TENDER BRIEFING SESSION

TENDER BRIEFING SESSION
Project management to implement centres of specialisation, with A21 value chain links at selected public TVET colleges 14 December 2015 2015/12/14 Tender Briefing Session 14 December 2015

Tender Briefing Session
Programme Opening and welcome Background to the tender Basic concepts for project managers Main purpose and objective of the tender Scope of work, deliverables and timelines Submission of proposal Technical submission Financial submission Key Assumptions and NB notes Questions & Answers 2015/12/14 Tender Briefing Session 14 December 2015

Background to the Tender
2015/12/14 Tender Briefing Session 14 December 2015

The Department of Higher Education and Training (DHET) has identified a number of specific trades and related occupations that are in short supply. Amongst them are the following: TRADES: Manufacturing: Welder; Boilermaker; Pipe Fitter Mechanical: Fitter & Turner; Rigger; Automotive Mechanic; Diesel Mechanic Electrical: Millwright; Electrician; Mechanical Fitter Civil Construction: Plumber; Bricklayer; Carpenter/Joiner Scaffolder; ELEMENTARY WORKERS: Civil Structure Constructor: incl. Shutter Hand; Concrete Hand; Reinforcing Civil Roads Constructor: incl. Earthworks Hand; Layerworker; Hand; Surfacing Hand; Road Drainage; Road Maintenance Hand; Road Erector; Sign Erector Civil Service Hand: incl. Drainage pipe layer, Water pipe layer, Kerb layer, Sewerage pipe layer. 2015/12/14 Tender Briefing Session 14 December 2015

In responding to the demand for these trades, the DHET aims to create centres of specialisation at selected public TVET college campuses, which will be funded through the National Skills Fund (NSF). Learners will be trained at these centres of specialisation on the knowledge / theory learning component, practical learning component and at accredited workplaces for the workplace learning component. The A21 value chain links are therefore very important for seamless migration of learners between the TVET college centres of specialisation and the accredited workplaces to ensure learners undergo training on all learning components. Ultimately the learners must undergo and pass their trade test. 2015/12/14 Tender Briefing Session 14 December 2015

Basic concepts for project managers
14th December 2015 2015/12/14 Tender Briefing Session 14 December 2015

18 Strategic Integrated Projects (SIPs)
SIP 1 – Unlocking the Northern Mineral Belt with Waterberg as the Catalyst SIP 2 – Durban- Free State– Gauteng Logistics and Industrial Corridor SIP 3 – South Eastern Node & Corridor Development SIP 4 – Unlocking the Economic Opportunities in North West Province SIP 5 – Saldanha-Northern Cape Development Corridor SIP 6 – Integrated Municipal Infrastructure Project SIP 7 – Integrated Urban Space and Public Transport Programme SIP 8 – Green Energy in Support of the South African Economy SIP 9 – Electricity Generation to support Socio-Economic Development SIP 10 – Electricity Transmission and Distribution for All SIP 11 – Agri-Logistics and Rural Infrastructure SIP 12 – Revitalisation of Public Hospitals and other Health Facilities SIP 13 – National School Build Programme SIP 14 – Higher Education Infrastructure SIP 15 – Expanding Access to Communication Technology SIP 16 – SKA and MeerKat SIP 17 – Regional Integration for African Cooperation and Development SIP 18 – Water and Sanitation Infrastructure Master Plan For more information see Chapter 1 ‘Skills for and through SIPs’ Report on Portal, Basic concepts

4 basic concepts: 1) 21 STEP PROCESS 2) Occupational teams 3) Centres of specialisation 4) A21 (INCL MENTORSHIP PROGRAMME) Basic concepts

Basic concept 1 The 21 step process Basic concepts

Skills for SIPs: The 21 STEP METHODOLOGY
Steps 1 – 9: Identify occupations in demand Steps 10: Training on project sites Steps 11 – 16: Develop occupations in demand Steps 17 – 20: Building the skills of govt. Step 21: Governance Basic concepts

Steps 1-9: 2016 Priority Occupations
OFO Major Group Occupations Managers Mgt. of infrastructure related occupations - see Steps 17 to 20 later. Professionals Civil Engineer; Quantity Surveyor; Construction Project Mgr., Construction Mgr. Service & Clerical Programme/project administrator; Store person Trades Manufacturing: Welder; Boilermaker; Pipe Fitter Mechanical: Fitter & Turner; Rigger; Automotive Mechanic; Diesel Mechanic Electrical: Millwright; Electrician; Mech. Fitter Civil: Plumber; Bricklayer; Carpenter/Joiner Plant & Machine Operators Mobile cranes, Graders; Tele-handlers Truck drivers Elementary workers (Civils) Scaffolder; Civil Structure Constructor: incl. Shutter Hand; Concrete Hand; Reinforcing Civil Roads Constructor: incl. Earthworks Hand; Layerworker; Hand; Surfacing Hand; Road Drainage; Road Maintenance Hand; Road Erector; Sign Erector Civil Service Hand: incl. Drainage pipe layer, Water pipe layer, Kerb layer, Sewerage pipe layer. Basic concepts

Steps 10 – 16: Develop priority occupations
Activity 10 Training on Project Sites using cidb Training Standard (obligatory Mar ‘16?) 11 SCHOOL SUPPORT – Support schools in the area. Provide career guidance and gateway subjects 12 CENTRES OF SPECIALISATION – Determine potential Centres of Specialisation 13 DELIVERY CAPACITY – The Occupational Team for each priority occupation together with the Project Manager should visit potential Centres of Specialisation and determine their current capacity and, if they meet basic criteria, the support they require to improve and expand. 14 WORKPLACES – Find workplace-based learning opportunities for needed occupations for Centres of Specialisation. 15 RESOURCES – Secure resources for the OT plan from SETAs, NSF and other sources. 16 MONITOR & EVALUATE IMPLEMENTATION OF PLANS – Monitor and evaluate implementation. Basic concepts

Basic concept 2 Occupational Team Basic concepts

For EACH priority occupation
Occupational Teams Occupational Team For EACH priority occupation OT role is to: Work with Project Manager/s Gather data from their communities of expert practice & refine demand; Define learning pathway and to map qualifications to occupations & propose updating where required; Establish STANDARD for Centres of Specialisation; Visit potential Centres of Specialisation and determine if they should be considered at all; If yes, what should be done to increase their performance from where they are to where they need to be; Prepare report for DHET Provide expert oversight of work of Project Mangers Basic concepts

Progress to date Occupational Teams are in the process of being established, some names for most trades in place, gaps being filled; The names of appointed members will be made available to Project Managers once they are appointed; Some OT members were trained on 24th November 2015, however not all members were present, so a second training session, with appointed Project Managers, will take place in February/March. A working template has been prepared for the preparation of ‘evaluation criteria’ to be used to assess the readiness of colleges to become Centres of Specialisation. Those OT members that were at the training session are in the process of completing the template, with a due date of 18th January 2016 (although already some need extensions). Project Managers will in some, but not all, instances have a draft evaluation template from which to work. Basic concepts

Centres of specialisation
Basic concept 3 Centres of specialisation Basic concepts

A Centre of Specialisation is …
A faculty or department in a well-functioning TVET college dedicated to the delivery of the theoretical component of a specified occupation or cluster of related occupations that has been identified as being in demand. A Centre of Specialisation may itself also provide the practical training required, or may partner with another public or private training centre for the required practical training component. It must collaborate with workplaces that provide the workplace learning component required for the attainment of occupational competence. Ideally there will be at least one Centre per occupation per province Basic concepts

Why DHET has adopted the idea of Centres of Specialisation?
The White Paper calls for an integrated, but differentiated PSET system; A shift to demand-side responsiveness is the way of the future – with excellent teaching and learning No individual college can do everything – a degree of specialisation is inevitable (and desirable); Equipping workshops is very expensive, better to invest what funds we have in a targeted fashion rather than scatter our resources to make many centres ‘mediocre’; Once recognised, employers and SETAs will be encouraged to work with such Centres in multiple ways to help it grow into a Centre of Excellence over time (keep curriculum up-to-date, train lecturers, good workplace mentors etc.) Basic concepts

Why Colleges were invited to become a Centre of Specialisation?
The learners who graduate from the relevant programmes will have an improved prospect of employment as the training will be needed, will provide workplace learning and be of high quality and up-to-date; By taking on this opportunity, the college will be helping the country to ensure that the skills required for its growth and development are available; They will help to ensure that those that work on the big, strategic projects are local South Africans. This will bring the college into contact with a wide range of employers all of whom have an interest in the employment of graduates from these specific programmes – both those in the local vicinity as well as those further afield who nevertheless will look to recruit from a specialised college with increasing capacity to meet required quality standards. They will in the process have a unique opportunity to build the capacity of their college in this occupational area with expert assistance, funding and support. Basic concepts

Resources for Centres of Specialisation - Priority Occupation Package (POP) grants
Expert input on requirements! Levy resources for (if required) – to complement college funds: Individual learners (bursaries / loans / learner support) Incentives for employers for workplace learning System development (new qualifications, curriculum updating, eLearning …) Strengthen college capacity and infrastructure Lecturer development; Learning materials; Equipment; Infrastructure Student accommodation, if essential Partnerships with relevant providers … and Project management NOTE: Other resources will also be sought e.g. from SETAs, employers and special funds. Basic concepts

Progress to date The National Skills Fund has agreed to fund this initial project, but other funds will also be sought In July/August 2015 colleges were invited to volunteer to become Centres of Specialisation for one or more of the trades on the priority list Several applied A desktop process has been undertaken and some have been excluded because they still face governance or finance management issues Currently we have a list of 23 colleges – although this will be further refined in this project. Basic concepts

The following colleges have all met minimum requirements to be assessed as CoS’s (this list may be amended by DHET) KZN EC NW WC NC GP FS MP LP Umfolozi, Majuba, Elangeni, Esayidi Umgungundlovu King Sabata Dalindyebo Eastcape Midlands, Buffalo City Vuselela, Orbit, Taletso College of Cape Town, Northlink, Boland Northern Cape rural Ekurhuleni East Sedibeng Motheo, Maluti Gert Sibande Lephalale, Capricorn Mopani South East Basic concepts

SETAs as primary (but not only) source of information about workplace learning
Many SETAs are already extensively involved in supporting colleges in the trade space. Some research may be required to determine overlaps and gaps with DHET’s current list of potential Centres of Specialisation DHET asked SETAs if they would be prepared to incentivize employers in their sector to provide workplace learning opportunities in the areas of the priority skills. A consolidated list of replies is available and will be given to Project Managers on appointment. How this information is used for particular colleges will be an area in which innovation is sought. Currently SETAs are not permitted under POPI Act to pass on names of individual employers to colleges. Use of information from other sources (e.g. employer associations) is also encouraged. A Centre of Specialisation MUST have a vehicle for ensuring workplaces are secured for their learners. Basic concepts

A21 (Incl. mentorship programme)
Basic concept 4 A21 (Incl. mentorship programme) Basic concepts

A21 A21 = The artisan of the 21 Century
A21 is based on new qualifications developed by the Quality Council for Trades and Occupations (QCTO) QCTO qualifications all require three ‘types’ of learning which together are intended to take a learner to full occupational competence: Theory Practical Workplace For each registered qualification there is a Qualification Document, a Curriculum document and an Assessment document Basic concepts

Progress to date Trades with QCTO qualifications registered with SAQA:
Welder; Boilermaker; Fitter and Turner; Electrician; Mechanical Fitter; Plumber; Bricklayer; Carpenter QCTO trade qualifications recommended to SAQA for registration: Rigger; Automotive Mechanic; Diesel Mechanic, Millwright Trades in evaluation process: Pipe Fitter (could be considered by QCTO Council in March 2016) Elementary occupations: not yet with QCTO however There is however a qualification in development for Routine Road Maintenance Manager Basic concepts

Example: Curriculum document for PLUMBERS
Consolidated requirements for Knowledge and Practical Curriculum taken from QCTO curriculum document Physical Requirements: Demonstrate access to: · Plumbing environment · Hand tools per learner: hacksaw, builders line, chalk line, spirit level, carpenter’s pencil, calking gun, club hammer, cold chisel, screw driver set, , wood saw · PPE per learner: safety goggles, safety shoes, gloves. · Drainage equipment per learner per module according to task requirements · Access equipment according to task requirements · Power tools: electric hammer drill, angle grinder, jig saw · Facilities: area conducive for the installation of PVC piping fixed vertically, for the installation of underground drainage horizontally and suspended; the installation of hot and cold water pipes, underground, in walls and in roofs; for the installation of all types of gutters and down pipes; · Area conducive to the installation of all types of sanitary ware; to installation of underground drainage; the installation of hot and cold water pipes, underground, in walls and in roofs; to the installation of all types of gutters and down pipes. Human Resource Requirements: · Facilitator/learner ratio 1 to 12; · Workshop assistant/learner ratio 1 to 4 - Qualification of facilitator: Legal Requirements: · Accredited with AQP; · Compliant with OHS ACT requirements Basic concepts

QCTO Programme Delivery Readiness Information: e.g. PLUMBER
Consolidated requirements for workplace Curriculum taken from QCTO curriculum document Criteria for Workplace Approval Exposure to all aspects of occupational tasks · Tools and equipment to conduct occupational tasks · The physical resources in terms of tools, equipment, systems, conditions and interfaces that the workplace must have to ensure that learners can participate in all work activities. Human Resource Requirements: · Learner to be supervised by a qualified/licenced plumber Legal Requirements: · Compliant to all relevant labour relations and employment legislation

QCTO Qualifications The curriculum documents for each trade specify the learning to be undertaken in each phase of the apprenticeship. They also indicate the associated requirements and hence are currently the basic documents required for the development of evaluation criteria to be used for college visits. These are ‘framework’ documents which lack the detail of the traditional ‘syllabus’ New syllabi are in the process of being developed for A21 trades using a new methodology … Basic concepts

Traditional development of a Syllabus
The way it used to be: Experts Trade Syllabus Final Assessment Physics Drawing Material Techn. - Goal #1.1 - Goal #1.2 - Goal #2.1 - Goal #2.2 - Goal #3.1 - Goal #3.2 … Basic concepts

The new approach to syllabus design is based on the Work Projects which integrate the different components – from basic to more complex Work projects Work projects Work projects Work projects Work projects Work projects Work projects Work projects Work projects Year 1 Year 2 Year 3 K P W K P W K P W K P W K P W K P W K P W K P W K P W Total Hours: Check Total Hours: Total Hours: Check Check Basic concepts

The syllabi for priority trades
Drafts in place for Electricians and Plumbers Development work still needs to be undertaken for other trades. Plans are afoot to undertake this work in parallel to the Centres of Specialisation project. However the Strategic Integrated Projects cannot wait for these to be completed and for lecturers to be trained in their use – the artisans are needed soon, so the old will continue in the meantime. Centres of Specialisation should be willing and able to move, over time and with support, from the current ‘syllabi’ to the new ‘syllabi’, once these have been finalised. Basic concepts

A21 The new A21 occupational qualifications will require that learners complete their knowledge, practical and workplace component as part of a dual system approach. Information about the new thinking about A21 can be found in GOVERNMENT GAZETTE, No , 11 AUGUST 2015 (This gazette is also available free online at ) Basic concepts

Dual System The Dual Apprenticeship System is a training method where training takes place in educational institutions and workplaces. For Artisan apprentices this would take place at a TVET College (knowledge and practical) and a workplace. It is an integrated educational system that allows the apprentice to apply what they have learnt at the TVET College not long after they have gained the theoretical knowledge. With A21 apprenticeship programmes, apprentices will enter the workplace not long after their training has started. This offers apprentices the opportunity to learn about organisational culture and discipline soon in their apprenticeship. Basic concepts

Ideally … but Ideally learner contracting should happen before a learner goes for theoretical learning to ensure that apprentices will not have to struggle, after their knowledge and practical learning at a TVET College, to find a workplace. Sadly this is not the case at present. In the interim, a system is needed to find placements for learners with companies or other workplaces SETAs have a central role in incentivising employers to take on learners in the priority trades, be it before they enter a TVET college or once they complete their TVET programme. DHET has asked SETAs whether they are willing to issue grants for priority trades in 2016 going forward and their responses have been compiled for Project Managers. For Centres of Specialisation a clear system needs to be in place for securing learner placement in partnership with the relevant SETAs. Basic concepts

Mentorship programme To improve learner throughput, the mentorship programme must be strengthened as part of the A21 dual apprenticeship system. The “Artisan Workplace Mentor” means a person who has passed a trade test in a listed trade and is employed at an approved workplace to mentor artisan learning during the workplace learning component of the trade in which he/she is certificated whereas the “Artisan Learner Mentor” means a person who has a knowledge of artisan development and is appointed by the DHET as having predetermined criteria to mentor artisan learners across the entire artisan learning pipeline. Basic concepts

Tools and info for Project Managers
Tools and information for project managers and OT’s Tools and info for Project Managers Basic concepts

We have dedicated Portal on Skills for SIPs
For training and assistance contact: Mr. Khathu Mufamadi Special Projects Unit Department of Higher Education and Training Telephone No: 2015/11/11 Occupational Team Workshop 24 November 2015

If you click on “Reports”
On 2nd Sep 2014 Ministers Nzimande, Nxesi and Chabane launched the ‘Skills for and through SIPs’ Report. In May 2015 a Progress Report was released

Under Occupational Teams, a ‘drop down’ will appear: Click on ‘trades’
You will be required to login Permission will be given to Occupational Team members and Project Managers 2015/11/11 Occupational Team Workshop 24 November 2015

Thank you Basic concepts

Main Purpose and Objective of the Tender

Main Purpose and Objective of the Tender
MAIN PURPOSE: To appoint project managers at overall cluster level and per centre of specialisation to be created (TVET college campus level). MAIN OBJECTIVE: The project managers’ main objective is to implement electrical, mechanical, manufacturing and civil construction centres of specialisation for the high priority trades per cluster at selected public TVET colleges and implement A21 value chains linked to these centres of specialisation. (Separate tender for each cluster: Electrical, mechanical, manufacturing and civil construction) 2015/11/11 Occupational Team Workshop 24 November 2015

Scope of Work, Deliverables and Timelines

Scope of Work, Deliverables and Timelines
PHASES TIMEFRAME KEY DELIVERABLES / OUTPUTS PHASE 1: Implementation Planning 4 MONTHS: Complete within 4 months from appointment. Detailed implementation plan (See ToR Phase 1, Step 4) PHASE 2: Contracting 3 MONTHS: Complete within 3 months after approval to proceed with phase 2. Contractual agreements between implementing parties (excl. contracts that must follow procurement processes). PHASE 3: Implementation of TVET college state of readiness for learner intake 4 to 12 MONTHS: Complete within 4 to 12 months after approval to proceed with phase 3. Centres of specialisation ready for learner intake A21 value chains linked to the centres of specialisation PHASE 4: Implementation of learner intake, learning process and successful learner throughput (Incl. evaluation and sustainability) 3 to 5 YEARS: Complete within 3 to 5 years as per approved implementation plans. Strong learner intake, learning processes and learner throughput at centres of specialisation Expanded and strengthened A21 value chains Close-out reports (includes report on evaluation and sustainability of centres of specialisation) 2015/12/14 Tender Briefing Session 14 December 2015

Phase 1 : Implementation Planning
STEPS TIMEFRAME KEY DELIVERABLES / OUTPUTS CONDITIONS / NB NOTES STEP 1: Develop evaluation criteria (to evaluate prospective TVET colleges against to become centres of specialisation) 1 MONTH: Complete within 1 month from appointment. Standard Evaluation Criteria (incl. evaluation templates and guidelines where applicable) Must work with occupational teams (and others as identified by NSF and DHET) to develop the evaluation criteria. The evaluation criteria must incorporate key elements (See ToR). The DG or delegated official must sign-off on evaluation criteria developed prior to performing onsite evaluation. Much work has already been done by the occupational teams and others to develop standard evaluation criteria. STEP 2: Shortlist public TVET college campuses for onsite evaluation (Desktop study) 1 MONTH (PARALLEL TO STEP 2): Complete within 1 month from appointment. Shortlisted Public TVET Colleges Use relevant available data for shortlisting. The DG or delegated official must sign-off on shortlisted public TVET college campuses for onsite evaluation prior to performing onsite evaluation. 2015/12/14 Tender Briefing Session 14 December 2015

Phase 1 : Implementation Planning (continued)
STEPS TIMEFRAME KEY DELIVERABLES / OUTPUTS CONDITIONS / NB NOTES STEP 3: Onsite evaluation 2 MONTHS: Complete within 2 months from appointment and only after approval of reports from steps 1 and 2. Onsite Evaluations Report Onsite evaluations may only proceed upon approval of the reports in steps 1 and 2: Evaluation criteria and shortlisted public TVET colleges for onsite evaluation. Must work with the occupational teams in performing onsite evaluation. Use evaluation criteria during onsite evaluation and perform gap analysis. The DG or delegated official must sign-off on recommended colleges for implementation planning. Onsite evaluation report Overall and per college campus Incl. gap analysis Incl. recommendation of which college campuses to be considered for centres of specialisation 2015/12/14 Tender Briefing Session 14 December 2015

Phase 1 : Implementation Planning (continued)
STEPS TIMEFRAME KEY DELIVERABLES / OUTPUTS CONDITIONS / NB NOTES STEP 4: Develop implementation plan 4 MONTHS: Complete within 4 months from appointment and only after approval of report from step 3. Detailed Implementation Plan Implementation planning may only proceed upon approval of the reports in step 3: Onsite evaluation report. Must work with the occupational teams (and others) in developing the implementation plan. Implementation plan should: Incl. approach in implementing centres of specialisation and A21 value chains Incl. detailed budgets, timeframes and deliverables Be developed against gap analysis Incl. project management capacity at two levels: Overall and per centre of specialisation level (Campus level) Other aspects as per ToR (Option to develop centre of specialisation into accredited trade test centre) 2015/12/14 Tender Briefing Session 14 December 2015

Partnerships with Training Centres
Phase 1 : Implementation Planning (continued) Partnerships with Training Centres In some instances the practical training component of the qualification can be provided by a State Owned Company (such as Transnet or Eskom) or by a municipal training centres (e.g. Tshwane) or other private training centres. The identification of such partners is encouraged where it is more cost efficient. Where there is a structured partnership project managers can propose upgrades to the training centre as part of their proposals. Other Partnerships Partnerships with individual employers (e.g. Sasol) Partnerships with employer associations Partnerships with SETAs 2015/11/11 Occupational Team Workshop 24 November 2015

Phase 2 : Contracting TIMEFRAME 3 MONTHS: Complete within 3 months after approval to proceed with phase 2. KEY DELIVERABLES / OUTPUTS Contractual agreements between implementing parties (excl. contracts that must follow procurement processes). CONDITIONS / NB NOTES The continuation from phase 1 to phases 2 and 3 is within the discretion of the DG or his delegated official and will not automatically follow the completion of phase 1. Implementation plans or portions thereof may be approved, disapproved or may be delayed. Project managers must draft contractual agreements between parties. NSF will make available standard contractual agreements currently used by NSF. NSF legal services will vet contractual agreements prior to signature thereof. Project managers must facilitate signing of contractual agreements. Excludes contracts that must follow procurement processes (This portion of the work is required under Phase 3). 2015/12/14 Tender Briefing Session 14 December 2015

Phase 3 : Implementation of TVET college state of readiness for learner intake TIMEFRAME 4 to 12 MONTHS: Complete within 4 to 12 months after approval to proceed with phase 3. KEY DELIVERABLES / OUTPUTS Centres of specialisation ready for learner intake A21 value chains linked to the centres of specialisation 2015/12/14 Tender Briefing Session 14 December 2015

Phase 3 : Implementation of TVET college state of readiness for learner intake (continued) CONDITIONS / NB NOTES The continuation from phase 1 to phase 2 and 3 is within the discretion of the DG or his delegated official and will not automatically follow the completion of phase 1. Implementation plans or portions thereof may be approved, disapproved or may be delayed. Project managers must bring the centres of specialisation at the selected TVET college campuses towards a state of readiness for learner intake. This may require implementation of amongst others the following: Workshop refurbishment, training / appointment of TVET college lecturers, curriculum development, implementation of the necessary administrative processes etc. all of which will be informed by the onsite evaluations performed against the standard evaluation criteria. Where TVET college campuses are already ready for learner intake, please proceed with learner intake (Phase 4) for that TVET college campuses. Project managers must form the necessary A21 value chains linked to the centres of specialisation. Strong facilitation and brokering between stakeholders are required. Project managers must manage centre of specialisation procurement through the relevant procurement processes. The project managers may not have any conflict of interest in the procurement processes and must commit to be impartial in the management of the procurement process and may not unfairly advantage or prejudice any person or promote his/her/their own interest. The project managers will be required to sign a declaration of no conflict of interests with regards to centres of specialisation procurement. 2015/12/14 Tender Briefing Session 14 December 2015

Phase 4 : Implementation of learner intake, learning process and successful learner throughput TIMEFRAME 3 to 5 YEARS: Complete within 3 to 5 years as per implementation plans approved. KEY DELIVERABLES / OUTPUTS Strong learner intake, learning processes and learner throughput at centres of specialisation Expanded and strengthened A21 value chains Close-out reports (includes report on evaluation and sustainability of centres of specialisation) 2015/12/14 Tender Briefing Session 14 December 2015

Phase 4: Implementation of learner intake, learning process and successful learner throughput (continued) CONDITIONS / NB NOTES The continuation from phase 3 to phase 4 is within the discretion of the DG or his delegated official and will not automatically follow the completion of previous phases. The continuation from one phase to the next is dependent upon the successful delivery of the previous phase. Project managers must manage the implementation of learner intake, learning processes (theory, practical learning and workplace learning components) and the successful throughput of learners from start to end throughout the learning process. This will require ongoing strengthening of the learner mentorship programme. Project managers must manage the expansion and strengthening of A21 value chains linked to these centres of specialisation. This phase includes performing a close-out evaluation of the project. Refer to ToR for specific aspects that should be incorporated in the close-out report. 2015/12/14 Tender Briefing Session 14 December 2015

Project Oversight Structures
National Oversight Structure Manu-facturing 3 OTs Colleges Mech-anical 4 OTs Electrical Civil 3 OTs - trades 1 OT - elementary Project mangers must report on this level Project mangers must report on this level Project mangers must work with OTs Project mangers must work with colleges 2015/12/14 Tender Briefing Session 14 December 2015

Project Oversight Structures
National Oversight Structure: Set guidelines, evaluate plans and make recommendation for approval to the Director-General, oversee implementation vs milestones, monitor spending vs budgets and unit costs. Cluster Committees: Expert oversight and steering of college site committees, implementation schedules and budgets, help resolve problems, help to access affordable inputs. Occupational Team: Develop evaluation templates and execute college evaluations vs standards, identify gaps and put forward proposals. College Site Committees: Use OT recommendations and own knowledge to prepare details project plans and implement within budget, time and quality specifications 2015/12/14 Tender Briefing Session 14 December 2015

Project Oversight Structures National Oversight Structure: NSF + SPU + VCET + Skills Branch (Skills Branch) + Indlela Secretariat: SPU (OT Manager) Cluster Committees: Cluster Project Managers and OT Conveners, Indlela, CIDB reps (for civils), relevant SETA reps and NSF Project Managers Occupational Team: OT Conveners and members + Site Project Mangers College Site Committees: One Site Project Manager and College team and DHET Regional Officials . 2015/12/14 Tender Briefing Session 14 December 2015

Reporting and other requirements
Project managers must provide a report at the end of each phase. Project managers must report monthly and quarterly to the NSF on deliverables to date and actual costs vs budget (standard reporting templates will be used). Timely reporting is required. Project managers must report as and when required to the project oversight structures and DHET. Project managers must manage the project to remain within the agreed budget. Project managers must financially account for the project and keep all financial records and performance output for monitoring by NSF on a regular basis. Project managers must provide a close-out report upon completion of the project. Refer to ToR for specific aspects that should be incorporated in the close-out report. 2015/12/14 Tender Briefing Session 14 December 2015

Submission of Proposals

Submission of Proposals
TWO ENVELOPE PROCEDURE: Technical Submission (Refer to paragraph 5 of ToR) Financial Submission (Refer to paragraph 6 of ToR) TENDER BOX: Department of Higher Education and Training 123 Francis Baard Street PRETORIA DEADLINE FOR SUBMISSION: 15 January 2016, (11h00 for Electrical, Mechanical and Manufacturing and 15h00 for Civil Construction) CONTACT PERSONS: OTHER SPECIFIC REQUIREMENTS: SCM Name Technical Related Wean Minnie Bid Related Wicky Mkhize 2015/12/14 Tender Briefing Session 14 December 2015

Technical Submission 2015/12/14 Tender Briefing Session 14 December 2015

Technical Submission Content
SECTIONS DETAIL PER SECTION Bidders understanding Bidders understanding of: High priority trades in the relevant cluster (electrical, mechanical, manufacturing and civil construction) A21 value chains Occupational team approach Approach and methodology Bidders approach and methodology: In implementation of the centres of specialisation, with A21 value chains; and In relating to key stakeholders on an ongoing basis. Include proposed implementation plan, with clear timeframes and deliverables at overall cluster level and at centre of specialisation level. Summary of project management experience Detailed summary of project managers’ experience and qualifications. Attach detailed CVs as annexures to the summary. Contactable references Detailed summary of contactable references for performing projects of a similar nature. 2015/12/14 Tender Briefing Session 14 December 2015

Technical Submission Content (continued)
SECTIONS DETAIL PER SECTION Project Management Capacity Sufficient project management capacity must be illustrated at two levels: At overall centres of specialisation cluster level – To manage the project overall for all the centres of specialisation, with A21 value chains to be created; and At centres of specialisation (TVET college campus) level – Dedicated capacity to manage the implementation of each centre of specialisation to be created at each TVET college campuses selected. Refer to key assumptions for purposes of submitting technical submission. 2015/12/14 Tender Briefing Session 14 December 2015

Financial Submission 2015/12/14 Tender Briefing Session 14 December 2015

Financial Submission Refer to paragraph 6 for requested outline of the fees structure, which should included the following: Rate per hour (incl. VAT) Estimated hours per phase Total cost (incl. VAT) Price will be evaluated based on the average rate per hour and not on the total cost or hours. The total hours proposed is however indicative of the project management capacity to be provided per phase and the proposed approach and methodology to be followed and will be evaluated during the functionality evaluation of the proposal. Refer to key assumptions for purposes of submitting financial submission. Exclude travel and subsistence costs. NSF policies and procedures will apply with regards to travel and subsistence costs. The hourly rate for project managers will be adjusted on an annual basis for annual inflation escalations based on the South African Consumer Price Index (CPI). 2015/12/14 Tender Briefing Session 14 December 2015

Key Assumptions & NB Notes

Key Assumptions For purposes of submitting the proposals (Technical and Financial submission), use the following key assumptions: Assume 18 TVET college campuses will visited for onsite evaluation: 2 per province (Civil Construction: Assume 26, 3 per province with NC 2) Assume 9 centres of specialisation will be created: 1 per province (Civil Construction: Assume 18, 2 per province) These assumptions are only for purposes of determining the project management capacity and fees structure for the proposal and is not a conclusion on or approval of the final number, location or public TVET colleges where the centres of specialisation are to be created. The number, location and public TVET colleges where the centres of specialisation are to be created will be determined after completion of the onsite evaluations. The project management capacity and fees structure must therefore be flexible and scalable in this regard. 2015/12/14 Tender Briefing Session 14 December 2015

NB Notes A performance based contractual agreement will be signed with the successful bidder upon award of the tender. Project management performance will be evaluated throughout the project and the NSF holds the right to cancel the contract upon unsuccessful performance within the discretion of the NSF. The project will not continue automatically from one phase to the next phase. The continuation of one phase to the next is subject to approval thereof by the DG or his delegated official and upon successful completion of work in the previous phase. The NSF reserves the right to continue to the next phase or not to continue to the next phase. Payment will be based on actual hours worked within the approved budget at the hourly rate tendered and will be subject to performance and delivery of quality outputs: 50% of the hours worked will only be paid upon successful delivery of agreed upon quality outputs at agreed upon milestones. The project manager(s) must be in a position to: Work at the offices of the NSF or close to the offices of the NSF, especially at the overall cluster level; and Work at each TVET college campuses selected to implement a centre of specialisation 2015/12/14 Tender Briefing Session 14 December 2015

Evaluation Criteria 2015/12/14 Tender Briefing Session 14 December 2015

Evaluation Criteria Proposals will be evaluated as follow: 1st – MANDATORY CRITERIA: Adherence to mandatory criteria as outlined in paragraphs 4 to 7 in the ToR. Failure to comply will result in disqualification. 2nd – FUNCTIONALITY EVALUATION: Bidders must score at least 80 points on functionality to proceed to the final phase of the evaluation. Refer to paragraph 13 of the ToR for the functionality evaluation criteria. 3rd – PRICE AND BBBEE EVALUATION: Bids will be adjudicated on the 90/10 point system. Price will be calculated out of 90 and the remaining 10 points will be allocated in accordance with the BBBEE status level of contribution. 2015/12/14 Tender Briefing Session 14 December 2015

ANY QUESTIONS? 2015/12/14 Tender Briefing Session 14 December 2015

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TENDER BRIEFING SESSION

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