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 combined and 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 5 bid, Fasset is calling for providers to put forward an academic programme that will help young learners to obtain better pass marks in their 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 to assist learners 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 fulfilling a 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 asked whether they should build in funding for the studies. Providers may request additional funding but it should be budgeted for separately, as this will greatly depend on the availability of funding. Providers must investigate whether the University of Technology or University have their own bursary schemes and are encouraged to pursue alternative routes of securing additional funding to support learners in their tertiary level studies. Fasset would like to see a plan that 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 their Mathematics and other subjects? Answer:
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 combined and 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 5 bid, Fasset is calling for providers to put forward an academic programme that will help young learners to obtain better pass marks in their 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 to assist learners 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 fulfilling a 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 asked whether they should build in funding for the studies. Providers may request additional funding but it should be budgeted for separately, as this will greatly depend on the availability of funding. Providers must investigate whether the University of Technology or University have their own bursary schemes and are encouraged to pursue alternative routes of securing additional funding to support learners in their tertiary level studies. Fasset would like to see a plan that 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 their Mathematics and other subjects? Answer:
Briefing_Session_FAS.TL.PD.WRP.CON0435.Y13.docx