Briefing Sessions: 18 July 2012
FAS/TL/PD/WRP/CON0435/Y13
Question 1:
Previous bids have always asked for placement into workplace environments, this is the first time a bid seeks entry into higher education.What is meant by entry into higher education?
Answer:
This is not the first time Fasset calls for this type of programme.In previous years the bid was combinedand included academic and/or work readiness leading to placement in employment and/or further education.The bid process has since been split in order to better compare similar programme offerings.
For the NQF level 5 bid, Fasset is calling for providers to put forward an academic programme that will help young learners to obtain better pass marks intheir matric subjects, for example, Mathematics and Accounting and/or English. After the intervention, it is envisaged that learners would have obtained better pass marks which will allow them entry into an accredited University or a University of Technology.The provider will be required toassistlearners to apply to the tertiary institution in question.Providers are reminded that programme offerings must still be guided by the Fasset scarce skills list.
If learners are placed on a National Diploma in accounting for example,providers will need to justify that the National Diploma is going to lead to the learner fulfillinga scarce skills need within the Fasset sector. The same applies if the intention is for learners to follow the B Comm or BCompt study route.
Sub question:Providers askedwhether they should build in funding for the studies.
Providers may request additional fundingbut it should be budgeted for separately, asthis will greatly depend on the availability of funding. Providers must investigate whether the University of Technology or University have their own bursary schemesand are encouraged to pursue alternative routes of securing additional funding to support learners in their tertiary level studies.
Fasset would like to see a planthat shows how these learners are going to be assisted to progress through the system.
Question 2:
The TOR mentions improvement of academic results of grade 12 learners. Does this mean learners must repeat what they did in Grade 12 or can it be any other programme that adds value to theirMathematics and other subjects?
Answer:
Providers will need to determine the entry requirements of tertiary institutionsthey intend placing learners into upfront. The entry requirements of each institution will be the guide as to what intervention(s)the learner will require.If a university requires higher grade Mathematics at a given percentage, for example, 70% and the learners obtained 60% in their matric results, then it implies that the provider will need to run a programme which would include improvement ofthe learner’s Mathematics markssufficiently to allow the learner access to the university in question.Providers should also have interacted with a rangeof tertiary institutions to ascertain whether the programme on offerwould be acceptable to the institutions, ie will a learner who embarks on the programme be able to register with the institution upon successful completion.
Question 3:
For the tertiary studies, does it have to be a university or can it be any professional body qualification relevant to the sector?
Answer:
The TOR states that 70% of the learners are to be placed into either University or University of Technology based on the scarce skills needs of the Fasset sector. The TOR further states that providers are to make alternative arrangements for learners who are not placed into 1st year studies to then follow a professional body route qualification into the sector.
Question 4:
Is there a specificnumber of learnersrequired for this tender?
Answer:
Fassethas notstipulated a specific number of learners asFasset can’t predict how many learners any one provider could accommodate through particular programmes and at what budget.The learner number is therefore provider driven.The bid document says, historically providers have proposed between 50 and 550 learners.This does depend on the programme being offered and the cost related to that particular programme. A number of other variables also influence the costing of programmes and ultimately how many learners can be accommodated. Fasset reviews all the elements of a proposal and determines whether it’s feasible and whether it’s going to make an impact on the sector. Providers will not be penalized for proposing a low number of learners due to the nature of the intended programme. However, Fasset will also be looking out for the most cost effective programmes as well as programmes that will provide the highest impact.
Question 5:
What budget has been allocated?
Answer:
The budget is not available at this time.
Question 6:
Is this a national programme/project?
Answer:
Recruitment is to be conducted nationally and Fasset will give preference to providers who can show a wider geographic spread of learners. That does not imply that providers who propose to run programmes in only one or two provinces will not be considered. If the programme has merit and can justifiably only be run in a narrow geographic area as a pilot, it would be considered. However, providers must bear in mind that there is a call from government for all stakeholders and partners to reach further into rural areas and Fasset will be considering providers who are able to penetrate into the rural areasmore favourably so preference will be given to providers who can illustrate that they are able to recruit successfully from more rural areas and across all nine provinces.
Question 7:
The gender issues are not specified in the terms of reference. What is the suggested recruitment ratio?
Answer:
The gender recruitment ratio is stipulated in the TOR of the bid document, which states:
“Fasset will only fund interventions that cater for 100% African Black candidates.
Fasset recommends a recruitment ratio of 54% women and 4% people with disabilities”.
Question 8:
The bid specifically refers to academic studies but did make mention of work readiness, should there be a mix of the 2 in this tender or only academic?
Answer:
Providers may add life skills or bridging programme in addition to the academic offering where appropriate.This would be considered to be a value-add. Providers who are more familiar with the sectorwill know that it is preferable to give the learners a little more than just academic skills to be able to cope with the academic programme during the delivery period and to cope with the transition into tertiary studies.