Table of Content
Table of content
i. Chairperson’s Statement Page 1
ii. Director’s statement Page 2
iii. Vision, Mission and Values Page 3 & 4
iv. Overview of the Seychelles Institute of Art & Design Page 5
v. Key strengths/areas of excellence in line with the Medium Term Page 6
Strategy Plan
vi. Quality and Relevance Page 8
vii. Capacity Development/Intervention Programmes for Staff Page 10
viii. Infrastructure and facilities Page 11
ix. Promote the institution on the National and International Arena Page 11
x. Main challenges encountered in 2017 Page 12
xi. Institutional Governance Page 13
xii. Academic Performance Page 14
xiii. Resources Page 19
xiv. Learner Support Services Page 20
xv. Engagement with the Community Page 24
xvi. Finance and Budget Page 25
xvii. Service Delivery Page 27
xviii. Measures planned/anticipated activities for 2018 Page 28
xix. Conclusion Page 29
xx. Annexes /Appendix Page 30
1
Chairperson’s Foreword Ms Benjamine Rose, Chairperson SIAD Governing Board
As the chairperson of the Seychelles Institute of Art and Design and on behalf of the board of directors I
wish to express our pleasure to be part of an institution that has a long tradition of imparting creative
artistic knowledge and skills to our Seychellois children.
The year 2018 has been both challenging and exciting for the Seychelles Institute of Art and Design.
During the year we had remained committed to serving the students and the community by providing
quality education of an international standard within our educational framework.
The management of the school had ensured that standard facilities such as computer laboratories,
libraries, teaching aids and other essentials necessary for an environment that is conducive to teaching
and learning were provided.
With the right support from an effective management staff, able lectures and dynamic support team,
SIAD had witnessed a progressive growth from strength to strength and made significant contributions
towards the quality and standard of education at the institution.
We had forged a strong alliance with all those who believe in and share our vision by inviting them to
share with us many projects and activities. This was very evident during the ‘ Festival Kreol” where we
continued to offer an environment conducive to exploring and pushing the boundaries of art
production, experimentation, embracing the intellectual and academic value of the artistic world, and
to collaborate with our stalk holders for the benefit and promotion of the arts. Such opportunities have
provided students with much needed working experience which is one of the main component for the
preparation for the world of work.
Similarly, these opportunities enriched the creative landscape, not only for the students, but also within
the communities where SIAD graduates have gone on to establish their careers. SAID students have
been able to manifest their talents in numerous of ways to make the world a more exciting place live.
SIAD is pleased to cultivate artistic talents and creative expressions as an institution. The need to have
such an education imparts has never been more important than it is now. Such commitment and
dedication requires team work. All the successful results of the students would not have been possible
without the devotion of each and every staff, be it on the management level, the lectures and the
support staff. I wish to thank you all for your commitment.
I take the opportunity to thank everyone for their hard work during 2018 and look forward to a productive 2019. With the right support and framework, I am very certain that SIAD will prosper to greater heights.
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Director’s Statement (Christine Payet)
Our core mission remains firmly that of providing the opportunity to learn and ensure that
graduates are equipped with the necessary skills, attitude and knowledge required for personal
and professional development. As such, to enable them to contribute more productively to our
rapidly knowledge driven economy.
Once again, I reflect on this report with a profound sense of gratitude given that 2018 has been
a year of transition. I would like to thank all lecturers of SIAD including our support staff for
their dedication, support, commitment and due diligence to promote teaching and learning. In
general, our learners have performed better as a result of good team spirit and collaborative
effort.
2018 has also proven to be another eventful year for our institution. We have worked closely
with our partners and key stakeholders to work on different projects. On this note, SIAD
remains determine to use a more aggressive marketing strategy aimed at exposing talents,
innovative ideas and opportunities to sustain creativity and help dispel negative perception
about the arts. It is to be noted that in this globalized environment with limited resources, our
dreams can only come true through partnerships and closer collaboration with other
stakeholders and partners, as recommended in our Strategic Plan 2017-2019.
Therefore, this report is marked by many institutional milestones during the year 2018 starting
with the enrolment of new learners and the introduction of the new selection system which
gives institution greater autonomy in terms of decision making process. This was followed by
the appointment of new members on the SIAD Governing Board, and other achievements and
awards at both national and international level.
Furthermore, I hope this report will provide the readers with greater insights into the work we
have done so far, the challenges we have surmounted and progress made as a result of
collaboration with our partners and community. They have contributed enormously to
effectuate positive changes for our institution.
SIAD is ever grateful to the scholarship scheme award initiative put forward by the government
of Seychelles which supports technical and vocational training, while providing greater
opportunities for our youth.
As I look forward to 2019, I am hopeful that we move into a new landscape which makes
provision for greater integrity, promotes the development of human capacity, supports a more
heterogeneous environment, improves performance and encourages better service delivery.
3
Vision and Mission
Vision
The Vision of the Seychelles Institute of Art and Design is to be an Art and Design training
institution of excellence that is committed to gender equality and meets the needs and
expectations of industry and all learners in terms of quality, creativity, innovation, equal
opportunities and outcomes.
Mission
The Mission of the Seychelles Institute of Art and Design is to promote quality training and
innovative thinking, and respond to the needs of learners and creative industries so as to
provide a valuable learning experience for its learners.
Values
Access and equity
We provide opportunities for training for all irrespective of social status, race, gender, religious
belief, age, disability or academic background. Effort is put to promote equality of opportunity
while discouraging gender and economic inequities which often limit access to training.
Quality
We are committed to employ appropriate strategies and policies which will ensure quality
educational opportunities for all and will meet the skills and knowledge objectives essential for
art and design training.
Healthy environment
We believe in the promotion of a conducive work place environment that commands
responsibilities by all to ensure safety and welfare for all.
Relevance and customer-oriented
We are driven by the needs of our customers and learners, the community and creative
industries, hence training in art and design must be current, flexible and demand-driven.
Sustainability
We are engaged in making use of the right strategies to ensure that the institution is able to
operate and deliver programmes in a cost effective manner.
In so doing we are committed to the promotion and protection of the diversity of cultural
expressions.
Appreciation and respect
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We are committed to ensure learners are exposed to works of art within a broad context of
cultures and époques so as to better understand and appreciate the context and circumstances
in which different works are created and the aesthetic and semantic values behind them.
New technologies
We are engaged in promoting the use of contemporary technologies to facilitate learning; to
develop interest and enhance quality of work and competence in art and design.
5
Overview of the Seychelles Institute of Art and Design
Mandate
The Seychelles Institute of Art and Design currently offers programmes at Certificate, Advanced
Certificate and Diploma Levels. The various programmes on offer are aimed at providing
learners with the necessary knowledge, skills and outlook required for a career in the Visual
Arts. In today’s world various aspects of contemporary life necessitate creative and artistic
people, therefore the institution’s mandate is to prepare and train learners to service the
growing needs of the creative and cultural industries in Seychelles, to create employment and
promote innovative thinking.
Programmes on Offer The Seychelles Institute of Art and Design currently offers 7 programmes at Certificate,
Advanced Certificate and Diploma Level on a full time basis:
Advanced Certificate in Graphic Design (2yrs),
Advanced Certificate in Fashion (2yrs),
Advanced Certificate in Textiles (2yrs),
Advanced Certificate in Fine Art (2yrs),
Certificate in Sewing and Textiles (1 yr),
Certificate in Drawing and Painting (1 yr),
Diploma in Art and Design (3yrs).
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1.0 Key strengths/areas of excellence in line with the Medium Term
Strategy Plan PROGRAMME 6
MEDIUM TERM STRATEGY PLAN, NON-TERTIARY EDUCATION & TRAINING
During the year 2018, priority was given to the development of the following areas as per the
Medium Term Strategy 2013-2017 and Beyond:
1.1 Partnerships and Affiliation with other Institutions Establishing collaborative mechanisms and enhancing partnership with the secondary education sub-sector,
private sector and other sectors in programme review development and delivery.
Engage in partnerships with internal and external stakeholders as well with local and international organizations.
1.2 MEMORANDUM OF UNDERSTANDING BETWEEN SEYCHELLES INSTITUTE OF ART AND
DESIGN WITH THE MAHATMA GANDHI INSTITUTE AND THE RABINDRANATH TAGORE
INSTITUTE OF MAURITIUS.
The Cabinet of Ministers approved for the Seychelles Institute of Art and Design (SIAD) of the
Ministry of Education and Human Resource Development to sign a Memorandum of
Understanding (MOU) with the Mahatma Ghandi Institute and the Rabindranath Tagore
Institute of Mauritius on Thursday November 8, 2018.
The Memorandum is an agreement between the two institutions so that they can set up a legal
framework in order to put in place good teaching practices, capacity building and proper
accompaniment for the learners. This will make provision for both parties to establish areas of
common interest and commits both establishments to work together for the benefit of the
learners, artists and the wider education and artistic communities.
1.3 Signing of MOU between the University Qiongtai Normal University
A Memorandum of Understanding was signed on behalf on the Seychelles Institute of Art and
Design by the Mayor of Victoria Mr David Andre on December 11, 2018 with the Qiongtai
Normal University in China. The Memorandum of Understanding shall include:
cooperation in education, training and research
promotion of staff and student exchanges and
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collaboration in curriculum development in areas common to both institutions.
Please note that the two institutions have previously been engaged in a craft workshop which
was facilitated by both local and Chinese lecturers at SIAD, and which saw the participation of
local artisans.
1.4 Seychelles Institute of Art and Design (SIAD) invitations to visit two universities in India
Director of SIAD was invited by the Vice Chancellor Dr Dutta of the Global Open University
Nagaland in India to be part of a delegation from STA to visit the university during the first week
of December 2018.
In June last year, a meeting was held at the Seychelles Tourism Academy with a delegation from
the Global Open University located in Nagaland State (India). The purpose of the meeting was
to discuss the possibility of signing some form of agreement between SIAD and the Open
University in Nagaland. The university offers two different types of programmes; Open Distance
Learning and Regular Mode. Regular Mode consists of: Department of Fashion Technology and
the department of Hotel Management.
As Director of SIAD, and experience in the visual arts, I found this to be a very good networking
opportunity for the Fashion and Textile Programme, given that the Open University Nagaland
teaches a component of Marketing and Business Administration which is obviously lacking
within our context. Also, it can encourage learners through opportunities to learn, improvise
and grow in respective field in order to develop the technological and business competencies
required, to excel in this ever competitive global environment.
As for the second mission, I got the opportunity to visit the Symbiosis Institute of Design which
offers different programmes in Art and Design at University Level in Pune, India. (Refer to
Appendix 1)
1.5 Chinese Language Classes for SIAD learners by the CONFUCIUS Institute within the UniSEY
A total of 18 learners have successfully completed the Basic Chinese Language, Level 1 in
December 2018. The programme was being conducted by lecturers from the Confucius Institute
on Mondays for all final year learners. The next cohort will start in February 2019.
1.6 Member and Affiliation with Arterial Network Organisation
Arterial Network is a multi-discipline organisation, within which the work of artists, musicians, dancers,
craftspeople, is equally valued, celebrated and promoted. Arterial Network is about making things happen, and the
Seychelles chapter, will seek to apply this vision, through supporting vibrant, dynamic and sustainable practices in
the arts in Seychelles.
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SIAD learners were given the opportunity for a second time to participate in the Annual Arterial
Affordable Arts Fair held at the Eden Blue Plaza Gallery.
1.7 Equity and Access: Diversify, promote lifelong learning and equal opportunities for both gender.
To commemorate the International Women's Day on March 8, 2018, the SIAD's Gender
Committee launched an Art competition whereby learners following the different programmes
were asked to produce an art work to illustrate the theme “A woman I admire”. The theme
gave learners an opportunity to reflect on the qualities that they value in women and the roles
they play in the society.
1.8 Development of a Sexual Harassment Policy for SIAD with the support of the Seychelles
Qualifications Authority and the Tertiary Education Commission.
The development of a Sexual Harassment is subsequent to the accreditation report submitted
in 2017 which makes recommendation for SIAD to have a system in place which can protect its
learners. Work is still ongoing with TEC to finalize the document.
1.9 International Research Symposium UVPA-2018 Colombo
Two Programme Leaders Mrs Merina Albert and Mr Marc Luc were invited to attend a Research
Symposium organised by the University of Visual and Performing Arts (UVPA) in Colombo
beginning of December 2018. This is subsequent to the signing of an MOU in 2017 between
SIAD and the UVPA. The agreement makes provision for the exchange of research papers and
other artistic endeavours. (Refer to Appendix 2)
The symposium entailed mainly presentations on a range of subjects related to art, by speakers
from different countries.
2.0 Quality and Relevance: Improve quality of education and training to meet labour
market needs. Establishing quality assurance mechanisms for the non-university tertiary education
and training sub-sector.
2.1 Accreditation of institution:
SIAD submitted its action plan on a quarterly basis as per the recommendation of SQA with the
intention of achieving full validation status in 2019.
2.2 Provisional Accreditation Status
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The Seychelles Institute of Art and Design was accorded Provisional Accreditation by the
Seychelles Qualifications Authority for a period of one year in November 2017. The institution
has started engaging in the required preparations for the next visit due in April 2019.
2.3 Approval of Unit Standards
Two programmes (unit standards) namely Certificate Sewing and Textile and Certificate
Drawing and Painting have officially been approved by SQA.
2.4 Consolidating the Competency-Based Approach to Training.
I. All seven programmes on offer have received full validation status.
II. Committee has been set up to review all four programmes at Advanced Certificate level
which have passed their validation period of 5 years.
2.5 Job Analysis Workshop (JAW)
The Seychelles Institute of Art and Design organised three Job Analysis Workshops to review
programmes at Advanced Certificate Level with the support of the Seychelles Qualifications
Authority (SQA) during the last quarter of the year 2018. All four programmes at Advanced
Certificate level have passed their validation period and need to be reviewed. Validation period
is for five years as set by the Seychelles Qualifications Authority and the National Qualifications
Framework.
The three workshops were conducted at the institute and facilitated by Ms Hilda Julie from the
SQA.
The aim of the workshop was to obtain information on the various occupations as well as on
the qualities learners must possess in order to practise them effectively. This was done in
consultation with employers in the workplace such as specialized technicians, business people,
trades people and a representative from the Tertiary Education Commission (TEC).
The Job Analysis Workshop was also an opportunity to collect suggestions and inputs
pertaining to our training programmes.
SIAD strongly advocates the engagement and contributions of its key stakeholders and partners
to ensure it achieves full validation status for the proposed programmes.
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3.0 Implementing Capacity Development Intervention Programmes for Staff and
Personnel. Staff development and capacity building: Promote a training culture by providing training
opportunities for staff.
Table 1: SIAD STAFF TRAINING/PROFESSIONAL DEVELOPMENT 2018
Workshop/Training
Name of Staff Responsible Date
Recognition of Prior Learning (RPL) Assessor training
Christine Payet Janese Jules
Seychelles Qualifications Authority
16-20 April 2018
Productivity Concepts Workshop
Michelle Beaudoiun
University of Seychelles
19-20 March 2018
RPL Assessor Workshop
Zoe Chong Seng
Seychelles Qualifications Authority
23-27 April 2018
Entrepreneurship Education Workshop
Marie-Mai Marie MoEHRD 23-27 April
Sensitization Workshop on RPL Marc Luc Seychelles Qualifications Authority
3 August 2018
Course in Executive Development Productivity in Work Places
Marc Luc Merina Albert
The Guy morel Institute
1-3 August 2018
PGCE Training
Marcus Finesse Elsie Agathine Daniel Dodin
UniSEY SITE SIAD
2017-2018
Certificate in Office Management Veronique Bonne
SBSA
2017-2018
Quality Control in Textile Testing short Course
Janese Jules
ITEC INDIA
Oct-December 2018
Table 2: NATIONAL & INTERNATIONAL PARTICIPATION IN EVENTS, EXHIBITIONS AND WORKSHOPS
ACTIVITY NAME RESPONSIBLE MONTH
Workshop with the Department of Public Affairs and Finance
Christine Payet Cinthia Savy Lucie Savy
MoEHRD 27, 28 February 1 March 2018
Workshop- World Bank and DPA Cinthia Savy Christine Payet
MoEHRD 5 March 2018
National Education Conference 2018 “Strengthening Communities of Trust in Our Schools”
Christine Payet
MoEHRD
3 October 2018
Art Exhibition Mouvman Lavi
Daniel Dodin Zoe Chong Seng
Arterial Network Seychelles
October 2018
4
th Edition of FACC 2018 (Festival d’Arts
Contemporains des Comores)
Two learners Amy Chang-Peng-Tive and Lester Lepathy
FACC
October 2018
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Job Analysis Workshop Stakeholders lecturers
SIAD SQA
September-December 2018
Seychelles National Arts Festival 2018 Daniel Dodin Marie-Mai Marie Barry Gertrude Christine Payet
National Arts Council
November 2018
Research Symposium at the University of Visual and Performing Arts in Colombo
Merina Albert Marc Luc
SIAD MoEHRD
December 2018
Seychelles First International Fashion week
Merina Accouche And Learners
International Fashion Week Committee
December 2018
4.0 Infrastructure and facilities: Lobby for a modernized and appropriate infrastructure, facilities and resources. Meetings were
held in October and November 2018 pertaining to the construction of a new school for SIAD
with the Ministry of Education and Human Resource Development and the Department of
Foreign Affairs.
Few maintenance work was carried out on the building during 2018. Approval was granted to re-do (paint) all the floors in Block A.
5.0 Institutional Plan for 2018 in line with the MTS targets
SIAD implemented its strategic plan in 2018 with the support of various stakeholders and
approval of the board as seen in appendix 3.
6.0 Lobby for a safer and healthier working environment
I. Several recommendations were made to promote a healthier and safer working
environment. The Public Health Authority within the Ministry of Health carried out a
health inspection at SIAD following a complaint lodged regarding the presence of fungus
in one classroom as indicated in appendix 4.
II. SIAD has started installing health and safety signs in most rooms/studio space during
2018.
III. Other activities pertaining to cleaning and fumigation of compound were carried out
throughout the year.
IV. Fire drill was conducted in May 2018 with the participation of learners, staff and
support of the Fire Department.
7.0 Promote the institution on the National and International arena
Learners and staff have participated in numerous activities at both national and international
level in 2018.
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8.0 Maintain and upgrade physical resources to promote and facilitate learning. (By
2016, all PSIs will be modernized and have appropriate infrastructure, facilities and resources)
MTS 2013-2017
I. The institution managed to procure and upgrade equipment with the support of the
Ministry of Education (Refer to appendix 5).
II. Other recommendations have been put forward to improve the physical environment of
the institution.
III. SIAD has upgraded internet (broadband) facilities through an agreement with the
Seychelles Cable and Wireless to ensure faster and more efficient communication on a
daily basis.
9.0 Life Skills Talk: Organise life skills talk for both second and first year learners (The current
Learner support system in PSIs is not able to cope with emerging social ills, discipline and
behavioural problems) MTS 2013-17
Various activities were organised for learners during 2018 as indicated below. Our Student
Support Officer has:
1.Organized and coordinated programs jointly with other agencies to help sensitize Learners on
different topics of life, health issues, decision making in careers and others to mention. (Refer
to Appendix 6).
2. Disseminated information through the distribution of information booklets, leaflets,
brochures, posters, etc. on different issues to sensitize learners.
10.0 Main Challenges encountered in 2018
The various challenges and limitations have remained more or less the same since 2012, and
are listed below:
I. More work needs to be done to improve internet connections. An assessment to
determine current weaknesses and re-look at the whole net- working system could help
to improve the situation.
II. The School needs proper fencing and a better security service to try and mitigate on the
number of discipline problems related to truancy amongst learners and vandalism.
III. At present learners enrolled on the Textiles Programme are working in an enclosed
setting instead of open areas. They are using toxin materials on a daily basis which can
be detrimental to their well- being and very likely to have health and legal implications
in the long run. Textiles’ learners should refrain from using wax in an enclosed area to
avoid fatal accidents and fire since the products they are exposed to contain flammable
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materials. The institution needs an open studio with ventilation and adequate fire safety
equipment.
IV. Incomplete work on a canopy built during the second quarter to cater for the Textiles’
Programme. Since the work was partly done, we are still without appropriate worktops,
sink and water facilities to be able to run classes effectively.
V. Installation of fire safety equipment remains a challenge because it was partly done and
not up to the required standard. Water connection is crucial to ensure that the fire hose
can be operated in the event of a fire.
VI. Day and night security officers are still without a proper kiosk facility.
VII. Major work regarding re-roofing and air tightening of windows remain outstanding.
VIII. Despite various recommendations, the project for air tightening of windows was not
executed. Approval was granted by Public Oversight Unit (POU) in 2017 but by
December nothing had been done. The case was presented to POU again in November
2018, but to no avail. The main reason given is that SIAD is getting a new school which
will obviously take ages to materialize.
11.0 Institutional Governance
11.1 SIAD’s governance took a new strategic direction in 2015 in terms of its operating mode
with the establishment and setting up of a governing board, and which makes provision for
greater autonomy as indicated in the Tertiary Education Act 2011. This new model creates a
platform for the allocation of more decision making authority and decentralization as a
governance and management strategy.
11.2 In 2018, a new board was set up with the approval of the Ministry of Education and
Human Resource Development and the guidance of the Transition Committee. The board
managed to hold regular meetings throughout 2018. The following issues were addressed:
I. Signing of MOU between Seychelles Institute of Art and Design and the Mahatma
Ghandi Institute in Mauritius. The document was officially approved by the cabinet of
Ministers in November 2018.
II. Lobby and support the development of a Sexual Harassment Policy for SIAD
III. Approval for the two Programme Leaders to attend a Research Symposium at the
University of Visual and Performing Arts UVPA in Colombo
IV. Approved structure for SIAD which was submitted by the Department of Public Affairs
V. Overseas training for staff in Quality Control and Textile Testing
VI. Approval for Director to visit two institutions in India for future linkages and
partnerships upon invitation
VII. Support for embarking on the process of programme review and job analysis workshop
VIII. Introduction of new board members and expectations
IX. Approval of revised criteria for the Best Five Scholarship Award.
X. Approval for SIAD learners to wear polo T. Shirts designed by KANKAN.
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11.3 Committees
Different committees were set up to provide greater opportunities for staff members to take
leadership roles and contribute in the decision making process.
12.0Academic Performance
12.1 Learner enrolment
A comparative statistical summary of attendance for the various Programmes on offer
(January- December 2018) is given at Table 3
Year
Programmes Learner Population Jan/February 2018
Total Number
Learner Population December 2018
Total Number Of Dropouts
Total Number of Learners
Male Female Male Female
1 Adv Certificate Graphic
5 6 11 4 6 1 10
2 Adv Certificate Graphic
4 8 12 4 8 0 12
1 Adv Certificate Fine Art
4 3 7 3 2 2 5
2 Adv Certificate Fine Art
3 7 10 3 7 0 10
1 Adv Certificate Fashion
0 8 8 0 7 1 7
2 Adv Certificate Fashion
0 9 9 0 9 0 9
2 Adv Certificate Textile
0 6 6 0 6 0 6
1 Cert Sewing & Textile
0 9 9 0 8 1 8
1 Cert Drawing & Painting
5 6 11 3 6 2 9
3 Diploma Art & Design
8 11 19 7 11 1 18
29 73 102 24 70 8 94
The percentage of female learners (72%) enrolled at SIAD in 2018 remains dominant despite 1%
less compared to 2017 as seen at table 1, thus creating a gender imbalance. Male learners
(28%) are still not opting for the Fashion and Textile Programmes which is a point of concern. As
stated in the previous reports, a more aggressive campaign is required to change mind set and
general perceptions about Fashion and Textile. As such, this will encourage more male learners
to gain access to these subjects and provide them with wider choices in the visual arts while
promoting gender equity.
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The highest number of dropouts per gender recorded for 2018 were male compared to
previous years. Out of seven learners who left last year, five were male learners. It is clear that
boys tend to experience greater difficulties to cope with the demands of the programme.
Learner Attrition
Chart: 1
The attrition percentage throughout 2018 was 8 %. Not much improvement compared to 2017
Compared to previous years, the number of dropouts amongst female leaners have gone down.
A total of 3 female learners compared to 5 male learners as indicated above. Amongst our male
dropouts, most of them have resigned as a consequence of social problems forcing them to
seek for employment.
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Chart: 2 Illustrates GCE A Level Art and Design results
12.2 A LEVEL ART RESULTS FOR THE SEYCHELLES INSTITUTE OF ART AND DESIGN
SIAD recorded a 92% pass rate for the International GCE Cambridge A Level Art and Design
Exam. Compared to previous years, more learners were selected to take the exam.
12.3 Learners’ Performances throughout 2018
Table 4: Number of graduates as per the different programmes
Programme Number of graduates scoring Credits
Number of Graduates scoring Passes
Number of graduates who will obtain an attendance certificate or certificate at level 3
Diploma Art and Design 10 8
Advanced Certificate in Fashion 1 7
Certificate in Sewing and Textile 1 7 1
Certificate in Drawing and Painting 1 7
Advanced Certificate in Fine Art 1 7 1
Advanced Certificate in Textile 0 6
Advanced certificate in Graphic Design 2 10
Certificate in Fine Art 1
16 53 2
TOTAL
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Table 5: Seychelles Institute of Art and Design (SIAD) Graduates Information
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Number of learners enrolled initially
Number of Learners completed
Number of Learners graduated
Number of drop outs
Programme Names Duration Male
Female
Male Female
Male Female
Male Female
Certificate in Drawing and Painting
1 Year 5 6 3 6 3 6 2 0
2 learners resigned
Certificate in Sewing and Textile
1 Year 0 10 0 8
0 8 0 1
1 student has failed 1 student resigned
Advanced Certificate in Fine Art
2 Years 3 7 3 7
1 7 0 0
1 student will graduate at certificate level 1 student has failed to pass most of the units taught.
Advanced Certificate in Fashion
2 Years 0 8 0 8 0 8 0 0
Advanced Certificate in Graphic Design
2 Years 4 8 4 8 4 8 0 0
Advanced Certificate in Textile 2 Years 0 6 0 6 0 6 0 0
Diploma Art and Design 3 Years 8 11 7 11 7 11 1 0 1 student resigned
Total 20 55 17 54 15 54 3 1
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12.4 As indicated in table 4 and 5, a total of 69 learners who have followed full time
programmes at SIAD are expected to graduate in April 2019. Two learners will receive an
attendance certificate. As indicated in table 4, sixteen graduates have obtained Credits. One
learner who have followed the Advanced Certificate Programme in Fine Art and who did not
achieve the number of credits required for the award, will graduate at certificate level.
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12.5 The following intervention measures were implemented to ensure that learners who
have not performed on the required standard can progress successfully and at their own
pace.
As per the assessment policy, learners were permitted to repeat, resit or resubmit assessment
tasks that constitute a fail grade for the course/unit. More learners were granted a
supplementary resit assessment in a failed overall assessment for the different units/courses.
(Repeat, resit and resubmission ‘Assessment Policy). Learners were encouraged to re-sit for failed units and
this information was reiterated during meetings with management staff.
Learners considered as boarder line cases were placed on a probation period of six months.
During 2018, SIAD introduced a mentoring programme especially for those learners having
difficulties to cope with their studies.
12.6 Compared to the previous cohort, 81% of learners who were following full time
programmes at certificate level and who have applied for an advanced certificate programmes
have been successful (Refer to Appendix 7). A big improvement compared to previous cohorts.
This is an indication that more learners are able to progress successfully from one level of
studies to the next.
The majority of learners were qualified for promotion to second year (83%) last year because
they performed well.
As for learners opting for the Diploma Programme, 58% of applicants have met criteria for the
programme (Appendix 8). The rest have either scored only passes or have not applied for the
programme.
12.7 The various programmes on offer also support the development of transferable skills.
These skills include the ability to communicate well, process information effectively and
encourage more critical thinking as to adapt and cope with future changes, increasingly
required in most workplaces these days. We strongly believe that since art is described as
subjective, these transferable skills can be of great benefit to our graduates later on.
12.8 2017 Graduate
Five learners who were qualified for the Scholarship Scheme Award left the country last year to
pursue their studies in Art and Design as seen in Appendix 9.
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13.0 Resources
13.1 Human resources
Number of teaching staff with degree, MSC, plus number with none of the two.
No Qualifications Quantity
1 Diploma 1 & 2 6
2 Bachelor’s Degree 11
3 Masters 3
13.2 Instructional staff population was 20
13.3 Staff attrition academic and support
To ensure that the various programmes are taught in a timely and appropriate manner, SIAD
sought for part-timers. Areas which required part timers in 2018 were: Related Study, Health
and Safety and Soft-furnishing.
Mrs Romina Jules joined SIAD as an Office Assistant in October 2018
13.4 Staffing requirement – academic and support
Request for new posts as per the approved structure was made in 2018 as seen in appendix 10.
13.5 Other staff requirement
SIAD’s requirement will change as per the new structure after pronouncement was made by
the head of state to give all institutions full autonomy. A new structure was proposed and
revised with the consent of the Board in 2018.
1 office assistant (for Studies Coordinator and Programme leaders)
Administrative Manager
Quality Assurance Officer
Registrar
Site and Facilities Manager
Deputy Director
13.6 STAFF WELFARE
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Changing and storage Rooms
No room deemed appropriate to store cleaning and other related supplies required on a
daily basis.
SIAD does not have a common staffroom
SIAD needs to lobby for the construction of a kiosk for Day Security.
13.7 TRAINING PLAN (support staff)
SIAD has submitted a training plan to the Human Resource Officer in November 2018 as seen in
appendix 20.
13.8 Staff training and workshops conducted during the year 2018
Three lecturers have successfully completed the PGCE Programme in 2018.
Mr Barry Gertrude has completed a Bachelor’s Degree at the Mahatma Ghandi Institute in
Mauritius with First Class Honours Degree.
Two Programme Leaders have successfully completed a short training in Leadership at the Guy
Morel’s Institute.
Ms Janese Jules was selected to embark on a short course training in India (ITEC) from October
to December 2018 in Quality Control and Textile Testing.
14 Learner Support Services
14.1 Career guidance activities for learners - what material was developed, how often was it
conducted to whom?
Careers talk was carried out in all secondary schools accompanied by power point
presentations and leaflets to provide information on the different courses on offer. This is done
on annual basis with the assistance of the Career’s Guidance Section within the Ministry of
Education and Human Resource Development.
14.2 Induction at SIAD
An induction programme was carried out beginning of last year to provide relevant information
to both parents and learners joining the Seychelles Institute of Art and Design. The
management and staff of Seychelles Institute of Art and Design welcomed 47 new learners at
SIAD in February 2018 (appendix 19).
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Both learners and parents were formally introduced to staff members and campus life. Other
information related to student support services were communicated to our audience who in
return had the opportunity to ask questions for clarifications.
The main focus was on the following:
General Introduction: Staff and Programmes on Offer
Bursary Application Form
Student Support Services (SPTC Bus Services)
SIAD Uniform
Code of Conduct/ Learner Handbook (absenteeism, attire, assessment procedures etc.)
Course choices
Change of Contacts and few others.
SIAD invited a representative from the Agency for Social Protection of the Social Affairs
Department, Mrs Cecile Chang-Leng to provide clarifications on the bursary application
procedures.
14.3 Financial Aid Available For Learners
All learners are entitled to receive a monthly bursary allowance from the Agency for Social
Protection.
Allowances
Regarding allowance paid by the Agency for Social Protection in 2018, only first year learners
were asked to fill out an application form to obtain financial assistance. Application forms were
handed out to learners during the induction meeting. Learners were encouraged to complete
forms as per procedures set by the ASP, and to submit their forms as early as possible to avoid
inconveniences. For second and third year learners, SSO was requested to submit list of
learners promoted to the next level of studies in order to reactivate their allowances.
14.4 School Bus Services
There have been disruptions in the bus services provided throughout the year 2018, causing
much delays for both learners and staff. For example, bus drivers leaving the school compound
before the scheduled time (3.15pm), causing everyone to drop everything and rushing to catch
their ride home.
SSO tried maintaining close working relationship with the Seychelles Public Transport Company
(SPTC) to try and mitigate on the number of problems. However, despite all the
communications, SPTC experienced difficulties in maintaining consistency in the service
provided.
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Bus passes are issued to all full time learners upon registration.
14.5 Uniform
Provision was made to assist learners who could not afford to buy uniforms upon registration. It
is to be noted that these learners benefitted from the special welfare programmes (Dedicated
Funds) at secondary level.
14.6 Work Based Experience
All learners following a full time programme at SIAD must complete the WBE unit. The institute
ensures that all learners go for work attachment for at least 8 weeks depending on the level of
programme they are following.
14.7 The following procedures are used before and during work attachment:
1. Identification of work places
2. Issuing of letters to different work places
3. Induction (Location of work places, Use of log book, WBE info booklet)
4. Signing of Contract
5. Monitoring visits by Staff
6. Assessment form
7. Diary or work journal for documenting daily experiences
8. Summary
Learners embarking on work attachment are closely monitored not solely by lecturers but
Learner support officer and other management staff who visit them regularly. It seems that
every, more employers are willing to accept learners for WBE in their work places. We have put
in place a more effective monitoring system which allows lecturers to visit leaners on a more
regular basis and to also facilitate communication with their immediate supervisors. Our
learners continue to perform better every year.
14.8 Learners’ participation in different activities at both national and international levels
The Seychelles Institute of Art and design has remained very active in terms of its participation
in numerous activities at both national and international level as seen in appendix 11.
14.9 Learner Council
The Learner Committee re-elected new members beginning of the year as indicated in the
terms of reference. Ms Natty Radegonde was elected as the new chairperson.
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For a second consecutive year, the committee experienced great difficulties to meet on a
monthly basis to deliberate on issues affecting learners in their studies.
15.0 Learner issues addressed by SSO
15. 1 Attendance and punctuality: Some learners were still arriving late in the morning due to
bus problems reported in certain districts.
15.2 Attire: This remains a major problem because some lecturers have different
interpretations and perceptions as to what constitute an appropriate attire.
15.3 Other services provided by SSO
Counselling sessions conducted for learners as stated in appendix 12.
Learners who require specific advice or counselling were able to see Learner’s Support
Officer (SSO). It is worth noted that learners at this age stage (post-secondary) will not
deliberately come forward to divulge or talk about personal issues, unless the situation is
pressing or precipitated by another factor or event.
Awareness session on a range of topics/subjects
Provide additional information on the different services available (appendix 18)
Assist learners wishing to join the world of work with information on the Skills
Development Programme or Skills Acquisition Programme.
Work in close collaboration with the Youth Hostel to address issues affecting Praslin and
La Digue learners in a timely manner.
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15 Engagement with Community
16.1 Engagement with community
I. The Seychelles Institute of Art and Design participated in the first International Fashion
Week held in November-December 2018. An opportunity for our future designers and
staff to work with world renowned designers.
II. SIAD submitted designs concepts for staff uniform with the AVANI Management during
an official launching of the project/exhibition in April 2018. Unfortunately, the second
stage of the project was not materialized because AVANI did not keep its commitment
in supplying the institution with the necessary materials for sewing.
III. Youth Beat Televised Programme on SBC featuring SIAD learners. Our learners won
second prize (runners up trophy).
IV. Radio interview with Dr. Heike Braun from Germany regarding the institution and art in
Seychelles
V. Yoga Day Session with the support of the Indian High Commission facilitated by Dr
Latita.
VI. Supported the Ministry of Education, Curriculum and Assessment Unit, to provide venue
to conduct training for secondary school teachers engaged in the teaching of the Art
IGCSE international exam.
VII. Conducted three Job Analysis Workshops with the support of industry people and other
stakeholders’ e.g TEC & SQA.
Table 6: Report on Memorandum of Understanding activities throughout 2018
MOU
ACTIVITIES DATE
1 National Arts Council and the Seychelles Institute of Art and Design
Art Workshop for Learners conducted by professional local artists. Payment of airfares and per dium for two learners to participate in an international art workshop in the Comoros. Main sponsor for the Graduates Art Exhibition Special WBE Programme for D3 learners during the Seychelles Arts Festival Sponsored one graduate during SIAD’s Graduation Ceremony Engagement of SIAD on other committees Collective Strategies for the promotion of the Arts and Culture.
August-September 2018 October 2018 May 2018 July-August 2018 April 2018 October 2018
2 Seychelles Constance Ephelia Resort and the Seychelles Institute of Art and Design
Book illustration project for children. Sponsorship for Graduation
Ongoing
3
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University of Performing and Visual Arts, Colombo, Sri Lanka (UPVA) and the Seychelles Institute of Art and Design
Two Programme Leaders attended a Research Symposium held at the UVPA upon invitation.
December 2018
4 Mahatma Ghandi Institute and SIAD
MOU has officially been approved by the Cabinet of Ministers.
November 2018
5 Qiongtai Normal University, People’s Republic of China and SIAD
MOU was officially signed by the Mayor of Victoria Mr Andre on behalf of the SIAD.
December 2018
16.2 Exchange Visits
Director was invited to visit two art institutions in India in December in 2018 with the support
of the Ministry of Education and Human Resource Development and SIAD Governing Board.
16.3 Major events undertaken throughout 2018.
Graduation ceremony
Open day
Women’s Day /Men’s Day Activities
Parents Consultation Meetings
Graduation Art Exhibition
17.0 Finance and Budget
The Overall budget allocation for SIAD was somehow adequate for the year 2018 as seen in
appendix 13.
The President’s pronouncement on institutional autonomy which came into force in 2018
brought few changes at PC Level in terms of greater accountability and transparency in the
manner in which money is being spent. The Ministry of Education and Human Resource
Development introduced a cluster system which makes provision for an assistant accountant to
work closely with our institution. Despite few delays, money allocated to the institution was
spent accordingly as seen in appendix 14.
SIAD submitted its budget proposal for the year 2019 in June 2018 as per the instruction of the
financial division within the Ministry of Education and Human Resource Development.
17.1 JUSTIFICATIONS PROVIDED FOR SIAD 2018 BUDGET (refer to appendix 15)
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18.0 REPORT FOR 2017 - ADMINISTRATION
18.1 Budget and financing
The institution procured equipment and materials for the different programmes on offer to
ensure that the various units were taught in a timely and appropriate manner.
SAID managed to generate funds for its suspense account mainly from sales of art work and
renting of facilities (Refer to Appendix 21, 22)
SIAD received SCR 40,000/- from the Seychelles Women Trust Fund to sew cotton bags. All
profits will go to the institution.
Worked in collaboration with the new Director L’Alliance Francaise Mrs Emily Motu on a new
project to secure Funding for a photography workshop.
18.2 PHYSICAL RESOURCES
This has remained more or less the same as in previous years.
19.0 Service Delivery
Table 7: Measures taken to improve service delivery in 2018 and level of success in implementation.
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Proposed actions taken to improve service delivery
Remarks
1 Ensure adequate staffing (full and part time) for effective course delivery
Part time lecturers were recruited to teach Soft furnishing, Health and Safety, Related Study and Media and Techniques. An English Lecturer was appointed in post in 2018.
2 Setting up of different Committees The composition of the different committees were reviewed to encourage more lecturers participate in the decision making process and take leadership roles.
3 Maintain and upgrade physical resources to promote and facilitate learning
Some maintenance work was carried out despite budget constraint and inadequate funding. Approval was granted to re-do all the floors in block A.
4 Establish areas of priority where training is needed for staff
Office Assistant did training in Office Management for upgrading purpose Three Lecturers completed PGCE training with UNISEY and SITE Two Programme Leaders undertook training in Leadership with the Guy Morel Institute. A training plan was submitted to the Human Resource Department in November 2018. Two lecturers followed the RPL Assessor Workshop organised by the SQA.
5 Ensure adequate materials, resources and facilities for course delivery
An assortment of materials, resources and equipment were procured in 2018.
6 SIAD’s Website Up and running despite not much funding to maintain it on a regular basis.
7 Creation of Facebook Page to market the institution Up and Running
8 Creation of a WhatsApp Group Staff can be updated faster on issues pertaining to teaching, learning and other activities worth reporting taking place at SIAD.
9 Circular Memo File in the Library for Staff Staff can have access to a wide range of documents e.g. circular memos, speeches, cabinet papers, budget update etc.
10 Introduction of a Mentoring Programme for learners Enable more learners succeed in their studies and used as an intervention mechanism.
11 SIAD’s Newsletter To provide information and updates to stakeholders pertaining to various activities taking place at SIAD.
12 End of Semester Survey Seek learners’ views on the day to running of the institution for recommendations.
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20.0 Measures planned/anticipated for 2018 and factors considered necessary for
SIAD successful implementation
Make available appropriate, adequate and quality facilities and equipment for the
successful implementation of the different programmes.
Strengthen existing intervention programme that enables as many leaners as possible to
progress successfully through the programmes they are enrolled in.
Seek for local and international partnerships and linkages with prestigious institutions.
Work jointly with SIAD Governing Board to improve governance, transparency and
accountability
Use different strategies to market the institutions (website, brochure, events and
publicity, media coverage etc).
Use different strategies to continuously improve communication and service delivery.
Establish areas of priority where training is needed for staff (training plan).
Upgrade and maintain physical resources to promote a safer and more conducive
working environment.
Make provision for life - long learning to meet the needs of industry through part time
courses.
Organise Life skills talk for first, second and third year learners to broaden their
knowledge on a range of subjects crucial for their well- being.
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20.0 Conclusion
In 2018, SIAD managed to address some of the challenges pertaining to teaching and learning
through the implementation of its strategic plan and recommendations put forward by the
accreditation team in 2017. As such we welcomed the reform programme at tertiary level
which makes provision for the decentralization and autonomy of institutions. Despite work still
in progress and concerns regarding new posts allocated to the institution, we believe that the
new structure will enable greater academic freedom, promote diversity and equity.
The effective implementation of the various programmes on offer and processes in place to
start reviewing their content, will enable SIAD to better respond to the Tertiary Education Act
and the various recommendations put forward by SQA. However, there is still room for
improvement when it comes to delivering on a higher standard as a result of inadequate
funding, human resource issues, poor infrastructure and other support system in place. At this
juncture, SIAD needs a new school with appropriate infrastructure to better respond to labour
and market needs.
As for partnership and linkages, SIAD obtained the approval of its governing board to sign two
MOUs for the exchange of undergraduate and postgraduate learners, exchange of academic
information and materials, participation in arts residency programmes and workshops and
other agreed academic exchange and cooperation programmes, including conducting of short
courses for capacity building. Through our MOU engagement, SIAD was able to send two
learners to the Comoros to participate in the 4th International Art Festival. As such, with the
signing of the MOUs, we strongly believe that partnerships which is often perceived as mutually
beneficial and mutually reinforcing will accord cultural exchanges crucial for exposure.
Arguably, these exchanges have proven to promote a more diversified and collegial
environment whereby lecturers can also share good practices crucial for teaching and learning
to enable our young people to eventually better understand the concept of the creative
industries.
For SIAD, it has been another very engaging year when it comes to attending and participating
in various workshops. Given that teaching is seen as a profession, it is important to note that it
is also a form of public service. Lecturers should obtain and maintain expert knowledge and
specialized skills through rigorous and continuous studies throughout their teaching careers.
On a final note, the institution has worked closely with its new governing board to ensure that
various issues are addressed and recommendations put forward to uphold teaching and
learning. We are indeed very grateful to the board’s contributions throughout 2018 for its
ongoing support and strategic direction.
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9.0 Annexes
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