Department of Labour: Project Documents - MICT SETA€¦ · Web viewThe Development of Strategic...

The Development of Strategic Information And Communications

Technology Skills

Project Proposal

A STRATEGIC CONTRIBUTION TO THE COMMUNICATIONS SECTOR FOR ECONOMIC GROWTH AND SOCIAL DEVELOPMENT

Prepared for submission to the National Skills Authority for consideration as a strategic skills development project in the

National Skills Fund

September 2001

Version 7.3

Table of Contents

Executive Summary_________________________________________________________________________1

Introduction_______________________________________________________________________________1

Anticipated benefits_________________________________________________________________________3Black Economic Empowerment________________________________________________________________________3Empowerment of SMMEs____________________________________________________________________________3Research and Development___________________________________________________________________________3

Objectives_________________________________________________________________________________4Strategic Objectives_________________________________________________________________________________4Specific Outcomes__________________________________________________________________________________5

Stakeholder Analysis________________________________________________________________________6Cape IT Initiative (CITI)_____________________________________________________________________________7Bandwidth Barn____________________________________________________________________________________7Department of Communications (DoC)__________________________________________________________________7Gauteng Innovation Hub_____________________________________________________________________________7ISSA_____________________________________________________________________________________________8

Tactics for Project Operation, Methodology_____________________________________________________8

Products (deliverables), product flow and stage structuring of project_______________________________9

Major milestones and dates__________________________________________________________________11

Detailed stage activity______________________________________________________________________11

Organisational information__________________________________________________________________11

Risk Mitigation Strategy____________________________________________________________________11

Budget and cash flow_______________________________________________________________________15

Controls__________________________________________________________________________________16Reporting________________________________________________________________________________________16Quality Assurance_________________________________________________________________________________17

Document and Object Management___________________________________________________________17

Quality___________________________________________________________________________________17

References________________________________________________________________________________18

Appendix A Background on the ISSA Facility____________________________________Appendix A, 1Definition and Output of Courses__________________________________________________Appendix A, 1

History, track record and achievements_____________________________________________Appendix A, 3

Appendix B Composition of the Project Consultative Committee (PCC)________________Appendix B, 1

Appendix C Financial Management of the Project________________________________Appendix C, 1Accounting System_______________________________________________________________Appendix C, 1

Financial Reports________________________________________________________________Appendix C, 1

Purchasing_____________________________________________________________________Appendix C, 1

Payments_______________________________________________________________________Appendix C, 1

Cash Management_______________________________________________________________Appendix C, 2

Audit Trail_____________________________________________________________________Appendix C, 2

Asset Management_______________________________________________________________Appendix C, 2

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Table of Contents (Continued)

Appendix D Project Office Procurement Procedures_______________________________Appendix D, 1Contract procurement procedures__________________________________________________Appendix D, 1

Supplemental Procedures_________________________________________________________Appendix D, 1

Specifications and Terms of References_____________________________________________Appendix D, 1

Sourcing Process________________________________________________________________Appendix D, 2

Tendering______________________________________________________________________Appendix D, 2

Tender Evaluation_______________________________________________________________Appendix D, 3

Contract Process________________________________________________________________Appendix D, 3

Quality Assurance and Inspection__________________________________________________Appendix D, 4

Transportation__________________________________________________________________Appendix D, 4

Hand-over______________________________________________________________________Appendix D, 4

Appendix E A Communications Plan for the Project_______________________________Appendix E, 1Introduction____________________________________________________________________Appendix E, 1

Project Environment_____________________________________________________________Appendix E, 1Historical Context and Current Environment___________________________________________________Appendix E, 1Issue Analysis___________________________________________________________________________Appendix E, 1

Goal of the Communications Plan__________________________________________________Appendix E, 2

Purpose of the Communications Plan_______________________________________________Appendix E, 2

Target Audience of the Communications Plan________________________________________Appendix E, 3Project Delivery Partners__________________________________________________________________Appendix E, 3Project Stakeholders______________________________________________________________________Appendix E, 3The Beneficiaries________________________________________________________________________Appendix E, 3

Messages of the Communications Plan______________________________________________Appendix E, 4Two-way Communications Fostered_________________________________________________________Appendix E, 4Messages for the Project Delivery Partners____________________________________________________Appendix E, 4Messages for the Project Stakeholders________________________________________________________Appendix E, 4Messages for the Beneficiaries______________________________________________________________Appendix E, 5Communications Matrix___________________________________________________________________Appendix E, 5

Tactics Of The Communications Plan_______________________________________________Appendix E, 7Strategic Considerations___________________________________________________________________Appendix E, 7Tactical Plan____________________________________________________________________________Appendix E, 7

Implementation Plan_____________________________________________________________Appendix E, 9Production of Communication Products_______________________________________________________Appendix E, 9Schedule______________________________________________________________________________Appendix E, 10CONCLUSION_________________________________________________________________________Appendix E, 10

Appendix F Project E-mail Policy______________________________________________Appendix F, 1

Appendix G Documentation Deliverables________________________________________Appendix G, 2

Appendix H Detailed Project Plan_____________________________________________Appendix H, 1

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Table of Contents (Continued)

Appendix J Documentation Standards and Change Control Procedure________________Appendix J, 1Scope__________________________________________________________________________Appendix J, 1

File Names______________________________________________________________________Appendix J, 1Generic Description of File_________________________________________________________________Appendix J, 1Additional Descriptor_____________________________________________________________________Appendix J, 1Date of Creation/Update___________________________________________________________________Appendix J, 1Version_________________________________________________________________________________Appendix J, 2Examples_______________________________________________________________________________Appendix J, 2

Word Documents________________________________________________________________Appendix J, 2“Normal” Paragraphs______________________________________________________________________Appendix J, 2Footer__________________________________________________________________________________Appendix J, 2Header_________________________________________________________________________________Appendix J, 2Headings_______________________________________________________________________________Appendix J, 2

Excel Spreadsheets_______________________________________________________________Appendix J, 3

PowerPoint Presentations_________________________________________________________Appendix J, 3

Change Control (Change Management)______________________________________________Appendix J, 3

What Constitutes a Document______________________________________________________Appendix J, 5

Document Storage________________________________________________________________Appendix J, 5

Document, Spreadsheet, Database and Presentation Initiation Form__________________Appendix J, 6

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Project Proposal

Executive Summary

This project stands at the forefront of providing major economic spin-offs in positioning the ISSA as one of the major players in the supply of ICT skills particularly at a higher level. The project has the capability of developing into the proposed ICT Institute given sound medium term resources and project management.

The ISETT SETA vision is to develop strategic quality human capital in relation to the needs of the South African ICT Sector that will contribute to social upliftment and the stimulation of economic growth. ICT Technology innovation in social and industrial applications will grow through the SMME development and learnership development that the project seeks to establish. This project then sits at the helm of a challenge to be one of the major public-private initiatives that the country has ever envisaged. Funding and programme relevance can only be realised in partnerships such as this one.

This project seeks to implement a strategic scarce skills programme in Information and Communications Technologies (ICT) Human Resource Development (HRD). This will be achieved by transforming a number of academic courses and modules at the Institute for Space and Software Applications (ISSA) into learnerships. The project cost totals to about R34.7m per annum for the years 2002, 2003 and 2004.

It is the intention to convert a number of the courses offered at ISSA into the following learnerships:

Computer Networking Learnership

Electronics Engineering Bridging Learnership

Telecommunications Learnership

Software Engineering Learnership

Java-Based System Development Learnership

Internet Broadcasting Learnership

Smart Card Technology Learnership

Computer Virus Monitoring Learnership

Note that, due to resource constraints, the following courses will not be transformed into learnerships at this stage:

Remote Sensing

Virtual Reality Applied Research.

Introduction

This project seeks implement a strategic scarce skills programme in Information and Communications Technologies (ICT) Human Resource Development (HRD). This will be achieved by transforming a number of academic courses and modules at the Institute for Space and Software Applications (ISSA) into learnerships. The project cost totals to about R34.7m per annum for the years 2002, 2003 and 2004.

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The information and communications technology society has emerged as one of the fastest growing areas of the economy, cutting across a wide range of sector domains, as a successor to the industrialisation era. Inherent in this growth is the sudden realisation that strategic skills in the information sector are one of the main drivers of economic and social development. Such are these factors, given the globalisation of economies and growth of information skill applications. These factors are increasingly revealing themselves as tools for competitiveness.

The awakening to this trend by the South African society is largely reflected by the extent of investment made in skills development regarding the domains of information systems, electronics and telecommunications technologies.

This project proposal seeks to address a strategic outcome that can leapfrog South Africa into being a global information economy player, through human development. South Africa boasts of a latent talent in human ICT resources, accumulated out of years of apartheid neglect. The project infrastructure was set up in the Western Cape at the Institute for Satellite and Software Applications (ISSA). ISSA was started by government seed fund through the Department of Communications’ Human Resource Fund, in terms of the Telecommunications Act (Act no. 103 of 1996). The 1998-2000 ISSA activities were in key domains such as:

Telecommunications engineering science

Software Engineering

Networking and systems engineering

Satellite Engineering- Remote sensing

The intended links with ISSA in this project’s activities are:

the development of learnerships in ICTs,

research and innovation in Information and Communications Technologies,

ICT SMME incubation and development.

The process of development of these learnerships will be supplemented by a dedicated SMME drive, involving incubator students, through the players in the Western Cape Bandwidth Barn (Cape IT Initiative) and the Gauteng Innovation Hub. Mentorships will be employed as a means of inducing some of these outputs (graduates) into entrepreneurial businesses. This will by design establish an SMME framework to streamline and support the SMME learners with business capabilities on a needs based platform.

Running parallel with, but separate to, this project will be research undertaken by the ISETT SETA (funded by the Department of Labour (DoL)) to determine the industry and sector needs for the outputs, as well as provide insight to the supply base from schools and tertiary institutions. These outcomes will be utilised in planning and reviewing ISSA programmes in the subsequent years.

The funding as proposed in this project will focus on skills development expenditure, whilst the ISSA infrastructure, personnel expenditure and other overheads will be borne by the Department of Communications (DoC), as is the current situation. Furthermore, the management of the institution will continue within its current frame as managed and regulated by the DoC.

It is the intention to convert a number of the courses offered at ISSA into the following learnerships:

Computer Networking Learnership

Electronics Engineering Bridging Learnership

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Telecommunications Learnership

Software Engineering Learnership

Java-Based System Development Learnership

Internet Broadcasting Learnership

Smart Card Technology Learnership

Computer Virus Monitoring Learnership

Note that, due to resource constraints, the following courses will not be transformed into learnerships at this stage:

Remote Sensing

Virtual Reality Applied Research.

Anticipated benefits

Black Economic Empowerment

One of the main objectives of the project is the empowerment of women and people from the historically disadvantaged communities. Students from this background would first be recruited into the ISSA and thereafter the project will link and induce them to SMMEs, providing them with entrepreneur skills, motivation and opportunities. The Mentorship programme will function centrally to this initiative. This will be undertaken in partnership with the CITI and other role-players. The Gauteng Innovation Hub is perceived to be another of the role players in this domain.

Empowerment of SMMEs

The impetus within the project outcomes will have a tendency of aligning scarce skills in strategic Research and Development to the SMMEs, inducing growth in the process. The SMME will at last find a vehicle for skills injection. This has the potential of capacity enhancement. The ultimate result will be an empowerment to undertake more business initiatives and deliver better, growing their revenue as a spin-off.

Research and Development

A critical feature of the growth of the ICT domain is research and development of new products and applications. This will be achieved through the generation and development of SMMEs, organisations recognised to play an important role in the development and growth of the South African economy. The larger organisations in the private sector will also benefit through this injection of strategic skills. The ISSA has potential to feature quite prominently in this area of generating new skills and applications in South Africa, especially focussing on rural development initiatives using Hi-Technology solutions as well as high-level innovations. An integrated link with the industry, through players such as CITI and the Gauteng Innovation Hub and the broader industry, will serve a great deal in changing the future of ICTs in the country. It is important to note that developed countries spent 3.3% of GDP on and around research and development activities. South Africa at the moment spends 0.8%. An increase in this figure would yield a positive impact on our GDP. It would also help towards the design of new products that are unique to the South African condition.

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Objectives

The overall purpose of this project is to produce strategic human resource capabilities for the South African ICT Sector, through the transferable means of learnerships. This will be achieved through transforming existing and new programmes at the ISSA into learnerhips, thereby introducing the workplace component into the educational process.

Strategic Objectives

The following is a breakdown of strategic requirements to which this project is aligned:

Table 1: Strategic Objectives that the Project must be Aligned toSTRATEGIC AREA AND OBJECTIVE Human Resources Development (HRD)

Strategy: improving the foundations for human

development.

improving the supply of high quality (scarce skills) which are responsive to societal and economic needs.

ALIGNMENT, RESPONSE AND ACTIVITY

The ISSA establishment infrastructure supports the learning environment technically.

State-of-the-art Internet and computer laboratories offer a wide range of workplace based applications.

Programmes offered to historically disadvantaged graduates with Mathematics, Physics and Applied Mathematics to undergo training in : Computer Networking Electronics Engineering Bridging Telecommunications Engineering Software Engineering

Supporting employment and growth through innovation and research

Relationship to other projects. High-level research and innovations development

Java-Based System Development Internet Broadcasting Smart Card Technology Computer Virus Monitoring

The ISSA establishment is capable of posing as a strategic infrastructure in software development.

Mentorship support and campus incubators for SMMEs linked to ISSA. Active support for SMMEs from the ISETT SETA.

Integrated Action Plan to Accelerate Growth, Employment and Investment: Accelerated Economic growth rate SMME development Improved competitiveness

Focus on the Information and Communications Technologies (ICTs) as a growth point for the communications sector Support for a dedicated Research and

Development infrastructure for innovation in ICTs Development of a robust SMME base with a

mentorship supply linked to existing initiatives (CITI, Gauteng Innovation Hub)

Creating opportunities for the employability of historically disadvantaged individuals (HDIs) in the sector

Increasing competitiveness through ICT Research and innovation (See ISETT SETA SSP 2001, 7.5 Sector Development Strategy)

National Skills Development Strategy Equity Targets The project seeks to link campus incubators to a

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Stimulating and supporting skills development in small businesses.

Assisting new entrants into employment

defined SMME base at the Cape IT Initiative and the Gauteng Technology Innovation Hub respectively.

Specific Outcomes

During the course of the three-year project, an estimated 530 learners with strategic ICT skills will be placed into the ICT Sector. Three strategic learnerships will also be developed, based on the current Networking, Engineering Science and Software Engineering courses held at the ISSA. A further four R&D oriented learnerships will also be developed.

In addition, this Project seeks to achieve the following outcomes:

Public – private partnership in ICT skills development and growth of SMMEs. This will be achieved through the involvement of CITI’s Bandwidth Barn and the Innovation Hub, facilities tailored to the development of SMMEs. The private sector will also be involved in developing the workplace provider component of the learnerships. Learners will be placed into these establishments. The intention is to have all graduates placed in these SMME and Workplace Provider establishments over the three-year course of the project.

Demand-Led Learnerships. Through the consultative and participative approach employed on the project, as well as some research to be conducted in the first year, the developed learnerships will be tailored to the needs of the ICT Sector. Through the reporting mechanisms that will be designed during the first year, and later refined, the project will gather feedback as to the value of the learnerships. The intention is to achieve at least an 80% satisfaction rating from the establishments in which learners are placed.

Sustainability. The intention in working with the ICT Sector on this project is to also obtain buy-in from the sector players. This will encourage ICT businesses to continue sponsoring the learnerships after this project has concluded, thereby facilitating the continuation of the ISSA facility under its own means. The intention is to achieve at least a 50% learner sponsorship (while the learner is undergoing the Training Provider component) from the ICT Sector by the end of this project.

Learnership Transportability. One of the major strengths of a learnership is that it is transportable. At present, the learnerships will be developed using the ISSA facility, making these learnerships more easily accessible in the Western Cape. However, in year 2, through consultation with stakeholders, other academic institutions will be approached to assess the feasibility of transporting these learnerships into other provinces. The intention is to gain the interest of at least two other universities in South Africa to adopt these learnerships.

The establishment of an ICT Innovation, Entrepreneurship and Risk Management Culture in the graduates. This will be tested by the willingness of learners to proceed from the Training Provider (ISSA) into the R&D environment (Bandwidth Barn, Innovation Hub), rather than into a Workplace Provider environment. While it is difficult to assess this willingness at this stage, this project will strive for 10% of Training Provider graduates entering into the R&D environment.

Assisting new entrants (Qualified Graduates in scarce skills) into employment in the ICT Sector. All Training Provider graduates requiring placement into the ICT Sector will be placed. In addition, a tracking process will be established to track the movement of graduates, as well as to gain feedback on the value of the learnership.

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Contribute to scarce skills needed to underpin the growth of the ICT Sector in South Africa. As indicated above, an estimated 530 learners with strategic ICT skills will be placed into the ICT Sector.

Stakeholder Analysis

In order to successfully deliver on this project and on all the objectives that have been outlined, the ISETT SETA recognises that collaboration with multiple partners is important. In this regard, several stakeholders have been identified with relevance to one or more of the outlined aspects. The partners that have been identified are:

Cape IT initiative (CITI)

Department of Communications

Gauteng Innovation hub

ISSA

Department of Trade and Industry (SMME development)

Cape IT Initiative (CITI)

CITI is a not-for-profit company that promotes the development of the IT cluster in the Western Cape. They are building a database of the makers and shakers of the IT industry in the Western Cape, throughout South Africa and abroad.

CITI has close links with Wesgro, a company that conducts research in ICT in the Western Cape. With their up-to-date database and statistics, CITI is an ideal partner in this process.

Bandwidth Barn

This is the home of the CITI’s SMMEs where a number of IT players share infrastructure and support.

This project will take special interest in the development of SMMEs formed by former students of ISSA. It is expected that 10 SMMEs will be incubated at the CITI. This will be supported with the following:

Technology infrastructure

Rental and telephone subsidy

Roving mentors

Help desk

Workshops

This initiative will support the SMMEs at the beginning stages.

Department of Communications (DoC)

This is the founding organisation of the ISSA. The staffing costs of the project will be borne by the DoC, as is the case at present. Conceptual and guidance issues will be provided in partnership with this Department. The project initiation and support base was obtained from this government department.

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Gauteng Innovation Hub

The most critical aspect for the growth of innovation and research will be obtained by establishing a link and partnership with the Gauteng Innovation Hub. As such, the project proposes that most research projects conducted at the ISSA could be incubated at the Hub and implemented through this innovation vehicle.

ISSA

The ISSA will remain as the implementing partner of the project. The conduct and implementing experience that the institution holds is worth supporting. The positioning of the institution, through its highly profiled government and industry support, will be almost impossible to substitute.

The following figure provides an overview of the various stakeholders involved on the project.

Figure 1: Bird’s Eye view – ISSA and stakeholders

ISSAHouwteq

DoE

M&S HG pa

sses

Black

Univers

ities

DoL(Funder/ Facilitator)

Doc(Initiator)

ISETTSETA

Partners

•Companies – Cisco etc

•Carnegie Mellon

•University of Stellenbosch

Bandwidth Barn/CITI (SMME’s)

Formal Employment

•Targeted companies•Workplace exp /Lship

GautengInnovation

Hub

R& D staff

Lecturers &Mentors

Govtplayers

Houwteq and Stakeholders

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Tactics for Project Operation, Methodology

A “Project Office” will be set up within the facilities of the ISETT SETA in Midrand. The Project Office will comprise a Project Manager and a Project Support Officer. Project management processes and systems will be developed to ensure the smooth operation of the project. To this end, a draft procurement procedure, financial management policy, change management procedure, email policy and communication plan have already been developed, and are included in the Appendices.

Extensive use will also be made of the ISETT SETA personnel capabilities and infrastructure to define, develop and review the learnerships. Certain activities will be outsourced where particular skills are required, and use will be made of stakeholders and role-players as extensively as possible.

A Project Consultative Committee (PCC) will be formed to provide input regarding the direction of the project, but will primarily serve to keep the primary stakeholders in close discussion regarding each stakeholders’ responsibilities.

Products (deliverables), product flow and stage structuring of project

The project has been set up as having four stages. The first Stage covers project initiation and operation. In this stage, the Project Office is set up, and project management policies, procedures and practices are developed and instituted. A Communications Plan (Appendix E) will be finalised, instituted and later reviewed, and the Project Consultative Committee (Appendix B) will be formed.

The second Stage has been designed to cater for all outputs that are of a generic nature across all learnerships to be developed. This stage therefore addresses the development of:

Registration forms, for the Workplace Provider, the Training Provider, and the R&D Support Provider.

Application Forms for the Learner.

Assessment policies, for the Learner, the Workplace Provider, the Training Provider, and the R&D Support Provider.

Agreements, for the Learner, the Workplace Provider, the Training Provider, the R&D Support Provider, and subcontractors.

Learnership databases, for the Learner, the Workplace Provider, the Training Provider, and the R&D Support Provider.

Learnership management and reporting processes, for the Learner, the Workplace Provider, the Training Provider, and the R&D Support Provider.

Learner placement processes and systems.

Learner tracking processes and systems.

ISSA Practices, policies and procedures.

The third Stage addresses the development of each of the learnerships. Due to the fact that this is the first time such learnerships have been developed, it is important to carefully lay out all the steps required to develop the learnerships. This has resulted in a comprehensive list of workpackages, but also a somewhat extensive list of workpackages. Hence, while it was originally intended to set up a separate stage for each of the seven learnerships, it was decided that this approach would make the management

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of the project plan extremely cumbersome. For this reason, Stage 3 encompasses all seven learnerships.

Stage 3 covers the following aspects, each of which will be addressed separately in many cases for each of the learnerships.

Learnership Scoping Document, in which the objective and purpose of the learnership is carefully defined, as well as the overall means of accomplishing the development of the learnership.

Learnership Stakeholder Participation, where the stakeholders are first identified, based on a Terms of Reference to be developed, then stakeholder meetings are set-up.

Learnership Definition. Here, the process defined in “How to Establish a Learnership” (GTZ, December 2000) and “Learnership Implementation Guide: A Guide to Education and Training Practitioners – Draft 1” (Dept. of Labour, 13 August 2001) is followed.

Assess Demand for the Learnership. In the first year, after the learnerships have been defined, a research study will be conducted to test the outcome of the defined learnerships with the potential recipients of learners in the ICT Sector. The results of this research will be used to modify the learnerships during the review process conducted in the second year.

Learnership Unit Standard Development. Continuing from learnership definition, learnership unit standards will be developed where they are unavailable, and the final package of all unit standards applicable to the learnership will be compiled in preparation for learnership registration.

Learnership Registration. The learnerships will be registered with DoL.

Set Up for & monitor Lecturers. The set-up involves defining what is expected from lecturers, developing and producing lecturer guides, induction material and training.

Set Up for & monitor Learners. The set-up involves defining what is expected from learners, developing and producing learner guides and course material, identifying learners, evaluating learners against acceptance criteria and taking them through an induction course.

Set Up for & monitor Workplace Providers. The set-up involves defining what is expected from workplace providers and assessors, developing and producing associated guides and course material, identifying workplace providers and assessors, evaluating workplace providers and assessors against acceptance criteria and auditing workplace provider premises.

Set Up for & monitor Training Provider. The set-up involves defining what is expected from training providers, developing and producing training provider guides, identifying training providers, evaluating training providers against acceptance criteria and auditing their premises.

Set Up for & monitor SMMEs. The set-up involves defining what is expected from R&D Support providers, developing and producing R&D Support provider guides and course material, identifying R&D Support providers, evaluating R&D Support providers against acceptance criteria and auditing their premises.

Learnership closure. This covers monitoring and assessing the performance of the various players, holding the graduation ceremony, and holding “Lessons-Learned” Workshops. In the third year, the transfer of all documentation, processes and systems to the DoL and/or the ISSA (or alternative institutions) is also addressed.

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Stage Four addresses the aspects of project management, and specifically only those activities that are not included in the execution of the workpackages addressed in the three stages discussed above. The workpackages in this stage cover monthly, quarterly and annual reports, and project plan and budget reviews. Provision is also made for the implementation and review if a quality management system.

Note that each of these areas cover the three-year life-span of the project, with the second and third year including reviews of all processes developed in the first year.

Documentation deliverables are outlined in Appendix G.

Major milestones and dates

Six major milestones have been identified. These are:

1. Learnerships Defined 27/05/02

2. First Workplace and SMME Learners Placed 24/01/03

3. Learnership Content Reviewed (1st Review) 22/04/03

4. Second Workplace and SMME Learners Placed 14/11/03

5. Learnership Content Reviewed (2nd Review) 02/04/04

6. Third Workplace and SMME Learners Placed 12/11/04

Detailed stage activity

The detailed project plan is presented in Appendix H.

Organisational information

The ISETT SETA has assembled a dedicated project management structure to manage all resources and processes related to this project. A three-year contract has been negotiated. The latest project management systems and reporting mechanisms will be deployed. It will be required of project partners to employ similar or compatible project management systems.

A Project Consultative Committee (PCC), including the DoL or NSA, should this be workable, will be put together and meet quarterly. Industry players from the telecommunications chamber will be key in this committee, which will be convened by the ISETT SETA to monitor and evaluate project progress. A tentative PCC membership list is presented in Appendix B.

Risk Mitigation Strategy

Risk management will play a crucial role in ensuring that the desired Project outputs are achieved. It is particularly important to identify areas of risk as early as possible, and mitigate against those associated with delivering the required results. This will involve the early and continuing confirmation of the validity of the assumptions/risk analysis presented below, and constant vigilance throughout the project to indications of risk. The approach to mitigating risk in instances where the ISETT SETA does not have direct control will focus on securing commitment from, and developing personal relationships of trust with, senior levels of government, private sector and other stakeholders. This will allow the ISETT SETA to sense the need for change as early as possible and respond in a timely manner. In instances where the ISETT SETA does have a greater degree of control, the approach will be to establish procedures to mitigate the impact of areas of high risk.

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In conducting the risk analysis below, the analysis process involved the identification of risk elements, an assessment of the nature of each risk, subjective assessments of the probability of occurrence and the intensity of impact (using a three point high-moderate-low scale in each case), together with the identification of specific risk mitigation actions.

Risks have been prioritised based on their impact rather than their probability of occurrence. Thus a high impact, low probability risk is regarded as being of greater significance to the project than a low impact, high probability risk. The tables below show the results of the risk analysis activity, together with allocated priorities and proposed risk mitigation actions. Responsibilities for risk mitigation actions will be allocated once agreement has been reached with the PCC on the main areas of risk, and on appropriate mitigation actions. It should be noted that risk management is an ongoing activity, and as the project progresses, the risk mitigation strategy will be adapted to take into account the dynamic nature of the project.

Risk Element Risk Assessment Prob-ability

Impact Risk Mitigation Actions

Inability to secure the participation of Assessors

Implementation plans delayed or halted completely

H H Approach alternative training institutions

Inability to secure participation of potential Workplace Providers


M H Investigate the feasibility of transferring the Learnerships to other training institutions

PCC membership not stable, involved or engaged in the process

Lack of PCC cohesion and support for the development of the Learnerships

M H Establish credibility with PCC members; develop a sound relationship with individual members; in cases where attendance is irregular, or the representative is inappropriate to his or her role on the PCC, explain the importance of the PCC function to the project as well as the benefits of involvement to the stakeholder group represented and request appropriate representation; support PCC activities with an efficient secretariat and an effective communications plan

Inability to secure Workplace Provider funding for the post-project continuation of Learnerships

Sustainability of the Learnerships fails, Learnerships terminated

M H Investigate the feasibility of transferring the Learnerships to other training institutions

Delays in securing registration of Learnerships

Delays in project implementation and loss of momentum; loss of stakeholder interest and support

M H Keep the relevant government departments well-informed of progress towards the formulation of the Learnerships; ascertain departmental requirements for submission;

DoL funding terminated prior to conclusion of the project

Project halted completely L H Complete workpackages timeously, keep DoL informed and involved in decisions when new challenges appear

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Incompetent Project Manager

Alienated PCC; delays in project execution; reduced cost-effectiveness of project execution

L H Attempt to achieve rapid improvement in performance through appropriate training and orientation; if necessary, replace the Project Manager; in the event of replacement, the ISETT SETA CEO will take over the role of Project Manager in the short term to provide continuity on the project, and to search for a replacement candidate.

An incompetent ISETT SETA

Poor project management and control, leading to misallocation of funds, misdirection of efforts, poor quality strategies and inappropriate implementation plans; increased contractual conflicts between DoL and the ISETT SETA

L H DoL will monitor the ISETT SETA’s performance over the lifetime of the project. In the unlikely event that the ISETT SETA is found to be unable to complete the project in accordance with DoL’s requirements, DoL will cancel the contract with the ISETT SETA.

Poor relationship between the Project Manager and the PCC

Alienated PCC; delays in project execution; reduced cost-effectiveness of project execution

L H Nurture the relationship between the PCC and the Project Manager through excellent performance and advocacy; in the event that the relationship deteriorates to the point of serious detriment to the project, replace the Project Manager.

Poor relationship between the ISETT SETA and DoL

Ineffective project expenditure due to contractual conflicts and extensive DoL monitoring operations

L H Nurture the relationship between DoL and the ISETT SETA through excellent performance; undertake timely and accurate reporting; provide early warning of project difficulties

Difficulties in coping with workload in first year

Delays in implementation H M Defer R&D Learnerships to second year

Inability to reduce Learnership costs due to remoteness of ISSA

Sustainability of the Learnerships fails, Learnerships terminated

H M Investigate the feasibility of transferring the Learnerships to other training institutions

Inability to secure participation of potential Additional Training Providers


M M Investigate the feasibility of transferring the Learnerships to other training institutions

Inability to secure participation of Project Consultative Committee (PCC) members

Delays in implementation M M Conduct regular meetings with the PCC, reporting on project progress and securing their input where required; invite participation of PCC members in Working Groups

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Premature departure of the Project Manager

Delays in projects activities; reduced morale of Project Office Staff; perceptions of project instability amongst stakeholders; additional expenditure on recruitment efforts, rework and retraining activities

M M The ISETT SETA CEO will take over the role of Project Manager in the short term to provide continuity on the project, and to search for a replacement candidate

Dissension between stakeholder groups

Delays in deliverables, and hence in project execution

M M Maintain constant dialogue with relevant stakeholder groups; engage stakeholder groups in the Learnership development and use the Working Groups to identify key issues to be addressed by the Learnerships

Inability to secure participation of ISSA

Delays in project implementation; misdirected implementation efforts; ultimately lack of support for implementation initiatives

L M Secure ISSA involvement and commitment through: regular reporting to the ISETT SETA; participation in Working Groups. Subsequent tranches may be withheld. Investigate the feasibility of transferring the Learnerships to other training institutions

Inability to secure participation of Learners at ISSA


L M Investigate the feasibility of transferring the Learnerships to other training institutions

Inability to secure participation of potential R&D Support Providers


L M Investigate alternative potential R&D Support Providers

Inability to encourage learners to start SMMEs

Lack of adequate number of SMMEs being started

L M Investigate reasons, implement new procedures to encourage Learners

Inability to conduct the project across distance (Midrand – Cape Town)

Inadequate communication and/or management systems

L M Investigate alternative communications and management methods

Equity policies not applied

Increasing socio-economic gap between advantaged and disadvantaged communities; alienation of stakeholders representing disadvantaged communities leading to a lack of support for the strategy

L M Already ingrained in ISSA Learner selection policy. Monitor and ensure continuation

Inadequate financial management system

Misallocation of project funds,inadequate financial reporting

L M Institute appropriate project management and financial management and control procedures to ensure accurate reporting and monitoring.

Failure of the QA process to detect poor quality outputs

Ineffective Learnerships developed, leading to high rework costs and hence reduced project cost-effectiveness

L M Institute appropriate quality assurance processes

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Inflation exceeds budget of 6% per annum

Increased costs M L Reduce student intake slightly, secure stakeholder funding

Inadequate communications plan

Lack of support for, and commitment to, the Learnership plans stakeholder groups; delays in project execution while stakeholder support is secured

L L Ensure that the communications plan has a wide reach amongst stakeholders; establish a project website; measure the effectiveness of the communications plan against communications objectives; revise the plan regularly to ensure that it remains current and relevant to the needs of the project

Lack of cohesion of the project team in the Project Office

Inefficient functioning of the Project Office

L L Undertake team-building exercises to ensure that Project Office staff are fully engaged and highly motivated.

Incompetent outside consultants

Poor quality deliverables leading to rework, contractual conflicts and schedule delays

L L Adopt a formal and well-structured screening and selection process to ensure that appropriately qualified outside consultants are appointed for project tasks; ensure that TORs are well defined for consultant activities, and that deliverables and acceptance criteria are explicitly identified; monitor the performance of consultants on a continuous basis, facilitating early detection of problems; reject work of inferior quality

Budget and cash flow

The budget estimate, to Cost Account level, presented in Appendix I covers a three-year projection, and includes inflation considerations and proposed project growth.

The budget is made up of the following components:

ISSA’s Student Expense

Learnership Development

Research and Innovation

SMME Development

The suggested payment milestones are presented in the following table.

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WBS Activity Description Nov-01 May-02 Jan-03 Apr-03 Nov-03 Apr-045 Milestone Payments5.1 Learnerships Defined (Aug-01 to May-02) 12,656,8655.2 First Workplace and SMME Learners Placed

(Jun-02 to Jan-03)22,415,590

5.3 Learnership Content Reviewed (1st Review) (Feb-03 to Apr-03)

8,491,367

5.4 Second Workplace and SMME Learners Placed (May-03 to Nov-03)

21,027,592

5.5 Learnership Content Reviewed (2nd Review) (Dec-03 to Apr-04)

14,308,867

5.6 Third Workplace and SMME Learners Placed (May-04 to Dec-04)

25,043,359

Controls

The following controls will be incorporated into the execution of this project:

Decisions: With regard to financial management, refer to Appendix C. Many decisions will be of a consensus nature, but the final decision will rest with the Project Manager and the CEO of ISETT SETA.

Progress reporting: By the Project Office, as per the Project Plan

Approvals to proceed, terminate and final closing: The Project Manager.

How to stop the project: Regular assessments, reviews and reports have been built into the Project Plan. Should any of these assessments or reviews reveal challenges of a magnitude that warrants a more detailed investigation, as decided by the Project Manager and/or the CEO of the ISETT SETA, the relevant workpackages, cost accounts, activities, stages, or the project, will be halted.

Fund management: As specified in Appendix C.

Draw down schedule for payments: See the section on “Budget and Cash Flow”.

Quality control: Assessments, reviews and audits have been built into the project plan. These will be conducted with ISETT SETA’s Quality Systems Development Manager, according to criteria specified in scoping documents, terms of references and an array of process documents developed during the course of the project.

Lessons learnt: A “Lessons-Learnt” meeting will be convened at the end of each year, and a report will be generated.

Contract awarding and management: The Draft Procurement Procedure is specified in Appendix D. Each contract will be managed through progress meetings.

Change control: A draft procedure is provided in Appendix J.

Reporting

The ISETT SETA will prepare monthly reports and quarterly reports, which will be discussed at Project Consultative Committee (PCC) meetings. The PCC will be set up as a monitoring and evaluation body representing ISETT SETA (telecommunications, electronics and IT) stakeholders, CITI, Gauteng Innovation Hub and the ISSA.

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Such reports will be tabled to the National Skills Authority (NSA) through the ISETT SETA quarterly reports to the NSA / Director General of Labour.

Research survey

As a parallel process, a research project, undertaken separately and funded by the ISETT SETA and DoL, will culminate in a fully-fledged report that will seek to detail full understanding of the following:

The definition and landscape of strategic skills in the country.

Number of students into ISSA from black universities (assess potential).

Assess the numbers of students that graduate from the education system in this country at high school level, i.e. what is the number of students with HG Maths and Science passes at the end of each year. These students will ultimately be an input into Houwteq in the long term.

An evaluation of what the other white traditional institutions like WITS and UCT are producing each year in terms of Strategic skills. Assess the curriculum and study the differences and similarities with ISSA’s curriculum.

A comparative analysis of whether these institutions collaborate with international institutions, and if so which, and why.

Data on students without employment who have the qualifications that can be assimilated into ISSA (Maths, Applied Maths and physics graduates).

Track potential students by gender, geographic region and age.

Audit demand of graduates in companies.

Check the employability of previous students and seek commentary from previous and present employers on skills and expertise of ISSA graduates.

Quality Assurance

All training centres (for example: ISSA and Workplace Training Providers) with active generic training in ICT will be quality assured by the ISETT SETA’s ETQA.

Document and Object Management

Appendix J presents a draft Document Management and Change Control procedure. This will be revised in the early months of the project.

Quality

A quality assurance support process will be developed and implemented. The purpose of the Quality assurance process is to provide assurance that deliverables and processes of the project comply with its specified requirements and adhere to its established plans. As a result of successful implementation of the process:

A strategy for conducting the quality assurance process activities and tasks will be developed, implemented and maintained;

Evidence of quality assurance activities and tasks will be produced and maintained;

Problems or non-conformances with contract requirements will be identified;

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Adherence of deliverables, processes and activities to the applicable standards, procedures and

Requirements will be verified objectively.

Practices which will be followed are:

A quality policy, scope of assurance and responsibilities for quality will be developed, implemented and maintained.

Quality standards will be established for each process and deliverable.

Quality records will be defined that demonstrate conformance of processes and deliverables to quality standards.

A series of activities will be carried out to provide the required level of confidence that processes have followed the specific standards.

A series of activities will be carried out to provide the required level of confidence that deliverables meet the quality standards and requirements.

Performances, deviations and trends of the above activities will be reported appropriately.

Deviations of the above activities will be analysed, corrected and further prevented.

References

The following materials have been referred to as sources of information in producing this document.

Human Resources Development Strategy, Department of Education, April 2001

Integrated Action Plan to Accelerate Growth, Employment and Investment,2000

National Skills Development Strategy-Department of Labour, November 2000

ISETT SETA Sector Skills Plan, February 2001

Institute for Software and Satellite Applications –Business Plan, January 2001

National Skills Fund Concept Document-April 2001

Investigation into the High demand for and supply of strategic HR for the telecommunications industry – HSRC, September 1998

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Appendix ABackground on the ISSA Facility

The Institute for Satellite and Software Applications (ISSA) is an institution that is situated in the space facilities that were built near Grabouw, at Houwteq in the Western Cape area, to house systems for design, programme management, integration and testing of small satellites and launch vehicles. ISSA started operating as a training institute from 1998, operated by the Department of Communications. The ISSA is the brainchild of Department of Communications (DoC) whose vision is “to improve the quality of life of all South Africans by establishing a networked information community”. The DoC seeks to increase access to communications for all citizens of South Africa. In seeking to implement this mandate, the department realised two challenges:

To address the needs of the previously disadvantaged individuals (PDI’s), while tracking and participating in the latest technologies.

To develop strategic skills and promote research and development, stemming from the fact that participation in ICT by a country largely impacts on the economy of that country. In order to realise the full potential, the country needs strategic skills to manage those systems and also participate in research and development.

The ISSA recruits potential students primarily from the PDI community, and particularly women from rural areas and from African universities. These students are required to have graduated in the field of Mathematics, Applied Mathematics and Physics.

Definition and Output of Courses

Postgraduate Diploma in Telecommunications and Electronic Engineering (PDE)

The course is done in collaboration with University of Stellenbosch. The intake comprises of B.Sc. graduates with at least two years of Physics and majors in Mathematics, Physics or Applied Mathematics, having graduated from PDI universities. The outcome of the PDE diploma programme is students who will be qualified to enter into careers in Satellite Communications Systems. The students will also be eligible for the Masters of Engineering Studies. This programme is one year in duration.

Software Engineering

This programme is run with Carnegie Mellon University in the USA. B.Sc. graduates with majors in Computer Science and Mathematics are eligible to enter into the MSE programme. Nineteen students from previously disadvantaged universities were recruited into this programme in 2001. The programme is now two years old, and Carnegie Mellon University in the USA provides tuition and software support for the programme. This programme is a two-year programme. The first year is delivered through distance learning within South Africa, while, for the second year, the student receives tuition in the USA at Carnegie Mellon.

Network Engineering

B.Sc. graduates majoring in Mathematics and or Applied Mathematics are selected for this programme. The networking stream encompasses training in Microsoft Certifies Systems Engineering (MCSE), Cisco Certified training and Unix Systems.

ISSA’s CCNA stream assists students to be able to perform and understand the following:

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Install, configure and operate simple routed LAN, routed WAN, and switched LAN.

Understand and be able to configure IP, IGRP, IPX, Serial, Apple Talk, Frame Relay, IP RIP, VLAN’s, IPX RIP, Ethernet, Access lists.

Install and/or configure a network.

Optimise WAN through Internet access solutions that reduce bandwidth and WAN costs using features such as filtering with access lists, bandwidth on demand (BOD), dial-on-demand Routing (DDR).

Provide remote access by integrating dial up connectivity with traditional, remote LAN-to-LAN access as well as supporting the higher levels of performance required for new applications such as Internet commerce, multimedia, etc.

This programme is eighteen months in duration, and includes four months of tuition at the University of Toulouse in France, organised and sponsored by this university.

Other Applications

The other courses that are offered at ISSA include:

Multimedia Engineering

Software Quality Management

Project Management

Total Quality Management

Gender Equality Awareness

Optic Fibre Network

Satellite Networking

Virtual Reality

Knowledge Management

Research and Development

The elements of research will be raised through the ISSA capability. The level of research and innovation already propagated at the ISSA only needs to be steered to higher levels and intensity by sustaining the programme. Key research areas that have been opened at ISSA are amongst others:

Satellite engineering

Software engineering

Network engineering

Virus monitoring

Remote sensing

Smart card development


Frequency spectrum analysis

Domain naming systems

Certification authority

Development of portals for virtual reality

Internet broadcasting

Java-based networking and operating system.

History, track record and achievements

Activities to date at the ISSA have yielded the following results:

Table 2: Student Composition and Pass Rate Per Year of Operation1998 36 learners

47% female MCSEs 100%pass rate

1999 73 learners 20 MCSEs 48 Postgraduate Diploma in Engineering (satellite engineering) 15 CCNA (Cisco Networking)

2000 93 Learners 52% women 41 Postgraduate Diploma in Engineering (satellite engineering) 28 CCNA /UNIX 14 Masters of Engineering Science 10 Masters of Software Engineering

2001 130 learners 30 PDE 19 CCNA/UNIX 26 CCNP / MCSE 19 Masters of Software Engineering 36 Masters of Engineering Science 2 Masters of Remote Sensing

Source: ISSA Business plan –2001

Table 3: Student’s Achievements in the Industry

Progamme

No of students per annum: 1998, 1999,

2000, 2001

No of students continuing with studies at ISSA

No of students in full time

employment

Companies who have employed

studentsMCSE+CCNA 36,35,26,19 =144 45 73 Telkom, Ericsson,

Unisys, DoCMSE 0,0,10,10=20 20 Nil N/APDE 38,36,30=104 Nil 16 DoC, Vodacom, MTNMES 0,0,14,22 36 Nil N/ASatellite and Remote Sensing

0,6,0,0 3 3 DoC


Table 4: Number of Staff and Support Personnel*Staff and support personnel 1998 1999 2000 2001 2002

Management and admin (incl. lecturers) 2 2 2 3 6Lecturers 2 6 5 5 12R & D staff 1 16 20ICT Support staff 1 2 2 4Total 4 9 10 26 42Source: ISSA Business plan -2001*Staff costs (Personnel Expenditure funded by the DoC.)

Table 5: Cost of Student per QualificationQualification Course

feesSubsistence Accommodation

feesTravel Other Total

PDE and MES 97030 11000 15400 5970 3790 127690Network Engineering 30635 13500 18945 4270 8750 76100Masters in Software Engineering (MSE)

203693 48700 62600 5500 320493

Remote Sensing 104266 12000 3735 5000 10000 134991

Table 6: Student Growth ForecastStream 1998 1999 2000 2001 2002 2003 2004

PDE 0 38 38 30 40 50 60Masters in Eng 0 0 14 36 36 40 45Doctorate in Eng 0 0 0 0 3 6Masters in S/W Eng 0 0 10 19 20 20 20Doctorate in S/W Eng 0 0 0 0 2 3Network Engineering 36 35 28 45 55 70 85Remote sensing 0 3 4 2 4 4 4Total number on Students 36 76 94 132 160 193 212

Source: ISSA Business plan –2001

Table 5 contains statistics until the year 2000 of the number of students that have either graduated from ISSA or are continuing with their studies there. The data from 2001 onwards are forecasts, but are realisable targets. The delivery of these highly sought after skills into the ICT Sector makes the continued existence of the institution imperative, not only for the industry but for the whole country. According to forecasts, by the end of 2004, there will be a cumulative number of 907 graduates that will have been injected into the sector and mostly into the ISETT sector.

Industry participation

The ISSA is already highly supported by industry. The ISSA has arrangements with various companies who have a need for the scarce skills and have shown great interest in the past.

The companies who have employed ISSA graduates include:

Cisco Ericsson Nokia Vodacom Microsoft Gilat Oracle SAP Gemplus Telkom Unisys


Lucent CSIR Telkom BSW Optical Fibre of South Africa(SOFSA)


Appendix BComposition of the Project Consultative Committee (PCC)

Mateli Mpuntsha (Chair) ISETT SETA (Chief Executive Officer)Department of Communications (DoC)Department of Labour (DoL)ISSACape IT Initiative(CITI) Bandwidth BarnGauteng Innovation HubDepartment of Trade and Industry (DTI)Department of Arts, Culture, Science and Technology (DACST)Sector Skills Planning Committee Members (2)

Neville Nicholas (ex officio) Project Manager

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Appendix CFinancial Management of the Project

The following provides, as the basis for the development of the project management processes and systems, a description of policies, procedures and practices implemented by ISETT SETA for the project. In addition to this Appendix on Financial Management, the Appendix on Procurement Procedures should also be read.

Proper financial management of projects requires a comprehensive set of policies and procedures covering each of the following areas of financial operations: banking, purchasing, payments, cash management, contracting, audit trail and asset management.

Accounting System

The ISETT SETA Financial Manager, together with the Project Manager, will establish an effective and flexible accounting system, tailored to this project, to provide proper and adequate financial control. The project accounting will be computerised using, for example, ACCPAC's General Ledger and Accounts Payable software. This software will serve as the tool for capture and reporting of transactions by WBS category, and will provide reports to the Department of Labour (DoL) and to the Project Manager quarterly and annually on the basis of the WBS.

Financial Reports

The accounting package will provide standard financial reports such as comparative balance sheets and income statements, cheque registers, general journal, general ledger and budget variance reports, and can also be programmed to provide a variety of ad hoc management reports for the analysis of individual or rolled-up accounts. These will be provided to DoL upon request to supplement the periodic reports issued to DoL through the WBS Reporting system. All standard reports will be retained in electronic and hardcopy files at the office of ISETT SETA for audit purposes.

The WBS Reporting system will be programmed to calculate and report the fees billed to DoL by person by Cost Account, based on hours charged, and will be able to report in detail the total cost of any activity. The database will, in effect, constitute a continuous record of activity by quarter.

Purchasing

Responsibility for purchasing will lie with the Project Manager and purchases will be made on account whenever possible. The ISETT SETA Financial Manager will check for reasonableness and against budgets such purchase orders raised.

Payments

Invoices or vouchers will be presented for all payments from any source. All invoices and vouchers will be signed by the Project Manager and forwarded to the ISETT SETA Financial Manager complete with supporting documentation, ensuring a consistent approach to evaluating the validity of all payments.

All expense claims, by project personnel will be forwarded to the ISETT SETA Financial Manager, regardless of the amount.

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Cash Management

Frequent cashflow forecasts will be prepared by the Project Manager in order to support requests for funds from DoL. These, along with quarterly and annual forecasts submitted to DoL, will ensure that project cash resources are kept to an optimum balance permitting timely payments of accounts.

Utilisation of advances from DoL will be similarly controlled. The ISETT SETA Financial Manager will review these advances at the earlier of one month before each tranche ends or when an advance balance reaches 25% of its original amount. At this point, forms will be prepared for submission to DoL along with a formal request for the next tranche advance. These forms will detail the amounts already spent out of advances, and reconcile the new advances requested with outstanding previous advances. This process is intended to ensure timely receipt of advance funds from DoL, while providing DoL with all information necessary to authorise such payments.

Audit Trail

The retention of all source documents, along with accounting reports will permit tracing of financial activity by date, invoice and voucher numbers, vendor, or WBS Cost Account number. The centralisation of the accounting function means that all audit documentation resides in one place.

Asset Management

The ISETT SETA will assume a custodial role over project assets and must therefore ensure they are safeguarded, as well as ensuring the existence of appropriate acquisition and disposal guidelines. In this regard, ISETT SETA will take the following steps:

A procurement plan will be developed and used in conjunction with internal control procedures to exercise adequate cost control with respect to the procurement of goods;

The ISETT SETA will purchase assets tax free where possible, in order to minimise investment in non-consumable assets;

The ISETT SETA will maintain an inventory of all assets valued greater than R1000; and

Obtain DoL's permission before disposing or transferring any project assets.

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Appendix DProject Office Procurement Procedures

Contract procurement procedures

The following Procurement Procedures shall apply to the procurement of Goods and Services required for the Project and paid for with the Project Funds:

The Project Office, when conducting procurement on ISETT SETA's behalf, will be required to follow the following standards:

1.0 Whenever possible, the Project Office will adopt the competitive tendering route. Following evaluation according to any particular evaluation criteria, the lowest compliant bid will be awarded the contract. Should the recommendation be to award to other than the lowest bid, the Project Office will record on the purchase file full justification for this action;

1.1 for purchases under R20,000.00, the Project Office will be required to contact at least two (2) suppliers;

1.2 for purchases estimated between R20,000.00 and R100,000.00, the Project Office will request quotations from at least three (3) suppliers;

1.3 for purchases estimated at over R100,000.00, the Project Office will proceed to formally request tenders from a minimum of three (3) qualified suppliers;

1.4 non-competitive purchases will be fully justified on the Project Office's purchase file; the justification must comply with the ISETT SETA Contract Regulations. The negotiated contract prices will be supported by published price lists and/or copies of invoices to other clients and/or a fair price declaration;

1.5 The Project Office will be required to maintain procurement files. Each purchase file will contain all relevant procurement documentation i.e. purchase requisitions, tender documents or records of telephone bids, tenders, tender evaluations, the contracts or purchase orders, invoices, shipping and receiving documentation.

Supplemental Procedures

Procurement activity will follow a cycle of events beginning with planning, then specification, sourcing, tendering, tender evaluation, contracting, quality assurance, transportation and ending with handover.

Specifications and Terms of References

The preparation of specifications and Terms of References will be undertaken by the Project Office, with input from the beneficiaries, prior to approval by ISETT SETA. The responsibility for provision of correct specifications will reside with the Project Manager, who will draw on assistance from the ISETT SETA. The implementation of the procurement will occur via the Project Office.

Each package will indicate Product Specification, Performance Specification or Terms of Reference for Services. Standard terminology and existing international specification conventions will be used throughout the program.

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Clear and precise specifications will enhance procurement activity, limit delays, save money and result in the delivery of satisfactory goods and services. Adequate procedures will comply with ISETT SETA requirements, before calls for tender.

Sourcing Process

Goods and services will normally be acquired through competitive procurement, substantiated by documentation demonstrating that these practices have been observed.

Depending on a rigorous review of availability to meet required performance specifications, purchase shall be made in South Africa. If equipment and material requirements cannot be competitively sourced in South Africa, or not sourced with the requisite reliable training and installation support, then alternative countries of origin will be considered.

Sourcing for procurement will begin with an examination of whether the goods and services are available in South Africa. This will be determined before consideration of another country of origin.

Market research to analyse the availability of suitable vendors will be evaluated by newspaper advertisement, review of Yellow Pages and professional journal advertisements, and networking.

Various degrees of competition will be appropriate, depending on the nature, number and price of the item or service. Possible alternatives that will be used include:

Public tender, using an acceptable method of communication

Tender by invitation, with a justification of the establishment of the short list

Quotes from pre-qualified vendors

Sole or directed sourcing, again with full justifications

Practices and procedures in accordance with ISETT SETA requirements for procurement will be followed.

Tendering

Unless otherwise justified, the acquisition of goods and services on behalf of the Project will strictly adhere to Methods 1.1, 1.2, 1.3 or 1.4 above.

After the identification of needs and requirements; the preparation of suitable specifications; market research to determine availability; and the establishment of a pre-qualified suppliers list, one of the above methods will be adopted to secure the items.

All tender and contract documents will indicate that the Project Office is purchasing on behalf of the ISETT SETA.

Letters of invitation or procurement requisition will be sent to the suppliers by hand, mail or fax and a date and time of reply will be fixed.

A full tender may contain the following sections:

Formal Invitation to TenderInstructions to TenderersForm of TenderGeneral Terms and Conditions

Specific Terms and ConditionsSpecifications/DrawingsTender Evaluation Criteria


Tender documents will be prepared on a case-by-case basis and may or may not incorporate all the sections mentioned, depending on the nature of the procurement under consideration. As an example, a Standing Offer Agreement may be concluded with a supplier, necessitating appropriately worded documentation.

Each transaction will be supported by a purchase file containing relevant information such as tender documents or records of telephone bids, tenders, tender evaluations, contracts and purchase orders, invoices, shipping and receiving documentation.

Tender Evaluation

The purpose of tender evaluation is to allow the Project Office, as contracting agent, to select the supplier that has offered the best value for money. Tenders will be first examined to determine whether they meet the requirements of the tender call. Acceptable tenders will be evaluated against the criteria established prior to the tender call and described in the tender documents.

All quotations received under Methods 1.2 and 1.3 will be comprehensively analysed and points awarded accordingly, if an evaluation grid format is proposed. On the basis of the points ranking, the lowest cost responsive tender will be awarded the contract.

Where this is not the case and, in the opinion of the Project Office, the lowest cost supplier should not be awarded the contract, then analysis and reasoned recommendations shall be placed on record. All sealed bid tenders will be opened at either the Project Office or the ISETT SETA offices.

Evaluation procedures and techniques will be used to their fullest, under Method 1.3, which captures the highest value category for procurement.

Contract Process

When a supplier is selected, the Project Office will issue a contract. For Methods 1.1 and 1.2, purchasing contracts will be in the form of a numbered Purchase Order issued by the Project Office to the successful supplier. A log of Purchase Order numbers will be kept. For Method 1.3, a more comprehensive contract will be issued.

Terms and conditions will either be attached to Purchase Orders or be an integral part of the contract negotiated. Either way, essential information regarding the following topics will be supplied:

Delivery schedules, transportation modes and routing

Packaging and marking

Training and maintenance details

Given the type of procurement that is anticipated it is not envisaged that any manufacturing of items will have to take place. Almost everything procured is likely to be off the shelf. However, in cases where an item may have to be manufactured, or an existing piece of equipment modified, delivery dates will be mutually agreed and cross-referenced to penalty clauses to ensure punctual supply.

For Consulting Services, it will be important to specify the duration of services. These should be sufficient to ensure that the individual is tied to the project for long enough that they get over the learning curve but should contain provisions for termination in the event of non-performance.

Furthermore, because the Project Office will be paying to suppliers directly against submitted invoices, there is no requirement for ISETT SETA to issue a Purchase Order Confirmation (POC) before a procurement commitment takes place.


The contracting steps for Methods 1, 2 and 3 can be described as follows:

Market researchSupplier identificationSupplier sent procurement requisitionProject Office receives quotationProject Office evaluates quotation

Successful supplier selected and informedPurchase Order sent to supplierSupplier deliversVerification of quality and quantitySupplier invoice paid

Whereas for Method 4 the process can be illustrated as follows:

Possible suppliers identifiedEvaluation of capable suppliersTender documents issued to suppliersSealed tenders received from suppliersTenders opened and evaluated

Suitable supplier selectedContract/Purchase Order issuedSupplier delivers goodsVerification of quality and quantitySupplier paid according to negotiated terms

The steps for procurement of services may vary somewhat, as certain components noted above are not relevant to the process.

Quality Assurance and Inspection

The Project Office will be responsible for ensuring that quality and quantity inspections are carried out as deemed necessary and that goods will be delivered as specified by contract.

Inspection of goods will be conducted either at the supplier's warehouse or at the Project Office's delivery point. Technical inspections may not be necessary when specifications call for standard items covered by warranty.

Verification of the quantity of goods, their packaging and markings will be carried out before transfer of responsibility, preferably at the point of loading. The consignee in South Africa may carry out additional quantity inspections at the port of discharge, upon receipt of the goods.

Transportation

The costs associated with the delivery of goods to South Africa will include both transportation and attendant freight forwarding expenses. Both these items will be procured through competitive tendering in the manner previously described.

As appropriate, goods and materials will be transported to the placement destination by airfreight. The size and nature of the equipment that we expect to purchase does not lend itself to sea freight.

Hand-over

Final acceptance and hand-over procedures will govern the transfer of goods to the Project Office. Service Contracts will not be subject to hand-over procedures, as they constitute a deliverable from a data gathering, analysis and option recommendation exercise however, verification will be made of the hours incurred.

Hand-over of goods will occur during the life of the project, at a time deemed suitable by the Project Office, following the delivery and satisfactory set up of any equipment purchased. At the end of the project all existing items purchased in order to execute the project will be transferred to the ISETT SETA.


Appendix EA Communications Plan for the

Project

Introduction

The Communications Plan for this project is designed to respond to the communications requirements of the Project delivery partners and the Project stakeholders in South Africa. It will provide interested and involved South Africans with an opportunity to access current information about the developments and accomplishments of the Project.

The Communications Plan will address communications needs on three fronts:

Internal relations to improve the Project effectiveness and management through communication links with all Project delivery partners;

External relations to increase Project stakeholders awareness through widespread distribution of Project achievements and progress; and

Interactive relations through the provision of a consultative mechanism for Project activity input and feedback.

Project Environment

Historical Context and Current Environment

South Africa is at a stage of its development where it already has an established ICT industry and has a reasonably well developed ICT infrastructure serving the more developed population. Furthermore, the country’s level of investment in ICT as a percentage of GDP appears to be comparable to, or greater than, most developed countries. The challenge is to build on this strength and incorporate it into a strategy that supports broad involvement across the wider population.

The Project is designed to deliver the necessary strategic skills needed within South Africa to meet the challenges of globalisation. The ISETT SETA has a mandate to develop a strong human resource skills for the South African Information Systems, Electronics and Telecommunications Technology Sector that will contribute to sustainable economic growth, social enhancement, and empowerment of disadvantaged groups. This Project will impact human resource development, and SMME development through the development innovation capability, two strategic focus areas identified by the South African Information Technology Industry Strategy (SAITIS) project.

Issue Analysis

A critical success factor for this project is effective communications with stakeholders and participants. It will be necessary to ensure that communication at all levels throughout the Project is afforded the highest priorities. There is an explicit requirement that the Project be executed in an open and transparent manner, securing as much support as possible from stakeholders. Communications will be supported at a number of levels. A key requirement for efficient project delivery will be the ability to network between the Project Office and the stakeholders to ensure that they are informed of the developments on the Project, while at the same time, providing a means for obtaining their input into the process.

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The Project is complex, involving numerous components.

Overall issues impacting efficient communications are:

A multi-year contract;

Utilisation and co-ordination of multiple resources and multiple Project delivery partners;

Involvement of two national government departments;

Challenging issues of social redress and sustainability.

Specific issues impacting efficient communications are:

Multiple stakeholders with varying agendas and priorities;

Challenging issues surrounding engagement and commitment of the South African ISETT Sector; and

A comprehensive Communications Plan is critical to ensure effective, efficient conduct of Project operations and smooth adoption of its overall objectives.

The Project delivery partners will require access to current information on a regular basis with which to manage the developments and progress of the Project. The Project stakeholders will have a similar communications requirement.

The specific results of the Project must be communicated to the appropriate individuals in a timely fashion to ensure its success. A comprehensive, coherent Communications Plan will enable informed Project evaluation of individual activities underway and results achieved.

Goal of the Communications Plan

The goal of the Communications Plan is to complement and promote the work of the Project and its key stakeholders in South Africa. The specific objectives of the Communications Plan are to:

Improve Project communications externally and internally by focusing on network-based information sharing and collaboration which will improve project management;

Advance the Project goal of developing a strategic skills by generally raising awareness of the Project; and to

Support the elements of social upliftment and empowerment by fostering strong relations and partnerships with all stakeholders thereby creating a more compelling environment within which the Project can succeed.

Purpose of the Communications Plan

The purpose of the Communications Plan is to inform the Project delivery partners and Project stakeholders of the developments and achievements of the Project. Specifically, the purpose of the Communications Plan is to:

Increase delivery partner and stakeholder knowledge of Project progress and development;

Promote end-user awareness of the purpose and accomplishments of the Project; and to

Provide a consultative mechanism for Project input and feedback.


Target Audience of the Communications Plan

The Communications Plan will address three distinct target audiences who will benefit from the dissemination of information about the Project:

The Project delivery partners;

The Project stakeholders; and

The Project beneficiaries.

Project Delivery Partners

The primary target audience will be comprised of the Project delivery partners. This target audience will receive the full complement of messages and communications products offered through the Communications Plan. The Project delivery partners consist of:

ISETT SETA;

South Africa Department of Communications;

South Africa Department of Labour;

Project Consultative Committee;

Working Groups;

The ISSA.

Project delivery partners also include a number of co-operating organisations and sub-contractors:

CITI;

Innovation Hub.

Project Stakeholders

The secondary audience will be comprised of the various stakeholders in South Africa. Although the Project stakeholders are not directly responsible for the conduct of the Project, they have a vested interest in its development, progress and ultimate success.

The Beneficiaries

The third audience to be targeted by the Communications Plan is the beneficiaries. The Project is designed to have major beneficial impacts on two significant groups within the South African society:

Organs of society: such as businesses (including SMMEs) in the ISETT Sector, government, R&D/education/training organisations; and

Individuals and communities: including women and those historically disadvantaged/marginalised.

These societal groups will need to be informed of this Project from the outset as to its developments and precisely how the Project will have an effect on their lives, the ways they communicate, conduct business, etc. Buy-in from these groups at the outset will be critical to the overall success of the Project.


Messages of the Communications Plan

Two-way Communications Fostered

This plan will foster two-way communications: out-bound and in-bound. The Project Office will facilitate the development of communication products and disseminate them out to the Project delivery partners, the stakeholders and the beneficiaries. Some of these communications will solicit a response or an action item by the recipients. In-bound communications will be initiated, in all likelihood, without solicitation and will involve the communication of concerns, questions or requests for information from various Project participants to the Project Office.

Primarily, the message relayed in the Communications Plan will be the Project activities, accomplishments, successes and challenges. However, the Project role of ISETT SETA, ISSA, the DoC, and the DoL, will also be communicated clearly. Examples of these messages are depicted throughout this section.

Messages for the Project Delivery Partners

The Project delivery partners will require detailed information about the Project. These communication products will enable effective project management, and will be produced, to a large extent, from available Project documents. Messages could include:

progress on Work Breakdown Structure (WBS) elements, measured against the Project workplan schedule;

solicitation for advice on how to proceed in challenging situations;

descriptions of Project successes;

Project reports, updates, workplans;

etc.

Much of this information could be disseminated electronically.

Messages for the Project Stakeholders

The Project stakeholders will benefit more from focused, less detailed Project information. They will receive communications products at least at quarterly intervals that will provide them with the ability to monitor the progress and accomplishments of the Project. These communications products will be produced from available Project documents.

Messages for the Project stakeholders could include:

Summarised overviews on Project progress;

Information about the impact of the Project on their organisations;

Recommendations for stakeholders to further the Project goals and objectives;

Awareness and promotion of the Project wins.

Electronic dissemination of information would be expedient and efficient for this target audience. A public section of the ISETT SETA web-site and online communications would suit most stakeholder


communications capacity.

Messages for the Beneficiaries

The beneficiaries will need to know how the Project is designed specifically for their benefit. It may be prudent to begin delivering this information at mid-point through the Project, rather than at its inception phase. Inbound communications from the intended beneficiaries will also be valuable for relevance and reality checks throughout the course of the Project.

Messages to the beneficiaries could likely include:

the purpose and mandate of the Project;

the expected outcomes;

the expected and realised (at a later date) impact of the project;

etc.

Communications Matrix

Table 7 demonstrates how the message will vary slightly according to the communications needs of each target audience.


Table 7: Matrix of the Project’s Communications Plan

Target Audience Specific Group Message Content Responsibility Minimum Frequency Format

Primary:

Project Delivery Partners

ISETT SETAPCCDoCDoLDTISector Skills Planning Committee MembersWorking GroupsISSACITIInnovation HubSub-contractors

Detailed information re inputs, process, outputs, and outcomes of the Project as expressed in Project plans, reports and management documents.

Project information to share experiences and lessons learned at each milestone throughout the conduct of the Project.

ISETT SETA

Information to be provided by the Project Office.

Annual and quarterly intervals and at milestone accomplishments.

Real-time access to specific electronic applications: project activity calendar, web-site.

Executive summaries of annual workplans, workplan updates, quarterly reports – paper, electronic (web-site / e-mail).

New releases, fact sheets on each WBS milestone activity.

Current web-site of overall project activity, accomplishments and successes.

Secondary:

Project Stakeholders

SA Govt.

Associations

Business/Industry

Parastatals/Service Providers

Civil Organisations

R&D/Education/ Training Organisations

Summarised overview of outputs, outcomes and impacts of Project as expressed in Project plans, reports and management documents.

Project information to ensure mandate is being met.

ISETT SETA


Annual and quarterly intervals and at milestone accomplishments, unless otherwise requested.

New releases, fact sheets on each WBS milestone activity.

Current web-site of overall project activity, accomplishments and successes.

Tertiary:

Beneficiaries

Organs of society

Individuals and communities: including women and historically disadvantaged

Concise information as to how the outcomes of the Project will affect them directly.

ISETT SETA


At least semi-annually, once real progress has been made with the Project.

Presentations and meetings.


Tactics Of The Communications Plan

Strategic Considerations

The seven primary strategic considerations to take into account in the development of the Project’s Communications Plan are listed below.

1. Communications must be disseminated to three target audiences.

2. Delivery of Project management occurs from the Project Office in Midrand

3. The Project Office must facilitate the expressions of concern from multiple stakeholders with varying agendas.

4. The Project must meet all reporting standards and requirements of ISETT SETA and the DoL.

5. Challenging issues surrounding engagement and commitment of the South African ISETT Sector.

6. The expediency of communications between the Project delivery partners and to the Project stakeholders in transferring information, sharing experiences and obtaining feedback from the community at large, will be critical to the efficiency and ultimate success of the Project.

7. Culture, costs, administrative practice and distance could be significant barriers to timely, effective communications.

Tactical Plan

This section elaborates on how the Project’s Communications Plan addresses the above-mentioned strategic considerations.

Three Target Audiences

The message (project progress, milestones, and successes) delivered to the three target audiences will be primarily the same, but with varying frequency on a pre-determined basis. It will also be delivered to meet their individual information needs.

Project Management

The Communications Plan will establish a reliable reporting structure that will enhance the Project’s management capacity and decrease the possibility for miscommunication hazards amongst the Project delivery partners.

Multiple Stakeholders

The Communications Plan provides an efficient umbrella structure for communications to all Project participants. Table 8 below demonstrates that the flow of communications within the Project has multiple layers and agendas to address. Figure 2 also depicts this scenario.


Table 8: Project Participant Communication

ISETT SETA Project Office DoL Stakeholders

Project Consultative

Committee

(about Project issues)

Project Consultative Committee

(about Project delivery)


(about Project agenda)


(about various agendas,

objectives)

Project Office

(about Project progress)

ISETT SETA


ISETT SETA

(about mutual objectives)

Project Office

(about Project delivery)

DoL

(about Project results)

Working Groups and ISSA

(about Project specific issues)

Project Office


Figure 2: ISSA and Stakeholders

ISSAHouwteq

DoE

M&S HG pa

sses

Black

Univers

ities

DoL(Funder/ Facilitator)

Doc(Initiator)

ISETTSETA

Partners

•Companies – Cisco etc

•Carnegie Mellon

•University of Stellenbosch

Bandwidth Barn/CITI (SMME’s)

Formal Employment

•Targeted companies•Workplace exp /Lship

GautengInnovation

Hub

R& D staff

Lecturers &Mentors

Govtplayers

Houwteq and Stakeholders


ISETT SETA and DoL Reporting Requirements

The Communications Plan will provide a tool for informing all Project participants of the standards and deadlines for ISETT SETA’s and DoL’s reporting requirements.

Engagement and Commitment of the ISETT Community

The Communications Plan will establish strong communication linkages with the Working Groups who will actively leverage ISETT Sector involvement and communication.

Expediency of Communications

The expediency of communications between the Project delivery partners and to the Project stakeholders will be ensured to the extent possible through the regular electronically disseminated communication products as outlined by the Communications Plan.

Barriers to Effective Dissemination of Communications

Culture, costs, administrative practices, and distance could act as significant barriers to speedy and effective communications. The Communications Plan emphasises a variety of delivery formats for communications to ensure maximum access by all Project participants. Electronic and online communications (web site and e-mail) will expedite the delivery of communications.

Implementation Plan

Production of Communication Products

It is essential that the Communications Plan of the Project be streamlined in its delivery and clear with its message.

The Project Office will be responsible for the content development and dissemination of the communications products. The content will be produced from available reports and workplans from the Project, authored by the Project delivery partners.

The Project Office will create the appropriate Project communication products with available Project documents, in the form of:

Monthly reports to the PCC;

Quarterly reports to ISETT SETA and the DoL;

A Project brochure;

A section on the ISETT SETA Web-site; and

A monthly Project activity calendar.

The Project Office will disseminate these communication products using a variety of delivery formats, print and electronic. Wherever possible, the products will be disseminated electronically. Printing of products will take place in South Africa.


Schedule

The products of the Communications Plan will be disseminated with varying frequency. Some activities will be one-time efforts with occasional updates, while others will be on-going for the duration of the Project, e.g., the web-site, the Project activity calendar. The following table provides a framework for the schedule of developing products for the Communications Plan.

Table 9: Communications Plan Schedule

Product Schedule

PCC Report Monthly

Quarterly Report Quarterly

Project Brochure Once-off, within the first six months of the Project

Magazine Articles As opportunities are identified

Web-Site Updated on a monthly basis

Project Activity Calendar Monthly

CONCLUSION

The Project represents a unique undertaking for ISETT SETA, DoL, DoC and the ISSA. Implementation of a successful, on-going Communications Plan will help to maintain the momentum of the Project and leverage its activities.


Appendix FProject E-mail Policy

The purpose of this e-mail policy is to establish a modus operandi for communicating by e-mail. It is intended to provide a mechanism whereby all project e-mail communications will be identified, classified, organised and stored in a central repository in such a manner that they can later be readily located.

A key objective is to provide an audit trail whereby important project decisions and the processes leading up to them can be readily identified. The policy covers e-mail from disciplined users (e.g. project team members), semi-disciplined users (e.g. external stakeholders actively participating in the project) and undisciplined users (e.g. the public at large communicating via the project web-site).

This is intended to include all e-mail communication between the Project Office members, ISETT SETA employees, ISSA employees, and PCC members.

Each project-related e-mail message sent by the project team will refer to a single topic only in order to facilitate filing.

Project-related e-mail will be identified in the subject line with the WBS number to which the e-mail pertains, followed by the specific subject of the e-mail (xxx below). As much granularity as is practical will be used in specifying the WBS number. Following are examples of the use of WBS number in the subject field:

e-mail referring to a WBS stage in general (e.g. Stage 2 – xxx)

e-mail referring to a specific WBS activity (e.g. Activity 2.1 – xxx)

e-mail referring to a particular WBS cost account (e.g. Cost Account 2.1.1 – xxx)

e-mail referring to a particular WBS work package (e.g. Work Package 2.1.1.1 – xxx)

All project-related e-mail shall be copied to the Project Manager and the Project Support Officer, who will file all e-mails in a structured folder system for archival purposes.

All e-mail received by project team members from external sources will be forwarded to the Project Manager and the Project Support Officer with the appropriate WBS classification in the subject field.

Any informational e-mail not pertaining to a specific WBS number, but deemed to be of interest to project team members will be forwarded to the Project Manager and the Project Support Officer.

In all cases, care will be taken to ensure that the subject field is descriptive and meaningful in order to facilitate subsequent search and retrieval of information.

Working documents may be attached to e-mail messages and will remain a part of such messages.

Attached files will be filed in appropriate project folders on the Project Office server and will be accessible to all project team members.

Large attachments (generally over 1MB) will be zipped in order to optimise e-mail performance.

ISETT SETA ISSA Skill Development Proposal Appendix F, Page 1Version 7.3 September 2001

Appendix GDocumentation Deliverables

Presented in this Appendix are the documents that have been identified against each project workpackage.

WBS Workpackage Title Comments Type/Title of Document1 Project Initiation & Operation1.1 Develop Project Plan & Proposal1.1.1 Develop Project Plan1.1.1.1 Determine important role players in

the projectISETT SETA, ISSA, DoC, DTI, CITI, Innovation Hub, Industry, DoL, NSF

RAM

1.1.1.2 Develop initial project plan ISETT SETA - ISSA Learnership Project Plan (Draft)

1.1.1.3 Convene & hold project definition & planning workshop

Workshop documents

1.1.1.4 Develop Project Plan ISETT SETA - ISSA Learnership Project Plan

1.1.1.5 Develop Project Budget ISETT SETA - ISSA Learnership Project Budget

1.1.2 Prepare & Submit Project Proposal1.1.2.1 Develop Project Proposal ISETT SETA - ISSA Learnership

Project Proposal1.1.2.2 Submit Project Proposal1.1.2.3 Contract Awarded1.2 Project Office Set-up & Operational

Design1.2.1 Project Office Staffing1.2.1.1 Hire Project Manager Project Manager Agreement1.2.1.2 Hire Project Officer Project Officer Agreement1.2.2 Establish the Project Office1.2.2.1 Establish Physical Facilities within

ISETT SETAFacility & Equipment Specifications

1.2.2.2 Acquire Office ICT Infrastructure Quotations, Invoices1.2.2.3 Purchase Supplies Quotations, Invoices1.2.3 Develop Project Management

Policies, Procedures & Practices1.2.3.1 Develop Project Financial

Management Processes & SystemsProject Financial Management Processes & Systems

1.2.3.2 Develop Project Procurement Practices

Project Procurement Practices

1.2.3.3 Develop Procedures for Engaging & Retaining Staff

Procedures for Engaging & Retaining Staff

1.2.3.4 Develop Project Change Management Practices

Project Change Management Practices

1.2.3.5 Establish Project Office Documentation Processes

Project Office Documentation Process

1.2.3.6 Establish Project Office email policy Project Office email policy1.2.3.7 Review Project Financial

Management Processes & Systems, Yr 2

Project Financial Management Processes & Systems

1.2.3.8 Review Project Procurement Practices, Yr 2


1.2.3.9 Review Procedures for Engaging & Retaining Staff, Yr 2


1.2.3.10 Review Project Change Management Practices, Yr 2


1.2.3.11 Review Project Office Documentation Processes, Yr 2


ISETT SETA ISSA Skill Development Proposal Appendix G, Page 2Version 7.3 September 2001

WBS Workpackage Title Comments Type/Title of Document1.2.3.12 Review Project Office email policy, Yr

2Project Office email policy

1.2.3.13 Review Project Financial Management Processes & Systems, Yr 3

Project Financial Management Processes & Systems

1.2.3.14 Review Project Procurement Practices, Yr 3


1.2.3.15 Review Procedures for Engaging & Retaining Staff, Yr 3


1.2.3.16 Review Project Change Management Practices, Yr 3


1.2.3.17 Review Project Office Documentation Processes, Yr 3


1.2.3.18 Review Project Office email policy, Yr 3

Project Office email policy

1.3 Development & Execution of Communications Plan

1.3.1 Develop the Communications Plan1.3.1.1 Develop the Communications Plan Communications Plan1.3.2 Execute the Communication Plan1.3.2.1 Establishment & Operation of a

section on ISETT SETA's Website1.3.2.2 Development of Communications

Implementation PlanCommunications Implementation Plan

1.3.2.3 Development & Dissemination of Project Information

Newsletters, Articles

1.3.2.4 Media & Special Events Communications

Press Releases, Conference Presentations

1.3.2.5 Communication with the PCC Informal PCC Monthly Report1.3.2.6 Communication with Stakeholders Stakeholder Meeting Presentations1.3.2.7 Integration & Interfacing with Related

Initiatives1.3.2.8 Internal Project Communications Minutes1.3.2.9 Review Operation of the section on

ISETT SETA's Website, Yr 21.3.2.10 Review Communications

Implementation Plan, Yr 2Communications Implementation Plan

1.3.2.11 Review Development & Dissemination of Project Information, Yr 2


1.3.2.12 Review Media & Special Events Communications, Yr 2


1.3.2.13 Review Communication with the PCC, Yr 2

Informal PCC Monthly Report

1.3.2.14 Review Communication with Stakeholders, Yr 2

Stakeholder Meeting Presentations

1.3.2.15 Review Integration & Interfacing with Related Initiatives, Yr 2

1.3.2.16 Review Internal Project Communications, Yr 2

Minutes

1.3.2.17 Review Operation of the section on ISETT SETA's Website, Yr 3

1.3.2.18 Review Communications Implementation Plan, Yr 3

Communications Implementation Plan

1.3.2.19 Review Development & Dissemination of Project Information, Yr 3


1.3.2.20 Review Media & Special Events Communications, Yr 3


1.3.2.21 Review Communication with the PCC, Yr 3

Informal PCC Monthly Report

1.3.2.22 Review Communication with Stakeholders, Yr 3

Stakeholder Meeting Presentations

1.3.2.23 Review Integration & Interfacing with Related Initiatives, Yr 3


WBS Workpackage Title Comments Type/Title of Document1.3.2.24 Review Internal Project

Communications, Yr 3Minutes

1.4 Formation of Project Consultative Committee (PCC)

1.4.1 Establish PCC1.4.1.1 Establish PCC Member Specification PCC Member Specification1.4.1.2 Develop PCC Terms of Reference The PCC will ensure that the total

project runs in accordance with the plan & will provide policy guidance where necessary

PCC Stakeholder Terms of Reference

1.4.1.3 Identify PCC members to be invited PCC Membership List1.4.1.4 Hold First PCC meeting To start the project. Present

background to the project & confirm the PCC's role

Minutes of First PCC meeting

2 Generic Learnership Processes & Systems

2.1 Generic Learnership Administration2.1.1 General Administration2.1.1.1 Obtain Unit Std, Qualification &

Learnership Application Forms2.1.1.2 Design learner application form Learner Application Form2.1.1.3 Design Workplace Provider

registration formWorkplace Provider Registration Form

2.1.1.4 Design Training Provider registration form

Training Provider Registration Form

2.1.1.5 Design R&D Support Provider registration form

R&D Support Provider Registration Form

2.1.1.6 Review learner application form, Yr 2 Learner Application Form2.1.1.7 Review Workplace Provider

registration form, Yr 2Workplace Provider Registration Form

2.1.1.8 Review Training Provider registration form, Yr 2


2.1.1.9 Review R&D Support Provider registration form, Yr 2


2.1.1.10 Review learner application form, Yr 3 Learner Application Form2.1.1.11 Review Workplace Provider

registration form, Yr 3Workplace Provider Registration Form

2.1.1.12 Review Training Provider registration form, Yr 3


2.1.1.13 Review R&D Support Provider registration form, Yr 3


2.1.2 Develop Assessment Policies2.1.2.1 Develop Learner Assessment Policy To include Standards Learner Assessment Policy2.1.2.2 Develop Workplace Provider

Assessment PolicyTo include Standards Workplace Provider Assessment Policy

2.1.2.3 Develop Training Provider/Lecturer Assessment Policy

To include Standards Training Provider/Lecturer Assessment Policy

2.1.2.4 Develop SMME Facility Provider Assessment Policy

To include Standards SMME Facility Provider Assessment Policy

2.1.2.5 Review Learner Assessment Policy, Yr 2

To include Standards Learner Assessment Policy

2.1.2.6 Review Workplace Provider Assessment Policy, Yr 2

To include Standards Workplace Provider Assessment Policy

2.1.2.7 Review Training Provider/Lecturer Assessment Policy, Yr 2


2.1.2.8 Review SMME Facility Provider Assessment Policy, Yr 2

To include Standards SMME Facility Provider Assessment Policy

2.1.2.9 Review Learner Assessment Policy, Yr 3

To include Standards Learner Assessment Policy

2.1.2.10 Review Workplace Provider Assessment Policy, Yr 3

To include Standards Workplace Provider Assessment Policy

2.1.2.11 Review Training Provider/Lecturer Assessment Policy, Yr 3



WBS Workpackage Title Comments Type/Title of Document2.1.2.12 Review SMME Facility Provider

Assessment Policy, Yr 3To include Standards SMME Facility Provider Assessment

Policy2.1.3 Develop Agreements2.1.3.1 Develop learner terms & conditions

agreementTo include legal issues with regard to training of unemployed or those undergoing training at an employer other than their own

Learner Terms & Conditions Agreement

2.1.3.2 Develop Workplace Provider terms & conditions agreement

To include administrative & supervisory needs, quality management system, & assessment

Workplace Provider Terms & Conditions Agreement

2.1.3.3 Develop Training Provider terms & conditions agreement


Training Provider Terms & Conditions Agreement

2.1.3.4 Develop R&D Support Provider terms & conditions agreement


R&D Support Provider Terms & Conditions Agreement

2.1.3.5 Develop Subcontractor terms & conditions agreement


Subcontractor Terms & Conditions Agreement

2.1.3.6 Review learner terms & conditions agreement, Yr 2

To include legal issues with regard to training of unemployed or those undergoing training at an employer other than their own


2.1.3.7 Review Workplace Provider terms & conditions agreement, Yr 2



2.1.3.8 Review Training Provider terms & conditions agreement, Yr 2



2.1.3.9 Review R&D Support Provider terms & conditions agreement, Yr 2



2.1.3.10 Review Subcontractor terms & conditions agreement, Yr 2



2.1.3.11 Review learner terms & conditions agreement, Yr 3

To include legal issues with regard to training of unemployed or those undergoing training at an employer other than their own


2.1.3.12 Review Workplace Provider terms & conditions agreement, Yr 3



2.1.3.13 Review Training Provider terms & conditions agreement, Yr 3



2.1.3.14 Review R&D Support Provider terms & conditions agreement, Yr 3



2.1.3.15 Review Subcontractor terms & conditions agreement, Yr 3




WBS Workpackage Title Comments Type/Title of Document2.1.4 Learnership Databases2.1.4.1 Design Learner database Define details on content of

databaseLearner Database Definition Document

2.1.4.2 Design Workplace Provider database Define details on content of database

Workplace Provider Database Definition Document

2.1.4.3 Design Training Provider database Define details on content of database

Training Provider Database Definition Document

2.1.4.4 Design R&D Support Provider database

Define details on content of database

R&D Support Provider Database Definition Document

2.1.4.5 Review Learner database, Yr 2 Define details on content of database

Learner Database Definition Document

2.1.4.6 Review Workplace Provider database, Yr 2



2.1.4.7 Review Training Provider database, Yr 2



2.1.4.8 Review R&D Support Provider database, Yr 2



2.1.4.9 Review Learner database, Yr 3 Define details on content of database

Learner Database Definition Document

2.1.4.10 Review Workplace Provider database, Yr 3



2.1.4.11 Review Training Provider database, Yr 3



2.1.4.12 Review R&D Support Provider database, Yr 3



2.1.5 Learnership Management & Reporting Processes

2.1.5.1 Design learner management & reporting Processes

To include discussing progress with learner

Learnership Management & Reporting Process Manual

2.1.5.2 Test learner management & reporting Processes

Learnership Management & Reporting Process Test Report

2.1.5.3 Update learner management & reporting Processes


2.1.5.4 Design Workplace Provider management & reporting Processes



2.1.5.5 Test Workplace Provider management & reporting Processes


2.1.5.6 Update Workplace Provider management & reporting Processes


2.1.5.7 Design Training Provider management & reporting Processes



2.1.5.8 Test Training Provider management & reporting Processes


2.1.5.9 Update Training Provider management & reporting Processes


2.1.5.10 Design R&D Support Provider management & reporting Processes



2.1.5.11 Test R&D Support Provider management & reporting Processes


2.1.5.12 Update R&D Support Provider management & reporting Processes


2.1.5.13 Review learner management & reporting Processes, Yr 2


2.1.5.14 Review Workplace Provider management & reporting Processes, Yr 2



WBS Workpackage Title Comments Type/Title of Document2.1.5.15 Review Training Provider

management & reporting Processes, Yr 2


2.1.5.16 Review R&D Support Provider management & reporting Processes, Yr 2


2.1.5.17 Review learner management & reporting Processes, Yr 3


2.1.5.18 Review Workplace Provider management & reporting Processes, Yr 3


2.1.5.19 Review Training Provider management & reporting Processes, Yr 3


2.1.5.20 Review R&D Support Provider management & reporting Processes, Yr 3


2.1.6 Learner Placement Processes & Systems

2.1.6.1 Develop Learner Placement Processes & Systems

Learner Placement Processes & Systems Manual

2.1.6.2 Implement Learner Placement Processes & Systems

2.1.6.3 Review Learner Placement Processes & Systems, Yr 2


2.1.6.4 Review Learner Placement Processes & Systems, Yr 3


2.1.7 Learner Tracking Processes & Systems

2.1.7.1 Develop Learner Tracking Processes & Systems

Learner Tracking Processes & Systems Manual

2.1.7.2 Implement Learner Tracking Processes & Systems

2.1.7.3 Review Learner Tracking Processes & Systems, Yr 2


2.1.7.4 Review Learner Tracking Processes & Systems, Yr 3


2.1.8 Develop ISSA Practices, Policies, & Procedures (as a training provider)

2.1.8.1 Develop ISSA Financial Management Processes & Systems

Includes accounting system to cater for learner disbursements

ISSA Financial Management Processes & Systems Manual

2.1.8.2 Develop Learner Reporting Process & System

To include no. of learners per learnership by NQF level, gender, race, age & employment status

Learner Reporting Process & System

2.1.8.3 Develop Other support processes & enterprise processes

2.1.8.4 Review ISSA Financial Management Processes & Systems, Yr 2



2.1.8.5 Review Learner Reporting Process & System, Yr 2



2.1.8.6 Review Other support processes & enterprise processes, Yr 2

2.1.8.7 Review ISSA Financial Management Processes & Systems, Yr 3



2.1.8.8 Review Learner Reporting Process & System, Yr 3



2.1.8.9 Review Other support processes & enterprise processes, Yr 3

3 Learnership Development & Implementation

3.1 Learnership Design & Implementation


WBS Workpackage Title Comments Type/Title of Document3.1.1 Learnership Scoping Document3.1.1.1 Develop Scoping Document for the

LearnershipDefine the purpose of the Learnership & the process to develop the Learnership. Check that the need for the Learnership has been reflected in the Sector Skills Plan.

Learnership Scoping Document

3.1.2 Learnership Stakeholder Participation3.1.2.1 Develop Stakeholder Terms of

ReferenceThe stakeholder group will contribute to & vet the Learnership. This document will define its mandate.

Learnership Stakeholder Terms of Reference

3.1.2.2 Identify stakeholders to be invited Learnership Stakeholder List3.1.2.3 Conduct Working Group sessions To provide stakeholder input to the

Learnership Definition process. Presentation on background, progress to date, & confirmation of WG’s role, will be provided.

Presentation for & Minutes of Learnership Stakeholder Working Group Session

3.1.3 Learnership Definition3.1.3.1 Define Objective of the Learnership Start of Learnership Defn Doc3.1.3.2 Define specific & critical cross field

outcomesReqd number & range of credits at specific levels

Add to Learnership Defn Doc

3.1.3.3 Define purposes of each outcome Define the purposes of each of the several outcomes in the Learnership


3.1.3.4 Define the applied competences Define the applied competences that the qualifying learner will achieve


3.1.3.5 Define potential paths for further learning

Define the potential paths for further learning by the leaner on qualifying


3.1.3.6 Specify exit level outcomes Add to Learnership Defn Doc3.1.3.7 Define fundamental, core &

specific/elective componentsAdd to Learnership Defn Doc

3.1.3.8 Define structure of learning experience

Duration & content Add to Learnership Defn Doc

3.1.3.9 Define structure of practical work experience

No & range of tasks, learning hours for each, totalling 30-70% of total credits


3.1.3.10 Develop learning, workplace & SMME experience content

Would involve three to five workshops with training, workplace & R&D support providers

Learnership Learning, Workplace & SMME Experience Content Manual

3.1.3.11 Review Objective of the Learnership, Yr 2

Learnership Defn Doc

3.1.3.12 Review specific & critical cross field outcomes, Yr 2


3.1.3.13 Review purposes of each outcome, Yr 2


3.1.3.14 Review the applied competences, Yr 2


3.1.3.15 Review potential paths for further learning, Yr 2


3.1.3.16 Review exit level outcomes, Yr 2 Learnership Defn Doc3.1.3.17 Review fundamental, core &

specific/elective components, Yr 2Learnership Defn Doc

3.1.3.18 Review structure of learning experience, Yr 2


3.1.3.19 Review structure of practical work experience, Yr 2


3.1.3.20 Review learning, workplace & SMME experience content, Yr 2



WBS Workpackage Title Comments Type/Title of Document3.1.3.21 Review Objective of the Learnership,

Yr 3Learnership Defn Doc

3.1.3.22 Review specific & critical cross field outcomes, Yr 3


3.1.3.23 Review purposes of each outcome, Yr 3


3.1.3.24 Review the applied competences, Yr 3


3.1.3.25 Review potential paths for further learning, Yr 3


3.1.3.26 Review exit level outcomes, Yr 3 Learnership Defn Doc3.1.3.27 Review fundamental, core &

specific/elective components, Yr 3Learnership Defn Doc

3.1.3.28 Review structure of learning experience, Yr 3


3.1.3.29 Review structure of practical work experience, Yr 3


3.1.3.30 Review learning, workplace & SMME experience content, Yr 3


3.1.4 Assess Demand for the Learnership3.1.4.1 Develop consultant Terms of

ReferenceTo include the questionnaire. Terms of Reference

3.1.4.2 Survey the need for the Learnership Also geographical. Learnership Needs Assessment Report3.1.4.3 Modify Learnership Definition

DocumentLearnership Defn Doc

3.1.5 Learnership Unit Standard Development

3.1.5.1 Obtain documentation on already defined Unit Stds

From SGB Unit Std Defn Documents

3.1.5.2 Determine, define, develop & document missing unit standards

With SGB Unit Std Defn Documents

3.1.5.3 Establish process to develop guidelines to be used to determine the assessment split

Learnership Assessment Split Guidelines

3.1.5.4 Determine the assessment split for each unit standard

Report

3.1.5.5 Specify the nature & duration of work experience reqd for each credit to be assessed

Specification

3.1.5.6 Prepare breakdown of operational costs of the Learnership

Refer to Draft Learnership Regulations, App A

Learnership Budget

3.1.5.7 Review Learnership Unit Standards, Yr 2

To include updating Documentation & Content

Unit Std Defn Documents

3.1.5.8 Review Learnership Unit Standards, Yr 3

To include updating Documentation & Content

Unit Std Defn Documents

3.1.6 Learnership Registration3.1.6.1 Develop (missing) unit standards with

NSBApplication Form – Unit Standard

3.1.6.2 Register the qualification with SAQA Application Form – Qualification3.1.6.3 Complete Learnership registration

form & registerWith justification, to DoL Application Form – Registration

3.1.6.4 Update Registration Documentation Based on reviews3.1.7 Set Up for & monitor Lecturers3.1.7.1 Establish Lecturer Learnership Terms

of ReferenceLecturer Learnership Terms of Reference

3.1.7.2 Develop lecturer guides Lecturer Guides3.1.7.3 Prepare orientation/induction course

for lecturersLecturer Course Material

3.1.7.4 Identify lecturers to be involved on the Learnership

Lecturer Register

3.1.7.5 Train assessors3.1.7.6 Train & assess training of lecturers Lecturer Training Assessment Report3.1.7.7 Review Lecturer Learnership Terms

of Reference, Yr 2Lecturer Learnership Terms of Reference


WBS Workpackage Title Comments Type/Title of Document3.1.7.8 Review lecturer guides, Yr 2 Lecturer Guides3.1.7.9 Review orientation/induction course

for lecturers, Yr 2Lecturer Course Material

3.1.7.10 Identify lecturers to be involved on the Learnership, Yr 2

Lecturer Register

3.1.7.11 Review & train assessors, Yr 23.1.7.12 Train & assess training of lecturers, Yr

2Lecturer Training Assessment Report

3.1.7.13 Review Lecturer Learnership Terms of Reference, Yr 3

Lecturer Learnership Terms of Reference

3.1.7.14 Review lecturer guides, Yr 3 Lecturer Guides3.1.7.15 Review orientation/induction course

for lecturers, Yr 3Lecturer Course Material

3.1.7.16 Identify lecturers to be involved on the Learnership, Yr 3

Lecturer Register

3.1.7.17 Review & train assessors, Yr 33.1.7.18 Train & assess training of lecturers, Yr

3Lecturer Training Assessment Report

3.1.8 Set Up for & monitor Learners3.1.8.1 Subsistence3.1.8.2 Accommodation3.1.8.3 Travel3.1.8.4 Establish Learner Learnership Terms

of ReferenceLearner Learnership Terms of Reference

3.1.8.5 Define learner selection & acceptance criteria

Learner Learnership Selection & Acceptance Criteria

3.1.8.6 Design/publish learner Learnership information brochure

Learner Learnership Info Brochure

3.1.8.7 Identify potential learners & capture details

Completed Learner Application Form

3.1.8.8 Audit learners, capture details & communicate results

Test against acceptance criteria Completed Learner Acceptance Criteria Forms

3.1.8.9 Prepare orientation/induction course for learners

Course Material

3.1.8.10 Develop learner guides Learner Guides3.1.8.11 Subsistence, Yr 23.1.8.12 Accommodation, Yr 23.1.8.13 Travel, Yr 23.1.8.14 Review Learner Learnership Terms of

Reference, Yr 2Learner Learnership Terms of Reference

3.1.8.15 Review learner selection & acceptance criteria, Yr 2


3.1.8.16 Review learner Learnership information brochure, Yr 2


3.1.8.17 Identify potential learners & capture details, Yr 2


3.1.8.18 Audit learners, capture details & communicate results, Yr 2


3.1.8.19 Review orientation/induction course for learners, Yr 2

Course Material

3.1.8.20 Review learner guides, Yr 2 Learner Guides3.1.8.21 Subsistence, Yr 33.1.8.22 Accommodation, Yr 33.1.8.23 Travel, Yr 33.1.8.24 Review Learner Learnership Terms of

Reference, Yr 3Learner Learnership Terms of Reference

3.1.8.25 Review learner selection & acceptance criteria, Yr 3


3.1.8.26 Review learner Learnership information brochure, Yr 3


3.1.8.27 Identify potential learners & capture details, Yr 3


3.1.8.28 Audit learners, capture details & communicate results, Yr 3



WBS Workpackage Title Comments Type/Title of Document3.1.8.29 Review orientation/induction course

for learners, Yr 3Course Material

3.1.8.30 Review learner guides, Yr 3 Learner Guides3.1.9 Set Up for & monitor Workplace

Providers3.1.9.1 Establish Assessor Learnership

Terms of ReferenceAssessor Learnership Terms of Reference

3.1.9.2 Define Assessor selection & acceptance criteria

Assessor Learnership Selection & Acceptance Criteria

3.1.9.3 Design/publish Assessor Learnership information brochure

Assessor Learnership Info Brochure

3.1.9.4 Identify potential Assessors & capture details

Completed Assessor Application Form

3.1.9.5 Assist New Assessors to register Assessor Registration Documentation3.1.9.6 Audit Assessors, capture details &

communicate resultsTest against acceptance criteria Completed Assessor Acceptance

Criteria Forms3.1.9.7 Prepare orientation/induction course

for AssessorsCourse Material

3.1.9.8 Develop Assessor guides Assessor Guides3.1.9.9 Establish Workplace Provider

Learnership Terms of ReferenceWorkplace Provider Learnership Terms of Reference

3.1.9.10 Define Workplace Provider selection & acceptance criteria

Workplace Provider Learnership Selection & Acceptance Criteria

3.1.9.11 Identify potential Workplace Providers & capture details

Completed Workplace Provider Registration Form

3.1.9.12 Audit potential Workplace Providers, capture details & communicate results

Test against acceptance criteria Completed Workplace Provider Learnership Acceptance Report

3.1.9.13 Assist New Workplace Provider to apply for provisional accreditation

Provisional Accreditation Documentation

3.1.9.14 Determine what development at New Workplace Provider is reqd to meet full accreditation requirements

Report of Requirements for Full Accreditation

3.1.9.15 Prepare the physical work environment of New Workplace Provider for delivery of training

Audit Report

3.1.9.16 Ensure that admin & reporting processes of New Workplace Provider are in place

Process Manuals & Records

3.1.9.17 Ensure that a quality management system of New Workplace Provider is in place


3.1.9.18 Ensure that policies & practices of New Workplace Provider for the management of assessment exist


3.1.9.19 Ensure that all new Workplace Provider trainers meet minimum requirements


3.1.9.20 Develop facilitator/mentorship guides Facilitator/Mentorship Guides3.1.9.21 Develop learning materials including

learner guidesLearning Materials & Learner Guides

3.1.9.22 Place learners Signed Learner Agreements3.1.9.23 Review Assessor Learnership Terms

of Reference, Yr 2Assessor Learnership Terms of Reference

3.1.9.24 Review Assessor selection & acceptance criteria, Yr 2


3.1.9.25 Review Assessor Learnership information brochure, Yr 2


3.1.9.26 Identify potential Assessors & capture details, Yr 2


3.1.9.27 Assist New Assessors to register, Yr 2 Assessor Registration Documentation3.1.9.28 Audit Assessors, capture details &

communicate results, Yr 2Test against acceptance criteria Completed Assessor Acceptance

Criteria Forms3.1.9.29 Review orientation/induction course

for Assessors, Yr 2Course Material

3.1.9.30 Review Assessor guides, Yr 2 Assessor Guides


WBS Workpackage Title Comments Type/Title of Document3.1.9.31 Audit existing Workplace Providers,

Yr 2Audit Report

3.1.9.32 Review Workplace Provider Learnership Terms of Reference, Yr 2

Workplace Provider Learnership Terms of Reference

3.1.9.33 Review Workplace Provider selection & acceptance criteria, Yr 2


3.1.9.34 Review facilitator/mentorship guides, Yr 2

Facilitator/Mentorship Guides

3.1.9.35 Review learning materials including learner guides, Yr 2

Learning Materials & Learner Guides

3.1.9.36 Identify potential Workplace Providers & capture details, Yr 2


3.1.9.37 Audit potential Workplace Providers, capture details & communicate results, Yr 2


3.1.9.38 Assist New Workplace Provider to apply for provisional accreditation, Yr 2


3.1.9.39 Determine what development at New Workplace Provider is reqd to meet full accreditation requirements, Yr 2


3.1.9.40 Prepare the physical work environment of New Workplace Provider for delivery of training, Yr 2

Audit Report

3.1.9.41 Ensure that admin & reporting processes of New Workplace Provider are in place, Yr 2


3.1.9.42 Ensure that a quality management system of New Workplace Provider is in place, Yr 2


3.1.9.43 Ensure that policies & practices of New Workplace Provider for the management of assessment exist, Yr 2


3.1.9.44 Ensure that all new Workplace Provider trainers meet minimum requirements, Yr 2


3.1.9.45 Place learners, Yr 2 Signed Learner Agreements3.1.9.46 Review Assessor Learnership Terms

of Reference, Yr 3Assessor Learnership Terms of Reference

3.1.9.47 Review Assessor selection & acceptance criteria, Yr 3


3.1.9.48 Review Assessor Learnership information brochure, Yr 3


3.1.9.49 Identify potential Assessors & capture details, Yr 3


3.1.9.50 Assist New Assessors to register, Yr 3 Assessor Registration Documentation3.1.9.51 Audit Assessors, capture details &

communicate results, Yr 3Test against acceptance criteria Completed Assessor Acceptance

Criteria Forms3.1.9.52 Review orientation/induction course

for Assessors, Yr 3Course Material

3.1.9.53 Review Assessor guides, Yr 3 Assessor Guides3.1.9.54 Audit existing Workplace Providers,

Yr 3Audit Report

3.1.9.55 Review Workplace Provider Learnership Terms of Reference, Yr 3

Workplace Provider Learnership Terms of Reference

3.1.9.56 Review Workplace Provider selection & acceptance criteria, Yr 3






3.1.9.59 Identify potential Workplace Providers & capture details, Yr 3



WBS Workpackage Title Comments Type/Title of Document3.1.9.60 Audit potential Workplace Providers,

capture details & communicate results, Yr 3


3.1.9.61 Assist New Workplace Provider to apply for provisional accreditation, Yr 3


3.1.9.62 Determine what development at New Workplace Provider is reqd to meet full accreditation requirements, Yr 3


3.1.9.63 Prepare the physical work environment of New Workplace Provider for delivery of training, Yr 3

Audit Report

3.1.9.64 Ensure that admin & reporting processes of New Workplace Provider are in place, Yr 3


3.1.9.65 Ensure that a quality management system of New Workplace Provider is in place, Yr 3


3.1.9.66 Ensure that policies & practices of New Workplace Provider for the management of assessment exist, Yr 3


3.1.9.67 Ensure that all new Workplace Provider trainers meet minimum requirements, Yr 3


3.1.9.68 Place learners, Yr 3 Signed Learner Agreements3.1.10 Set Up for & monitor Training Provider3.1.10.1 Training3.1.10.2 Stationery3.1.10.3 Hardware3.1.10.4 R&D3.1.10.5 Establish Training Provider

Learnership Terms of ReferenceTraining Provider Learnership Terms of Reference

3.1.10.6 Define Training Provider selection & acceptance criteria

Training Provider Learnership Selection & Acceptance Criteria

3.1.10.7 Identify potential Training Providers & capture details

Completed Training Provider Registration Form

WBS Workpackage Title Comments Type/Title of Document3.1.10.8 Audit potential Training Providers,

capture details & communicate resultsTest against acceptance criteria Completed Training Provider

Learnership Acceptance Criteria3.1.10.9 Assist New Training Provider to apply

for provisional accreditationProvisional Accreditation Documentation

3.1.10.10 Determine what development at New Training Provider is reqd to meet full accreditation requirements


3.1.10.11 Prepare the physical work environment of New Training Provider for delivery of training

Audit Report

3.1.10.12 Ensure that admin & reporting processes of New Training Provider are in place


3.1.10.13 Ensure that a quality management system of New Training Provider is in place


3.1.10.14 Ensure that policies & practices of New Training Provider for the management of assessment exist


3.1.10.15 Ensure that new ETD practitioners are registered by the ETDP SETA




3.1.10.18 Place learner Signed Learner Agreements3.1.10.19 Training, Yr 2


WBS Workpackage Title Comments Type/Title of Document3.1.10.20 Stationery, Yr 23.1.10.21 Hardware, Yr 23.1.10.22 R&D, Yr 23.1.10.23 Audit existing Training Providers, Yr 2 Audit Report3.1.10.24 Review Training Provider Learnership

Terms of Reference, Yr 2Training Provider Learnership Terms of Reference

3.1.10.25 Review Training Provider selection & acceptance criteria, Yr 2






3.1.10.28 Identify potential Training Providers & capture details, Yr 2


3.1.10.29 Audit potential Training Providers, capture details & communicate results, Yr 2

Test against acceptance criteria Completed Training Provider Learnership Acceptance Criteria

3.1.10.30 Assist New Training Provider to apply for provisional accreditation, Yr 2


3.1.10.31 Determine what development at New Training Provider is reqd to meet full accreditation requirements, Yr 2


3.1.10.32 Prepare the physical work environment of New Training Provider for delivery of training, Yr 2

Audit Report

3.1.10.33 Ensure that admin & reporting processes of New Training Provider are in place, Yr 2


3.1.10.34 Ensure that a quality management system of New Training Provider is in place, Yr 2


3.1.10.35 Ensure that policies & practices of New Training Provider for the management of assessment exist, Yr 2


3.1.10.36 Ensure that new ETD practitioners are registered by the ETDP SETA, Yr 2


3.1.10.37 Place learner, Yr 2 Signed Learner Agreements3.1.10.38 Training, Yr 33.1.10.39 Stationery, Yr 33.1.10.40 Hardware, Yr 33.1.10.41 R&D, Yr 33.1.10.42 Audit existing Training Providers, Yr 3 Audit Report3.1.10.43 Review Training Provider Learnership

Terms of Reference, Yr 3Training Provider Learnership Terms of Reference

3.1.10.44 Review Training Provider selection & acceptance criteria, Yr 3






3.1.10.47 Identify potential Training Providers & capture details, Yr 3


3.1.10.48 Audit potential Training Providers, capture details & communicate results, Yr 3

Test against acceptance criteria Completed Training Provider Learnership Acceptance Criteria

3.1.10.49 Assist New Training Provider to apply for provisional accreditation, Yr 3


3.1.10.50 Determine what development at New Training Provider is reqd to meet full accreditation requirements, Yr 3


3.1.10.51 Prepare the physical work environment of New Training Provider for delivery of training, Yr 3

Audit Report


WBS Workpackage Title Comments Type/Title of Document3.1.10.52 Ensure that admin & reporting

processes of New Training Provider are in place, Yr 3


3.1.10.53 Ensure that a quality management system of New Training Provider is in place, Yr 3


3.1.10.54 Ensure that policies & practices of New Training Provider for the management of assessment exist, Yr 3


3.1.10.55 Ensure that new ETD practitioners are registered by the ETDP SETA, Yr 3


3.1.10.56 Place learner, Yr 3 Signed Learner Agreements3.1.11 Set Up for & monitor SMMEs3.1.11.1 Develop SMME Learner Learnership

Terms of ReferenceSMME Learner Learnership Terms of Reference

3.1.11.2 Define SMME Learner selection & acceptance criteria

SMME Learner Learnership Selection & Acceptance Criteria

3.1.11.3 Identify potential SMME Learner & capture details

Completed SMME Learner Registration Form

3.1.11.4 Audit potential SMME Learner, capture details & communicate results

Test against acceptance criteria Completed SMME Learner Learnership Acceptance Criteria

3.1.11.5 Develop R&D Support Provider Learnership Terms of Reference

R&D Support Provider Learnership Terms of Reference

3.1.11.6 Define R&D Support Provider selection & acceptance criteria

R&D Support Provider Learnership Selection & Acceptance Criteria

3.1.11.7 Identify potential R&D Support Provider & capture details

Completed R&D Support Provider Registration Form

3.1.11.8 Audit potential R&D Support Provider, capture details & communicate results

Test against acceptance criteria Completed R&D Support Provider Learnership Acceptance Criteria

3.1.11.9 Assist new R&D Support Provider to apply for provisional accreditation


3.1.11.10 Determine what development at new R&D Support Provider is reqd to meet full accreditation requirements


3.1.11.11 Prepare the physical work environment of new R&D Support Provider for delivery of training

Audit Report

3.1.11.12 Ensure that admin & reporting processes of new R&D Support Provider are in place


3.1.11.13 Ensure that a quality management system of new R&D Support Provider is in place


3.1.11.14 Ensure that policies & practices of new R&D Support Provider for the management of assessment exist


3.1.11.15 Ensure that all new R&D Support Provider trainers & mentors meet minimum requirements




3.1.11.18 Place learner Signed Learner Agreements3.1.11.19 Audit existing R&D Support Providers,

Yr 2Audit Report

3.1.11.20 Review SMME Learner Learnership Terms of Reference, Yr 2

SMME Learner Learnership Terms of Reference

3.1.11.21 Review SMME Learner selection & acceptance criteria, Yr 2







WBS Workpackage Title Comments Type/Title of Document3.1.11.24 Identify potential SMME Learner &

capture details, Yr 2Completed SMME Learner Registration Form

3.1.11.25 Audit potential SMME Learner, capture details & communicate results, Yr 2


3.1.11.26 Review R&D Support Provider Learnership Terms of Reference, Yr 2


3.1.11.27 Review R&D Support Provider selection & acceptance criteria, Yr 2


3.1.11.28 Identify potential R&D Support Provider & capture details, Yr 2


3.1.11.29 Audit potential R&D Support Provider, capture details & communicate results, Yr 2


3.1.11.30 Assist new R&D Support Provider to apply for provisional accreditation, Yr 2


3.1.11.31 Determine what development at new R&D Support Provider is reqd to meet full accreditation requirements, Yr 2


3.1.11.32 Prepare the physical work environment of new R&D Support Provider for delivery of training, Yr 2

Audit Report

3.1.11.33 Ensure that admin & reporting processes of new R&D Support Provider are in place, Yr 2


3.1.11.34 Ensure that a quality management system of new R&D Support Provider is in place, Yr 2


3.1.11.35 Ensure that policies & practices of new R&D Support Provider for the management of assessment exist, Yr 2


3.1.11.36 Ensure that all new R&D Support Provider trainers & mentors meet minimum requirements, Yr 2


3.1.11.37 Place learner, Yr 2 Signed Learner Agreements3.1.11.38 Audit existing R&D Support Providers,

Yr 3Audit Report

3.1.11.39 Review SMME Learner Learnership Terms of Reference, Yr 3

SMME Learner Learnership Terms of Reference

3.1.11.40 Review SMME Learner selection & acceptance criteria, Yr 3






3.1.11.43 Identify potential SMME Learner & capture details, Yr 3

Completed SMME Learner Registration Form

3.1.11.44 Audit potential SMME Learner, capture details & communicate results, Yr 3


3.1.11.45 Review R&D Support Provider Learnership Terms of Reference, Yr 3


3.1.11.46 Review R&D Support Provider selection & acceptance criteria, Yr 3


3.1.11.47 Identify potential R&D Support Provider & capture details, Yr 3


3.1.11.48 Audit potential R&D Support Provider, capture details & communicate results, Yr 3


3.1.11.49 Assist new R&D Support Provider to apply for provisional accreditation, Yr 3



WBS Workpackage Title Comments Type/Title of Document3.1.11.50 Determine what development at new

R&D Support Provider is reqd to meet full accreditation requirements, Yr 3


3.1.11.51 Prepare the physical work environment of new R&D Support Provider for delivery of training, Yr 3

Audit Report

3.1.11.52 Ensure that admin & reporting processes of new R&D Support Provider are in place, Yr 3


3.1.11.53 Ensure that a quality management system of new R&D Support Provider is in place, Yr 3


3.1.11.54 Ensure that policies & practices of new R&D Support Provider for the management of assessment exist, Yr 3


3.1.11.55 Ensure that all new R&D Support Provider trainers & mentors meet minimum requirements, Yr 3


3.1.11.56 Place learner, Yr 3 Signed Learner Agreements3.1.12 Learnership closure3.1.12.1 Monitor & Assess Learner

performance & deliveryLearner performance & delivery Report

3.1.12.2 Monitor & Assess Trainining Provider/Lecturer performance & delivery

Trainining Provider/Lecturer performance & delivery Report

3.1.12.3 Monitor & Assess Workplace Provider performance & delivery

Workplace Provider performance & delivery Report

3.1.12.4 Monitor & Assess SMME Facility Provider performance & delivery

SMME Facility Provider performance & delivery Report

3.1.12.5 Hold Learner Graduation Ceremony Award qualifications3.1.12.6 Hold “Lessons-Learned” Workshop “Lessons-Learned” Report3.1.12.7 Monitor & Assess Learner

performance & delivery, Yr 2Learner performance & delivery Report

3.1.12.8 Monitor & Assess Trainining Provider/Lecturer performance & delivery, Yr 2


3.1.12.9 Monitor & Assess Workplace Provider performance & delivery, Yr 2


3.1.12.10 Monitor & Assess SMME Facility Provider performance & delivery, Yr 2


3.1.12.11 Hold Learner Graduation Ceremony, Yr 2

Award qualifications

3.1.12.12 Hold "Lessons-Learned" Workshop, Yr 2

"Lessons-Learned" Report

3.1.12.13 Monitor & Assess Learner performance & delivery, Yr 3

Learner performance & delivery Report

3.1.12.14 Monitor & Assess Trainining Provider/Lecturer performance & delivery, Yr 3


3.1.12.15 Monitor & Assess Workplace Provider performance & delivery, Yr 3


3.1.12.16 Monitor & Assess SMME Facility Provider performance & delivery, Yr 3


3.1.12.17 Hold Learner Graduation Ceremony, Yr 3

Award qualifications

3.1.12.18 Hold "Lessons-Learned" Workshop, Yr 3

"Lessons-Learned" Report

3.1.12.19 Transfer all documentation, processes, systems to ISSA

Acceptance Certificate

4 Project Management4.1 Specific Project Management Tasks


WBS Workpackage Title Comments Type/Title of Document4.1.1 Planning4.1.1.1 Monthly Project Plan Review4.1.1.2 Quarterly Planning Review4.1.1.3 Annual Planning Review, Yr 2 Updated Project Plan4.1.1.4 Annual Planning Review, Yr 3 Updated Project Plan4.1.2 Finance4.1.2.1 Process monthly invoices4.1.2.2 Quarterly Budget Review4.1.3 Reporting4.1.3.1 Monthly PCC Report Monthly PCC Reports4.1.3.2 Quarterly Reports Quarterly Reports4.1.3.3 Annual Report, Yr 2 Annual Report covering Year 14.1.3.4 Annual Report, Yr 3 Annual Report covering Year 24.1.3.5 End-of-Contract Report End-of-Contract Report4.1.4 Quality Management System4.1.4.1 Implement Quality Management

SystemQuality Management System Manual

4.1.4.2 Review Quality Management System, Yr 2

Quality Management System Manual

4.1.4.3 Review Quality Management System, Yr 3

Quality Management System Manual


Appendix HDetailed Project Plan

ISETT SETA ISSA Skill Development Proposal Appendix H, Page 1Version 7.3 September 2001

Appendix JDocumentation Standards and Change Control Procedure

Scope

The purpose of this document is to create a standardised presentation of all documents associated with the project. This document describes the documentation standards and Change Control procedures employed on the project. The document presents:

a standardised format for all file names the format and layout to be used in all Word documents, including the stipulation of version details the stipulation of version details in Excel files the template to be used in PowerPoint presentations Change Control Policy on what constitutes a document

File Names

The name of all files will observe the following format:

[Generic Description of File], [Additional Descriptor], [Date of Creation/Update], [Version]

where:

Generic Description of File

The generic description of the file will use one of the following descriptors:

Agenda Minutes Presentation ToR Report Monthly Report Attendance List Workplan Procedure Policy Budget

Additional generic descriptors will be added to this list as and when required.

Additional Descriptor

The additional descriptor will further clarify the content of the file by, for example, providing the Workshop or Workpackage name.

Date of Creation/Update

The date will follow the format “yymmdd”.

ISETT SETA ISSA Skill Development Proposal Appendix J, Page 1Version 7.3 September 2001

Version

The version number will start at Version 1.0 at creation of the file, and will follow the format “vxpy”. Minor changes to the file will result in the point digit increasing, whereas a major change will result in the unit digit incrementing, with the point digit returning to zero at the same time.

Examples

Procedure, Documentation Standards and Change Management, 010909, v1p0.doc

Minutes, Stakeholder Consultative Committee, 011027, v1p1.doc

Word Documents

All documents will use Arial font.

Where possible, all documents should start with the ISETT SETA letterhead details. The letterhead details include the ISETT SETA logo and contact details.

The basic styles to be employed within the document are all included within the normal.dot stylesheet associated with this document, and can be copied to your normal.dot stylesheet using the style organiser. These basic styles are described below:

“Normal” Paragraphs

“Normal” paragraphs, as defined in this stylesheet, provide an Arial 11pt font. The paragraphs are justified, have a single line spacing, and have a 6pt space before and after each paragraph.

Footer

The footer provides an Arial 10pt font, and has a tab at 16.75 cm for page numbering purposes. The footer has a single line spacing, and has a 0pt space before and after each paragraph. The stylesheet causes a line across the width of the page to be placed above the footer. The footer of this document provides an example.

Header

There will be no header.

Headings

The stylesheet allows for four headings.

Heading 1 provides an Arial 18pt bold font, and the heading is centred. Heading 1 has 0pt space before and 12 pt after. Heading 1 causes a page break before the heading to occur, but this can be changed if required (as at the start of this document).

Heading 2 provides an Arial 16pt bold italic font. Heading 2 has 6pt space before and 12 pt after.

Heading 3 provides an Arial 14pt bold font. Heading 3 has 6pt space before and 12 pt after.

Heading 4 provides an Arial 12pt bold font. Heading 4 has 6pt space before and 12 pt after.


Excel Spreadsheets

The file name, date of change and version number details for Excel files must be placed in the top left hand corner of each and every sheet within the file. Preferably, these details should also be included within the footer details of each spreadsheet.

PowerPoint Presentations

The standard presentation template will be used on all presentations. Presentations prepared by sub-contractors to the project can be prepared on that sub-contractor’s template.

Change Control (Change Management)

In this section, the term “document” should be interpreted as being synonymous with “spreadsheet”, “Database”, and “presentation”.

In initiating and distributing a new document, the following steps will be followed:

1. The Initiator of a new document will complete the “Document, Spreadsheet, Database and Presentation Initiation Form”, and submit it electronically to the Project Support Officer, using the correct email procedure.

2. The Project Support Officer will file the Document, Spreadsheet, Database and Presentation Initiation Form electronically into the Project Document Storage System.

3. After discussion between the Project Support Officer and the Project Manager, the form will be returned to the Initiator (after updating the Version number), with the approved details.

4. The Project Support Officer will register the new document in the Document Change Control Register, and file the “approved” Document, Spreadsheet, Database and Presentation Initiation Form electronically into the Project Document Storage System.

5. When the Initiator is ready to distribute the document to the Approval and Technical Review Team for approval, he/she will submit the document to the Project Support Officer electronically, using the correct email procedure, with the list of persons to whom the document is to be distributed for approval. The Project Support Officer will file the document electronically into the Project Document Storage System.

6. The Project Support Officer will include the details of whom the document is to be distributed to in the Document Change Control Register, and distribute the document accordingly.

7. The Approval and Technical Review Team will discuss the document, and inform the Initiator of any desired changes, using “Track Changes” wherever possible. If changes are submitted electronically to the Initiator, the person sending the changes document will add his/her initials at the end of the file name (prior to the suffix), e.g.

Procedure, Documentation Standards and Change Management, 010909, v1p0, NBN.doc

8. The Initiator will inform the Project Support Officer of a version change, using the correct email procedure, and proceed with the changes.

9. Until final approval is achieved, as specified by the Approval and Technical Review Team, steps 5 to 9 will be repeated.


10. When the Initiator is ready to distribute the document to whatever audience, he/she will submit the document to the Project Support Officer electronically, using the correct email procedure, with the list of persons to whom the document is to be distributed. The Project Support Officer will file the document electronically into the Project Document Storage System.

11. The Project Support Officer will include the details of whom the document is to be distributed to in the Document Change Control Register, and distribute the document accordingly, also informing recipients of any previous versions that the previous versions are no longer valid.

In initiating and distributing a new document, or instituting changes to a document , the following steps will be followed:

1. Prior to any changes to any document, the Proposer of the change will ensure that he/she has the latest version of the document by contacting the Project Support Officer

2. Without making any changes to this document, the Proposer will submit the proposed change idea electronically to the Approval and Technical Review Team, using the correct email procedure.

3. The Approval and Technical Review Team will discuss the proposed changes, and if in agreement, will inform the Proposer to continue.

4. Prior to making any changes, the Proposer will electronically request the Project Support Officer for a new version number, using the correct email procedure.

5. After making the changes to the document and when the Proposer is ready to distribute the document to the Approval and Technical Review Team for approval, he/she will submit the document to the Project Support Officer electronically, using the correct email procedure, with the list of persons to whom the document is to be distributed for approval. The Project Support Officer will file the document electronically into the Project Document Storage System.

6. The Project Support Officer will include the details of whom the document is to be distributed to in the Document Change Control Register, and distribute the document accordingly.

7. The Approval and Technical Review Team will discuss the document, and inform the Initiator of any desired changes, using “Track Changes” wherever possible. If changes are submitted electronically to the Initiator, the person sending the changes document will add his/her initials at the end of the file name (prior to the suffix), e.g.

Procedure, Documentation Standards and Change Management, 010909, v1p0, NBN.doc

8. The Initiator will inform the Project Support Officer of a version change, using the correct email procedure, and proceed with the changes.

9. Until final approval is achieved, as specified by the Approval and Technical Review Team, steps 4 to 9 will be repeated.

12. When the Proposer is ready to distribute the document to whatever audience, he/she will submit the document to the Project Support Officer electronically, using the correct email procedure, with the list of persons to whom the document is to be distributed. The Project Support Officer will file the document electronically into the Project Document Storage System.

13. The Project Support Officer will include the details of whom the document is to be distributed to in the Document Change Control Register, and distribute the document accordingly, also informing recipients of any previous versions that the previous versions are no longer valid.

Final approval of any document will reside with the Project Manager.


The Project Manager and Project Support Officer will be copied on all project documentation and information.

What Constitutes a Document

A document includes any text document (including email messages) or file, spreadsheet, database, or presentation package, be it in paper or electronic form.

Document Storage

At this stage, three forms of document storage are envisaged for this project. These three forms are:

1. A filing cabinet for all paper documents. Only documents that are not electronically represented will be stored in this system.

2. Windows Explorer. A project folder will be set up on a server. This project folder will be set up with sub-folders that represent the WBS of the project. All documents, including email attachments, will be stored in this folder system. This system will be maintained by the Project Support Officer.

3. Outlook Express. A project folder will be set up on a Project Support Officer’s computer. This project folder will be set up with sub-folders that represent the WBS of the project. All documents, including email attachments, will be stored in this folder system. As indicated above, all electronic messages will be copied to the Project Support Officer, who will file all messages accordingly.

Electronic documents will at all times be the preferred medium.


Document, Spreadsheet, Database and PresentationInitiation Form

On this form, the term “document” should be interpreted as being synonymous with “spreadsheet”, “database”, and “presentation”.

On starting a new document, the Initiator will complete the following details and submit this form electronically to the Project Support Officer.

Name of Initiator:

Proposed Generic Description of File:

Proposed Additional Descriptor:

Stage/Activity/Cost Account Workpackage Number:

Names of Proposed Document Approval Team: InitiatorProject ManagerQuality Systems Development Manager

Date of Submission (yyyymmdd):

For Project Office Use:

Approved Generic Description of File:

Approved Additional Descriptor:

Names of Approved Document Approval Team: InitiatorProject ManagerQuality Systems Development Manager

Date of Approval (yyyymmdd):


Date post:	26-Jul-2018
Category:	Documents
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