PROJECT CLOSURE AND EVALUATION REPORT
Project Evaluation and Closure Report for the Access College Integrated AAT Approach Project
Prepared by: Natalie Zimmelman Date: 04 February 2002
1) Project Details
The contract for this project was signed between Fasset and Access College. Access College provided the project management, but a number of other parties were involved, as this was an integrated approach. The three key participants, other than Access College, were Riana de Bruyn (the subject matter expert), Computer Fundamentals (TOPP programme and mentorship co-ordinators) and AETA (the professional body through whom the qualification is registered). Natalie Zimmelman managed the project from the Fasset side.
2) Description of Project
There were three discrete objectives of this project:
· Train 15 learners on the foundation stage of the AAT (including mentorship)
· Find employment for at least 50% of these learners
· Gain accreditation for Access College to provide this course alone in the future.
This involved developing new course material that took into account the needs of the qualification as well as those of disabled learners. It included the skilling of the Access staff on the material and, more importantly, the administrative procedures necessary to manage the qualification. Access College also had to manage the different service providers involved in the project to achieve a co-ordinated result.
3) Project Budget
Budget and Actual FiguresBudget Approved / Actual Spent / Variance (Negative values denote underspend) / Comments
Project / R548, 169.00 / R513, 783.20 / R34, 385.80
Additional Expenses
Launch / R10, 011.60 / R10, 011.60
Placement Adverts / R50, 000.00 / R46, 391.50 / -R3, 608.50 / Approved by EXCO
TOTALS / R 598, 169.00 / R570, 186.30 / -R27, 982.70
4) Project Timelines
The academic period ran from the 25th June 2001 to mid January 2002. It was expected to be completed by mid December 2001, as Riana de Bruyn and Access College put in extra time to see the learners through. The learners needed the extra time as they were expected to prepare for 3 examinations and assessments (Pitmans, Access and AETA). The project was approved on the 18th August 2001 and the Memorandum of Understanding signed on the 8th October 2001. The final deliverable of the project was to be employment of 50% of the learners by June 2002. This final deliverable had almost been met before the end of the academic period and was completely achieved by the end of January 2002.
5) NSDS Objectives
NSDS Objective
/ 1Developing a culture of high quality life long learning and fostering skills development for high quality jobs. / 2
Fostering skills development in the formal economy for productivity and employment growth. / 3
Stimulating and supporting skills development in SMME’s. / 4
Promoting skills development and access to jobs and sustainable livelihoods through social development initiatives. / 5
Assisting new entrants into employment in the labour market.
Specific Targets being addressed
(fill in numerical targets under the appropriate NSDS Objectives.) / 1.2 By March 2005, a minimum of 15% of workers to have embarked on a structured learning programme, of whom at least 50% have completed their programme satisfactorily. / At least 1 skills programme for at least 80% of all the sub sectors is developed with a minimum of 10 skills programmes having been implemented across the sector.
At least 500 employees are registered on learnerships and 300 on skills programmes. / At least 2 projects are developed and implemented for the training of the unemployed. / At least 50 new entrants are registered on skills programmes.
Numerical Objectives Achieved (to what extent has the Project met these targets?) / 15 learners embarked on a structured programme, of whom 80% have completed their programme satisfactorily / 1 skills programme implemented, with 15 learners entered onto the skills programme. / 1 project developed for the training of the unemployed. / 15 new entrants registered on a skills programme.
Qualitative Objectives Achieved (how has the Project contributed to these targets?) / A pilot run of this structured programme assists Fasset in developing future programmes of a similar nature / These learners may, in the future, convert these skills programmes into a full learnership / These specific unemployed had little opportunity for employment, being both unskilled and disabled. This project allows training in the highest needs areas.
6) Proposal Objectives
The objectives outlined in the proposal are:
· Accreditation of Access College for the foundation level of the AAT – Achieved
· Capacity Building of Access College Trainers – Achieved
· Nationally recognised qualifications for Access College Learners – Achieved
· To create a culture of life long learning for Access College Learners – This has started, but Fasset has a new proposal to see this objective to its logical conclusion through the creation of a full AAT learnership
· Work experience for Access College Learners – This was not achieved in the pilot phase, but is included in the new proposal
· Quality Assurance – Achieved
· To make use of the existing Access College infrastructure and system to incorporate the AAT programme – Achieved
· Accreditation of training material – Achieved.
Further, Fasset set the following additional objective for the project:
· The employment of 60% of the learners by June 2002 – 50% of the original 15 learners (even though only 12 completed the course) has already been achieved. Additional promotion is being sponsored by Fasset to assist in this aspect.
7) Quantitative Results
This was a pilot programme and, as a result, there are no comparative pass rate figures. However, the dropout rate for this programme versus other training run by Access College was particularly high at 20%. It has been assessed that the learners were put under unnecessarily high pressures. They were asked to write all the tests (Pitman and internal Access College) Access College learners normally write over and above the AAT examinations and practicals. In future, the learners will not be required to do the Pitman tests. The programme has also been re-structured to alleviate some of the more stressful aspects, taking into consideration the learners’ disabilities. Further, it has been decided by Access College that the selection criteria and assessment batteries be amended for this particular course. It was definitely ascertained that in order to meet the higher standards of the CBET programme, the individual disabilities should be assessed in terms of the inherent requirements of the types of positions these candidates will ultimately fill in the market place with specific emphasis on stress management. The assessment of potential for this type of training has also been highlighted as a need, and the Access College assessment battery will now include an assessment to measure an individual’s potential in the accounting field.
This programme has also yielded the highest employment ratio in the fastest time that Access College has ever achieved. They had never had employment for the learners prior to completion of the course and this project had 5 learners (one third) employed before they graduated. This is further indication of the need for these learners’ skills.
8) Effectiveness of the Project
This project has, quantitatively, a 47% effectiveness in the sector – the percentage of learners currently employed out of those that started the programme. This is, however, expected to increase and the effectiveness for the sector in terms of image and piloting successful projects has been enormous. The attaining of accreditation by Access College has also effectively added a valuable service provider to the sector.
9) Benefits of the Project
The benefit of having an accredited service provider is evidenced by the fact that the Department of Labour is sponsoring the next 15 learners on the foundation level of the AAT programme. This means that we are increasing the supply of needed skills in a manner that is sustainable without Fasset input. This project has also laid the foundation for the creation of a full AAT learnership through Access College. The full learnership certainly brings in a much-needed designated group to the sector as well as meeting a skills need within the sector. Finally, the success of this pilot project has caught the attention of many key stakeholders of Fasset. The Department of Labour’s Learnership showcase (culminating in an exhibition in Durban) focussed strongly on this project. Access College was one of the few projects to feature in the video made for this purpose, for example. We have also generated a large amount of press coverage, through our own adverts and special editions, but also through media articles. Finally, this project has created the impression that Fasset is a leader amongst SETAs and that this is a proactive sector, allowing us to work towards positioning Fasset as the “sector of choice”. This objective is also supported by the fact that many of these learners would not have entered this sector without being given this particular opportunity.
10) Issues to take note of
One of the greatest concerns in this project was the high dropout rate amongst the learners, as already mentioned. The programme design has been re-assessed to address this issue. Further, we have not yet gained a full employment level for all of the learners. This points to the fact that the learner’s skills must still be improved to add real value to the sector. It has also indicated that Fasset has a greater role to play in the placement of the learners, as identified by EXCO when they allocated additional funds to this aspect. We also need to find ways to benefit learners on one project through other projects – mentorship is a way that comes to mind in respect of Access College. Access College also suffered a major tragedy when one of their key staff (and an ex-pupil) was killed in a car crash and this only a week after another ex-pupil was similarly killed. Despite this, all the staff at Access College took on extra tasks and carried on. What has been an exceptional aspect of the project has been Access College’s ability to find sources of funding for this project once the initial capacity building has been completed. Furthermore, there has been impressive and strong commitment from the employers that have taken on the current learners to these learners returning to further their studies.
11) Lessons Learnt
Projects that add on training elements to existing training programmes need to take into account the additional stress that it places on the learner. As we go through a process of amending education programmes to more outcomes based education, this will remain a factor. We also need to assess Fasset’s role and even moral obligations to a project at the start of a project. This will allow us to ensure that we have the time and budget available to meet all commitments.
12) The External Project Team
The external project team has been exemplary in their meeting of their requirements, interaction with and reporting to Fasset and commitment to the goals and objectives of the Skills Development Act. As mentioned, my only concern is the potential over-commitment of the key staff involved, but this is being addressed internally and in the way in which Access College is structuring new programmes. I would strongly recommend to anyone any of the members of this team (Access College, Riana de Bruyn and Computer Fundamentals).
13) Publicity
This project generated a large amount of publicity for Fasset (as previously highlighted). This included articles in The Citizen, an appearance on the DoL Testimonial Video, adverts in the Business Day and Sowetan, as well as coverage in FACTS, on the Fasset Website and in brochures sent to all constituents. Copies of these are available from the Fasset offices.
14) The Way Forward
The initial project has reached completion. We still need, however, to find employment for 5 of the original learners. This project, although complete, is only the foundation level – the first of three levels of the AAT qualification. Fasset has received a new project proposal for the next two phases of this qualification – intermediate and technician levels. If we fund this project, Access College will be in a position to offer a full AAT learnership – one of the learnerships registered to Fasset – in our sector.