the legislation until such amendment has been made. College Councils are not bargaining forums for FET colleges and the Education and Labour Relations Council (ELRC) is a bargaining council for the FET sector and all tensions in colleges are referred to the Council for consideration. It is against the law that Council members present political interests in Council forums rather than capacity building to the college. There was a general consensus that inadequate student support services have affected the throughput rate of FET colleges. Work placement tools for graduates' remain a challenge for most FET colleges. The lack of a clear plan on teacher development for FET lecturers contributes to the poor pass rate in colleges and the fact that there is less representivity of college lecturers in the Summit is a concern. It was noted that there will be a national career guidance call centre that will be aimed at reaching learners from remote rural areas and it will offer career advice for needy learners. The N courses are critical for an occupational pathway and the department will update them with a view to provide different purposes. Teaching and learning should work together and there is a need to understand that lecturers come from different backgrounds hence they have various weaknesses. There is a need to understand student's background and complexities before making any comparisons. There was proposal to move away from school type exams to lecture form exams with a view to professionalise college lecturers. In terms of lecturer development colleges, 28% of lecturers have real workplace experience and 72% don't have any. In a recent survey, 45% of college lecturers indicated that they do not require workplace training. FET colleges should enroll learners according to the resources they have. The main challenge is that most colleges enroll learners without considering the financial capacity and resources to meet their demands. SETAs should not be viewed as money making schemes and they serve as a very important link between the employer and new entrants in the workplace. There was a proposal that SETAs should form part of the Task Team that will be visiting all colleges to present the outcomes of the Summit.