Tertiary Education Council
TABLE OF CONTENTS
1. ADVERT AND FORM OF PROPOSAL 2
2. OVERVIEW 6
3: ASSIGNMENT DESCRIPTION 8
4: CLIENT REQUIREMENTS 26
5: APPENDIX: SUPPORTING PROJECT ACTIVITIES 28
1. ADVERT AND FORM OF PROPOSAL
TECHNICAL ADVISORS
REQUEST FOR PROPOSALS
The Tertiary Education Council is an autonomous body established under the Tertiary Education Act of 1999, whose main functions include policy, planning, quality assurance and funding of tertiary education in Botswana.
1. Client Requirements
The Tertiary Education Council is soliciting Request for Proposals (RFP) for the recruitment of two suitably qualified technical advisors to support the implementation of the Tertiary Education Policy.
The duration of the assignment for each Technical Advisor is 12 months and a full-time presence in Botswana will be required for the duration of the contract.
2. Background
In April 2008 the National Assembly approved the Tertiary Education Policy (Government White Paper No. 37) ‘Towards a Knowledge Society’.
The implementation of the policy is being undertaken under the direction of the Ministry of Education and Skills Development with co-ordination and professional support being provided by the Tertiary Education Council.
3. Scope of Services
The Technical Advisors will be required to provide high level technical support to a range of project implementation activities which will focus on;
a) The establishment of the Human Resource Development Council as a support agency to the Ministry of Education and Skills Development.
b) The establishment of Department of Tertiary Education within the Ministry of Education and Skills Development and,
c) The transformation of public and private tertiary education institutions.
4. Request for Proposal Document
An RFP dossier ‘Scope of Work and Terms of Reference Document for Tertiary Education Policy Implementation - Technical Assistance’, can be obtained (for which a non refundable fee of pula two hundred pula (P200) will be charged) from Mr. R. Maganu Director Corporate Services, Tertiary Education Council.
5. Form of Response
I. Language
The language of the request for proposals, the response and the contract shall be in English.
II. Submission of Proposals
Proposals (1 original and 4 copies) are to be submitted in one envelope clearly marked ‘TEC TEPI/1/2009 ‘Request for Proposal for Technical Advisors and should be addressed to the Executive Secretary, Tertiary Education Council.
The envelope should contain two separate sealed envelopes clearly marked 1) Technical
Proposal and 2) Financial Proposal.
III. Content of Proposal
Proposals submitted in accordance with the above procedure, shall comprise the following documents, where appropriate and applicable:
1. a) An undertaking by the prospective bidder to perform the contract in accordance with
2. the terms and conditions of the RFP dossier.
b) A declaration by the prospective bidder to replace personnel found unsuitable by the contracting authority during the execution of the contract, should the bidder be awarded the contract.
1. c) A comprehensive technical proposal illustrating organization, method and work plan, to be
2. drawn up by the bidder, shall describe how the expert(s) will achieve the results in the RFP
3. dossier. It shall include proposals for experts with their names and curriculum vitae so that their
4. competence, experience and aptitude can be evaluated; (giving at least the following
5. information – date of birth, nationality, languages, training and work experience and current
6. employer and place of work), copies of certificates, a declaration of availability signed by each
7. agent proposed.
8.
9. d) Each CV should be duly signed by the proposed appointee indicating acceptance and availability for execution of the contract.
10. e) Respondents are required to detail their Quality Management and Quality Assurance
11. methodologies and how they would be implemented if awarded the contract.
f) A complete price breakdown, to be drawn up by the bidder duly initialled on
each page and signed by the bidder.
g) A total comprehensive bid price should also be stated.
h) Companies/organizations should where appropriate and applicable include:
- Copies of audited financial statements for the last two years.
- Company/organization profiles indicating their track record, references, competencies and
facilities.
- State of domicile of their company/organization.
- Citizenship of shareholders providing a certified copy of Company Form 4 as well as copies
of Omang for citizen shareholders.
- VAT registration and Tax status including where applicable VAT registration number and
Tax Clearance Certificate.
6 Programme, nature and scope of services
.
This RFP is for the provision of services as described in the RFP Dossier
7. Time limit.
Duration of the contract should not exceed those stipulated in the RFP Dossier
8. Variant solutions
Variant solutions will not be considered.
9. Authorities
The Contracting Authority is
The Executive Secretary
Tertiary Education Council
Private Bag BR 108
Gaborone
Botswana
10. Validity of bid proposals.
Bidders shall be bound by their bid proposals for a period of 90 days from the date of submittal.
11. Costing and Pricing.
The contract entered into will be a composite contract where fees and expenses are all included. Expenses would include subsistence/ accommodation, local transport, airfares, local taxes, etc. There are no reimbursable expenses.
Note should be made of the fact that the company/organisation/individual name used for the bid proposal will be the one used for effecting payments, should the company/organisation/individual be awarded the contract.
To facilitate the comparison of quotes, the totals should include all local taxes including taxes that consultants undertaking work in Botswana have to pay.
Prices quoted must remain firm for the duration of the contract period.
12. Citizen Companies/consultants
Citizen companies/consultants will be preferred.
13 Evaluation and Contract Notification.
The evaluation of bid proposals will be carried out in accordance with the Tertiary Education Council tender policies and procedures.
The Tertiary Education Council is not bound to accept the lowest or any bid proposal or to assign any reasons for acceptance or rejection.
The Tertiary Education Council reserves the right to award all or split the RFP contract components among various bidders.
Notification of contract will take place in accordance with the rules and procedures of the Tertiary Education Council Tender Committee.
15 Malpractice
Responses from prospective suppliers will be rejected if the supplier is found to have engaged in any of the following practices:
a) Having agreed with any other person that they will refrain from submitting a response.
1. b) Having directly, or indirectly canvassed any officer or representative of the
2. Tertiary Education Council for acceptance of their proposal.
c) Having adjusted the price offered by, or in accordance with, any other person.
3. d) Having committed an offence under the Corruption and Economic Crime Act
4. (1994) in connection with the award of the tender.
e) Having offered, directly or indirectly, valuable consideration (as defined in Section 23 of the Corruption and Economic Crime Act, 1994) to any officer or
representative of the Government of Botswana, for acceptance of their proposal.
16. Bid Receipt and closing
The deadline for receipt of proposals will be Friday February 27th 2009 at 10:00 am. The proposals will be opened on the same day at 11:00 am in the Tertiary Education Council Board Room. Bidders who wish to witness the opening are invited to attend.
Telegraphic, faxed and emailed bid proposals will not be accepted.
Submissions will only be accepted on presentation of the receipt for the RFP dossier.
Bid proposals received after the closing date and time will not be accepted.
Contact Information
To obtain the Request for Proposal Document or for enquiries and further information contact:
Mr. R. Maganu
Director Corporate Services
Tertiary Education Council
Tholo Building
Fairgrounds Office Park
P/Bag BR108
Gaborone
Tel: (267) 3900679 Fax (267) 3901481
rmaganu@.bw
2. OVERVIEW
In April 2008 the National Assembly approved the Tertiary Education Policy (Government White Paper no. 37), Towards a Knowledge Society, which provides the policy direction for the transformation and restructuring of the tertiary education sector and the institutional landscape. The adoption of the White Paper brought to a conclusion the first phase of the Government of Botswana’s goal of transforming tertiary education in Botswana.
The implementation of the Tertiary Education Policy will be undertaken in two phases. The first, Founding Development Project, to be unfolded during 2008/9, will lay the foundation and create the conditions for the comprehensive implementation of the policy reforms during the NDP10 Plan period.
The overall scope of the Founding Development Project is outlined in Figure 1 below. The project scope was approved by the Tertiary Education Policy Implementation Team (TEPIT) in September 2008 through its consideration of the ‘Project Implementation Framework and Guideline’ (August 2008). The details of the Project were then subsequently approved in November 2008 by the TEPIT through the adoption of this Project Memo.
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The Founding Development Project will have two components. The first involves the undertaking of three generic tasks which involve establishing the legal framework for implementing the White Paper on Tertiary Education (2008) and the development and implementation of a change management and communication strategy. These are not part of the work assignment of the Technical Advisors but are described in Section 5 of this document as background information.
The second part of the Founding Development Project for which Technical Assistance is being sought is centred on the work of a number of Task Teams that are responsible for restructuring the tertiary education system both at sector and institutional landscape. The key project tasks involve:
• The establishment of the Human Resource Development Council as a support agency to the Ministry of Education and Skills Development.
• The establishment of Department of Tertiary Education within the Ministry of Education and Skills Development and,
• The transformation of public and private tertiary education institutions.
The individual projects are described in Section 3 of this document and which represent the core assignment of the Technical Advisors.
The Governance and Management of the Project will be as follows:
➢ Project Client – Minister of Education who is the direct beneficiary of the outcomes of the project.
➢ Tertiary Education Policy Implementation Team – with the Deputy Permanent Secretary (Ministry of Education and Skills Development) as the Chair who will be directly responsible for ensuring the execution of the project deliverables and outputs. The Tertiary Education Policy Implementation Team will be responsible for providing leadership, directing, co-ordinating and managing the implementation of the tertiary education policy. The Project Director provides the single accountability for policy implementation reporting to the Project Client the Minister of Education and Skills Development through the Permanent Secretary.
➢ Project Management Coordination and Support – will be provided by the Tertiary Education Council under the overall direction of the Executive Secretary and managed by the Director Policy and Planning. They will be directly responsible for ensuring the project outputs and activities, are delivered on time, within budget, of high quality and in consonance with the expectations of the client.
3: ASSIGNMENT DESCRIPTION
(A) The context of policy implementation
1. After an extensive period of policy formulation (2005-2007) which at its core was driven by a process of stakeholder engagement and consultation the National Assembly approved the new tertiary education policy in the form of White Paper no. 37, Towards a Knowledge Society (April 2008) The White paper stated that despite the progress made to date the current system of tertiary education had to be reformed for it to meet the social and economic needs and demands of a Botswana that was in transition from a natural resource dependent economy towards a knowledge based society.
2. The White Paper sets out a series of policy goals and objectives cantered on 1) Human Resource Development and 2) Research and Innovation. The agenda for change also included strategic transformation at Government level, the re-establishment of the Botswana Training Authority and the Tertiary Education Council as part of a Human Resource Development Council, and a new institutional landscape with a governance model based on autonomy and self management.
3. The White Paper provides a policy framework and accordingly does not detail the specifics about its implementation. This is on the understanding that this would be fully articulated at the point when the policy was being executed. This has been done through the development of two planning documents - a) a Sector wide implementation Plan 2009-2016 and b) a Founding Development Project to initiate a series of specific implementation activities.
4. The ambitious implementation agenda outlined in these planning document provides a daunting task even for a well-established system. In making its recommendations the White Paper recognized the inherent weaknesses of the current system and by implication implementation challenge. There are capacity constraints at both national and institutional levels that will inevitably hinder the implementation of the policy. Without a Department of Tertiary Education at Ministry level, a Tertiary Education Council that is still at the beginning of its organizational growth phase, and tertiary institutions that are being asked to transform and undertake new mandates in a manner previously not required of them; the challenge for Botswana is formidable.
5. It is in this context of perceived lack of capacity that the Ministry of Education and Skills Development and the Tertiary Education Council have established a joint approach to implementation, with the former assuming overall responsibility for policy execution while the latter provides project management support and technical expertise. Nevertheless the lack of capacity is a critical issue which is compounded by the fact that key personnel are being required not only to transform the current system but at the same time maintain it.
6. The second challenge is with the nature of policy itself. Essentially the White Paper is a perfect example of symbolic policy, strong on the need to break with the past rather than have an immediate short term impact and less well pronounced in terms of the specifics of how the change will be implemented. This is not an unusual occurrence in public policy formulation. There is need at times to develop symbolic policy that will have a high impact level and will shape, rather than spell out in minute detail, the changes that will take place. The White Paper on Tertiary Education fits this definition and such an approach was required as it was the first tertiary education policy for the country which had to shake the bed rock of four decades of development within the tertiary education sector.
7. The challenge of symbolic policy is that it inevitably tends to disguise the degree of change that will take place and thus it is only at the point of implementation when the scale of the change that is going to take place it becomes evident. It is at this point where resistance to change is clearly evidenced. Finally the very nature of symbolic policy ensures that in many instances the intention is not to implement but simply to signal progress through fine sounding political rhetoric. While in other countries and jurisdictions there are examples of such, in the case of the White Paper on tertiary education this is not so as it is a policy whose prime intention is both to signal a break with the past and be implemented.
8. As a result, there is the danger that those whose institutional mandates are to be affected by the policy will continue as though the policy did not exist (“it won’t be implemented”) and continue to discharge their mandates. The result is inevitable confusion and an undermining of policy implementation activities. Some examples of this can already be evidenced in the context of the tertiary education policy implementation which if not addressed will lead to a situation where the intentions of the policy are usurped or unintended consequences occur.
9. The lack of an understanding of public policy implementation represents yet another critical challenge. Traditionally public policy has been viewed as a rational, linear process constructed around causally linked phases: formulation – implementation, monitoring and evaluation – policy adaptation. Since the seminal work of Pressman and Wildavsky (1973) it has become clear that policy implementation is far less rational and far more complicated and dynamic than the linear model suggests. This requires a fundamentally different and strategic approach to policy implementation which manages the dynamics of the political managerial interface, and on draws on lessons from organizational change and development.
10. To respond to the above challenges it is essential to manage the implementation of the tertiary education policy (and this applies equally to all public policy) strategically. The key words here are manage and strategically. This involves two key approaches.
11. First it is essential to understand and manage the interface and dynamics of the political, public management and professional sphere. While the three are not mutually excusive they each have their separate perspectives which need to be recognized, understood and managed. The way to do so is for the tertiary education leadership to act in unison and proactively to strategically manage the political-managerial-professional interface dynamics of policy implementation. This will require the Tertiary Education Leadership to regularly convene and discuss the tertiary education sector as a whole and the national context and environment in which it operates and then determine how to manage the strategic, political and public management issues that, if not dealt with, could impede progress.
12. The second approach is one that has already taken off. This is to manage the implementation of the policy through a strategic and project based approach. This is already evidenced in the project documentation that has been produced to facilitate the implementation of the policy and the application of project management principles to ensure a successful implementation.
(B) Policy implementation objectives
Overall Objective
The overall objective of the assignment is to lay the foundation for the implementation of the Tertiary Education Policy in a manner that is effectively managed and strategic.
Specific Objective
The specific Objective is to provide technical support and advisory services to the Tertiary Education Policy Implementation Team in formulating and executing a series of projects. The objective is to develop a new integrated system for the tertiary education sector and initiate the restructuring of the tertiary education institutional landscape the key elements of which are summarised below.
• Establishing a Department of Tertiary Education within the Ministry of Education and Skills Development.
• Establishing a Human Resource Development Council which will inter alia absorb the current Botswana Training Authority and Tertiary Education Council as well as including a new function of human resource development planning.
• Re-establishing all public tertiary education institutions which are currently under the direct control of central government as autonomous corporate service providers.
• Refocusing the academic programmes of the two existing public universities and establishing a new tertiary level institution devoted to Open and Distance Learning.
• Ensuring the private tertiary education institutions are established and developing in accordance with the provisions of the tertiary education policy.
Individual project summaries
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|PROJECT 1: SYSTEM LEVEL STRUCTURE |
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|Project Summary and Terms of Reference |
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|Background |
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|The Tertiary Education Council consultation paper ‘Challenges and Choices’ (2005) inter alia suggested that in terms of the |
|development a single integrated tertiary education sector there would be a necessity to review the current organisational |
|responsibilities of the TEC and BOTA with a view to their possible merger. |
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|During the formulation stage of the Tertiary Education Policy it was proposed that: |
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|A new organisational structure [be established] centred on a new parastatal to be called a Human Resource Development Council. |
|(Towards Knowledge Society 2006. Executive Report. p. 24). |
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|The Ministry of Education to be refocused as the Ministry of Education and Skills Development which should include new tertiary |
|education function to analyse and reach a final determination on the advice received from the TEC. This could be in the form of a new |
|Department of Tertiary Education, drawing together expertise from the existing central functions in Government that are responsible |
|for tertiary education issues. This is essential to provide a strategic level independent advisory to the Minister of Education on the|
|advice and recommendations provided by the TEC. (Towards Knowledge Society 2006. Executive Report. p. 25). |
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|The White Paper on Tertiary Education which was subsequently approved by the National Assembly accepted the proposed new integrated |
|system level structure as described below and as set out on the following page. |
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|1. A Department of Tertiary Education within the Ministry of Education and Skills Development drawing together expertise from the |
|existing central functions in Government that are responsible for tertiary education issues. |
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|2. A Human Resource Development Council (HRDC) reporting to a single Ministry of Education and Skills Development and supported by |
|discrete functions which specialise in tertiary education, skills training, and national human resource development planning to |
|provide a strategic level independent advice to the Minister of Education and Skills Development. A separate quality assurance |
|administrative function which embraces the proposed National Qualifications Framework will be established. |
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|3. The main function of the Human Resource Development Council is to determine a rolling national strategic agenda for human resource |
|development and the relationships between a skilled workforce, tertiary education and the human resource needs of the economy. |
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|4. The HRDC shall have a range of statutory functions, powers and responsibilities which shall be defined in a new HRD Act, which |
|shall incorporate existing legislation: Tertiary Education Act, Vocational Training Act and the legislation to establish the proposed |
|National Qualifications Framework. |
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|5. Reporting directly to the HRD Council will be a discrete function responsible for tertiary education which shall be responsible for|
|steering the tertiary education system. There shall also be a reporting line to the National Research Council (NRC) on matters |
|relating to tertiary education research. |
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|6. Two additional functions under the HRDC will be (a) Skills Training and Development (currently within the mandate of BOTA) and (b) |
|Human Resource Development Planning. The former function will include such activities as training standards, evaluation of skills |
|training and apprenticeship. The latter function of human resource development planning will be responsible for labour market |
|monitoring, labour observatory, HRD database and information systems and national HRD policy and planning. |
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|Objective |
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|To establish (1) the Human Resource Development Council as a support agency to the Ministry of Education and Skills Development and, |
|(2) the Department of Tertiary Education within the Ministry of Education and Skills Development. |
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|Outcomes |
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|Successful implementation of the system level structure project will: |
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|Ensure a holistic, planned, co-ordinated, governed, funded, regulated and quality assured approach to human resource development |
|comprising the three elements of 1) skills training and development, 2) tertiary education and 3) human resource development planning.|
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|Terms of Reference |
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|Undertake an organisational assessment of a) the separate organisations (Tertiary Education Council (TEC), Botswana Training Authority|
|(BOTA) and the Manpower Planning Unit (MFDP) and b) the existing Departments in the Ministry of Education and Skills Development (and |
|other key Ministries) with a responsibility for tertiary education and skills development and training, to describe their mandates, |
|structures, systems, enabling environment, organisational performance, motivation and capacity. |
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|Develop a comprehensive organisational design for a) the Human Resource Development Council and b) the Department of Tertiary |
|Education that clearly distinguishes the strategic positioning and unique capabilities of each core function (skills training and |
|development, tertiary education, human resource planning) and ensures operational effectiveness across the entire HRD sector |
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|Project Deliverables |
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|The following project deliverables will be required: |
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|Base line Organisational Assessment Study - which details the mandates, performance, motivation and capacity of those sector |
|organisations that will be directly affected by the implementation of the tertiary education policy., |
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|Human Resource Development Council Establishment Study – detailing the mandate of the Council, strategic positioning, brand & |
|identity, functions, governance design, organisational design (tertiary education, skills training and development, human resource |
|planning, corporate services) organisational culture and values, design, management structure, human resources component including job|
|profiles, enumeration, skills and staffing levels, systems design (core management & business systems), information systems, finance,|
|budgeting and procurement procedures, resource planning and allocation, ancillary services, strategic plan & annual operational |
|statement and budget (year 1-3). Implementation plan to ensure a successful transitioning of the existing Tertiary Education Council |
|(TEC), Botswana Training Authority (BOTA) and Manpower Planning Unit (MFDP), |
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|Department of Tertiary Education Establishment Study (Ministry of Education and Skills Development) - detailing the mandate of the |
|Department, strategic positioning viz HRDC and the Ministry’s O&M study, brand & identity, functions, governance design, |
|organisational culture and values, design, management structure, human resources component including job profiles, enumeration, skills|
|and staffing levels, systems design (core management & business systems, information systems, finance, budgeting and procurement |
|procedures, resource planning and allocation, ancillary services, strategic plan & annual operational statement and budget (year |
|1-3). Implementation plan to ensure a successful transitioning of the impacted Government departments. |
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|PROJECT 2: TRANSFORMATION OF GOVERNMENT CONTROLLED PUBLIC |
|TERTIARY EDUCATION INSTITUTIONS |
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|Project Summary and Terms of Reference |
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|Background |
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|The Tertiary Education Council consultation paper ‘Challenges and Choices’ (2005) inter alia suggested that the centralised state model |
|that had evolved with regards the management of public tertiary institutions was no longer appropriate. A new autonomous externally |
|steered and regulated governance model was suggested that would transform the relationship between the Government and public tertiary |
|institutions from one of direct state control to ‘arms length’ steering. |
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|During the formulation stage of the Tertiary Education Policy the following was suggested: |
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|A single understanding of the definition of tertiary education … [comprising] all formal education programmes beyond the level of senior|
|secondary [Form 5]……… |
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|A unified tertiary education system that recognises both private and public providers under the strategic direction of a single |
|Government Ministry responsible for Education and Skills. |
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|A requirement that all tertiary education providers must have legal form recognised by the Tertiary Education Council which shall either|
|be as a public tertiary education institution (PUTEI) or a private tertiary education institution (PRTEI). |
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|There shall be two types of tertiary institutions, ‘University’ and ‘College or |
|Institute’, whose titles shall be protected in legislation. |
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|“University” an institution which provides a comprehensive range of programmes from undergraduate degrees to research at doctoral level |
|across an extensive set of disciplines and which have a core engagement in all levels of research – basic, applied and strategic. |
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|“College” or “Institute” an institution that provides a comprehensive range of programmes at sub-degree level with either a single or |
|dual disciplinary focus, but also at undergraduate/postgraduate level where need and expertise and resources are available on a |
|sustainable basis. A limited research focus related to discipline specific curriculum, learning and teaching will be a core element. |
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|A reconfigured public institutional landscape that will, under the broad scope of a single tertiary education system, provide coherence,|
|mission clarity, diversity, enhanced academic outcomes and increased economies of scale……. |
|The realisation of this new institutional reconfiguration will require a major programme of change to be undertaken over the medium term|
|(to 2016)……. In the college/institute sector the programme of change will require the development of a flatter and less multilayered |
|system, with fewer institutional types and larger institutions with student enrolments that ensure both academic breadth and depth and |
|in a manner that is cost effective. |
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|In relation to the [College/Institute – Government controlled institutions] this will involve the following actions: |
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|A College or Institute of Education [established] as a multi-campus institution through a combination of the existing colleges of |
|education. |
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|A College or Institute of Health Science [established] as a multi-campus institution through a combination of the existing institutes of|
|health sciences and schools of nursing. |
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|College(s) or Institutes of Technology – through a re-branding of all existing technical and vocational institutions and a review to be |
|undertaken to determine whether a regional approach with multi-campus provision would not improve educational outcomes and cost |
|efficiency. This will include a review of the Brigades to determine their re-establishment within this institutional category….. |
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|All other public or government funded post secondary or training institutions will be subject to review to be undertaken by the Tertiary|
|Education Council in collaboration with the Botswana Training Authority. The outcome of the review will be a recommendation to |
|Government as to their future status. |
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|The full realisation of a unified and integrated single tertiary education structure that is responsive to the overall goals of the |
|system will require the development and implementation of a new high-level institutional capacity. This new orientation will be defined |
|in terms of a series of benchmarks and targets (norms and standards) and implemented through a comprehensive system wide change |
|management project that will assist institutions to achieve and surpass these benchmarks and targets by 2016. |
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|The White Paper on Tertiary Education (2008), Towards a Knowledge Society which was subsequently approved by the National Assembly |
|accepted the creation of a single integrated differentiated and well co-ordinated system as outlined above which inter alia would |
|require: |
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|A major re-organisation of the tertiary education system…. To do away with fragmentations, inefficiencies arising from small scale |
|operations and high government control of public tertiary education institutions. |
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|This new system will ensure proper articulation in the programmes of learning as well as complementarities and co-operation between |
|public and private institutions governed by the same legislative framework and quality assurance regimes. |
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|Objective |
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|To develop a framework and guidelines that will map out the essentials, the scope, generic tasks and processes that all government |
|controlled public institutions will have to deal with in order to create new autonomous institutions. |
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|To determine the readiness of those institutions to undertake the transformation and develop an implementation management and support |
|capacity where necessary. |
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|Outcomes |
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|Successful development of the framework and guidelines will: |
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|Enable, during the NDP10 plan period, the restructuring, re-configuration and consolidation of the non university public tertiary |
|education sub-sector that are currently under the direct control of the Government and their re-establishment as autonomous public |
|tertiary institutions. |
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|Terms of Reference |
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|To develop a framework and guidelines that will assist and support public tertiary education institutions to undertake the restructuring|
|recommended by the tertiary education policy and where necessary create new institutions. |
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|To undertake an assessment to determine which institutions will require technical and financial support to implement the necessary |
|changes and which others have the confidence and capacity to proceed to implement the guidelines. On the basis of the assessment develop|
|a comprehensive implementation plan. |
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|Project Deliverables |
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|The following project deliverables will be required: |
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|Framework and Guidelines for Institutional Transformation – detailing issues of institutional mandate, Academic Planning Quality |
|Assurance and Research, Student Support and Administration, strategic positioning, brand & identity, functions, governance design, |
|organisational design, organisational culture and values, design, management structure, human resources component including job |
|profiles, enumeration, skills and staffing levels, systems design (core management & business systems, information systems) Library and |
|Information Services, finance, budgeting and procurement procedures, resource planning and allocation, ancillary services, strategic |
|plan & annual operational statement and budget (year 1-3). |
|Institutional Assessment Study - which details the mandates, performance, motivation and capacity of those institutions that will be |
|directly affected by the tertiary education policy to determine which institutions, will require technical and financial support to |
|implement the necessary changes and which others have the confidence and capacity to proceed to implement the guidelines. |
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|Implementation Plan – detailing the strategy and approach for implementation of the institutional transformations and the technical and |
|financial resources required. |
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|PROJECT 3: TRANSFORMING PRIVATE TERTIARY EDUCATION |
|INSTITUTIONS |
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|Project Summary and Terms of Reference |
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|Background |
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|The Tertiary Education Council consultation paper ‘Challenges and Choices’ (2005) inter alia described the challenges that Botswana |
|was facing with regards private and off-shore tertiary education providers. The analysis recognised that both globally and as well as |
|in Botswana, there have not only been increases in the number and diversity of institutions providing tertiary education but also the |
|emergence of private providers who have assumed greater importance in responding to excess demand. There has also been an expansion of|
|institutions operating trans-nationally exploiting information technology and off shore modes of delivery to penetrate markets with |
|underdeveloped capacity. |
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|The inability of the public sector tertiary institutions to absorb the tremendous social demand for educational opportunities has led |
|to the flourishing of alternative institutions in the private sector. The key characteristic of these institutions is that unlike |
|public institutions, they charge a full-cost tuition fee; offer programmes that are narrowly focussed invariably in business and |
|management, information technology, secretarial and clerical fields and hotel and tourism. Until the Tertiary Education Council became|
|operational in this area, these institutions were unregulated and uneven in terms of quality and in some cases far from being well |
|established. |
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|A more recent phenomenon evidenced in Botswana is that of off-shore providers who are increasingly utilising new technology to extend |
|the scope of educational delivery across national borders with important consequences for quality assurance, the protection of student|
|and intellectual property rights, cultural maintenance, and national responsiveness. However, given the increasing demand for tertiary|
|education both these types of operation, private and off-shore will undoubtedly have an important role to play in tertiary education |
|provision, and accordingly present a major policy challenge. The challenge is to ensure that their contribution is steered towards the|
|achievement of the overall goals of the tertiary education system and that the services they provide achieve the levels of quality |
|required of them by the Tertiary Education Council. |
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|During the formulation stage of the Tertiary Education Policy the current state of private tertiary education provoked a major outcry |
|from the multi-stakeholder group that was consulted. The key concerns were around private tertiary education institutions that were |
|proliferating and taking advantage of a weak regulatory environment and the enormous demand for post secondary education by offering |
|poor quality programmes at exorbitant cost to the student. Repeatedly, from students, parents, employers, Government, legislators and |
|members of civil society was a plea for the Tertiary Education Council to completely overhaul this particular component of the |
|tertiary education system. |
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|The subsequent White Paper on tertiary education (2008), Towards a Knowledge Society which was approved by the National Assembly drew |
|attention to the challenges described above while at the same time recognising the potential role of the private sector. This was |
|expressed in the following manner. |
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|“… the Policy recommends two types of tertiary education provision from the state and the private sector as being capable of ensuring |
|a coherent, comprehensive, distinctive, differentiated, accessible, high quality and responsive tertiary education system. The aim is |
|to bring together public and private tertiary institutions into a coherent integrated tertiary education system that promotes both |
|institutional differentiation and diversity while at the same time encouraging synchronisation, articulation and a healthy |
|competition. The fundamental new feature of this Policy is a firm anchoring of private tertiary education institutions into the |
|compass of the tertiary education system under the same legislative umbrella as public tertiary institutions and subject to a similar |
|set of regulatory prescriptions, albeit with some variation in recognition of their special characteristics. By such means, it will be|
|possible to build a tertiary education system that is both coherent (striving towards the same set of goals) yet at the same time |
|offering diversity (responding to a range of different learner and programme needs”. |
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|In order to achieve this policy goal the White Paper proposed a number of key initiatives including: |
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|…..proper articulation in the programmes of learning as well as complementarities and co-operation between public and private |
|institutions governed by the same legislative framework and quality assurance regimes. |
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|A single understanding of the definition of tertiary education … [comprising] all formal education programmes beyond the level of |
|senior secondary [Form 5]……… |
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|A unified tertiary education system that recognises both private and public providers under the strategic direction of a single |
|Government Ministry responsible for Education and Skills. |
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|A requirement that all tertiary education providers must have legal form recognised by the Tertiary Education Council which shall |
|either be as a public tertiary education institution (PUTEI) or a private tertiary education institution (PRTEI). |
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|There shall be two types of tertiary institutions, ‘University’ and ‘College or |
|Institute’, whose titles shall be protected in legislation. |
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|“University” an institution which provides a comprehensive range of programmes from undergraduate degrees to research at doctoral |
|level across an extensive set of disciplines and which have a core engagement in all levels of research – basic, applied and |
|strategic. |
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|“College” or “Institute” an institution that provides a comprehensive range of programmes at sub-degree level with either a single or |
|dual disciplinary focus, but also at undergraduate/postgraduate level where need and expertise and resources are available on a |
|sustainable basis. A limited research focus related to discipline specific curriculum, learning and teaching will be a core element. |
| |
|Objective |
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|To firmly anchor private tertiary education institutions into the compass of the tertiary education system under the same legislative |
|umbrella as public tertiary institutions and subject to a similar set of regulatory prescriptions. |
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|Outcomes |
| |
|Successful implementation of this project will: |
| |
|Ensure a diversified tertiary education system where the private providers are recognised as equal to if not exceeding the |
|expectations of key stakeholders. |
| |
|Terms of Reference |
| |
|To develop a set of institutional norms and standards for private tertiary education providers that are consistent with the framework |
|and guidelines for public sector institutions (see Project 5) that will assist and support private tertiary education providers to |
|attain the standards necessary to firmly anchor those institutions into the compass of the tertiary education system. |
| |
|To undertake an Institutional Assessment Study which details the mandates, performance, motivation and capacity of those institutions |
|to implement the institutional norms and standards. |
| |
|Development of an implementation plan whose successful execution in the timeline agreed with each institution will determine continued|
|registration with the Tertiary Education Council. |
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|Project Deliverables |
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|The following project deliverables will be required: |
| |
|Norms and Standards for Private Tertiary Education Institutions – detailing issues of institutional mandate, Academic Planning Quality|
|Assurance and Research, Student Support and Administration, strategic positioning, brand & identity, functions, governance design, |
|organisational design, organisational culture and values, design, management structure, human resources component including job |
|profiles, enumeration, skills and staffing levels, systems design (core management & business systems, information systems) Library |
|and Information Services, finance, budgeting and procurement procedures, resource planning and allocation, ancillary services, |
|strategic plan & annual operational statement and budget (year 1-3). |
| |
|Institutional Assessment Study and Implementation Plan- which details the mandates, performance, motivation and capacity of those |
|institutions to implement the institutional norms and standards with an implementation plan whose successful execution in the timeline|
|agreed with each institution, will determine continued registration with the Tertiary Education Council. |
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|PROJECT 4: AUTONOMOUS PUBLIC TERTIARY EDUCATION INSTITUTIONS |
| |
|Project Summary and Terms of Reference |
| |
|Background |
| |
|The White Paper on Tertiary Education (2008), Towards a Knowledge Society which was approved by the National Assembly during April |
|2008 accepted the creation of a single integrated differentiated and well co-ordinated system. To attain this goal the White paper |
|called for; |
| |
|A major re-organisation of the tertiary education system…. To do away with fragmentations, inefficiencies arising from small scale |
|operations and high government control of public tertiary education institutions. |
| |
|This new system will ensure proper articulation in the programmes of learning as well as complementarities and co-operation between |
|public and private institutions governed by the same legislative framework and quality assurance regimes. |
| |
|It further recommended three broad institutional categories being established, namely |
| |
|Research, Innovation and Teaching - Under this category, one institutional type, ‘University’ will be recognised. The designation of |
|University will be reserved for those institutions that are established to provide a broad range of programmes from undergraduate |
|degree to research programmes at doctoral level, across an extensive set of disciplines and which also have a core engagement in all |
|levels of research – basic, applied and strategic. |
| |
|Specialised Teaching - This second category represents the broad foundation of the tertiary education system with human resource |
|development at its core. This will embrace a diversity of providers; both public and private who will prepare students for entry into |
|the professions and the general world of work by providing programmes that are occupational specific and directly focussed on the |
|labour market. As part of a systems approach to demarcating the different roles of tertiary education providers, one institutional |
|type, ‘College’ or ‘Institute’ will be recognised. |
| |
|The development of this category of institution will be based upon the existing non-university tertiary education structures which are|
|currently full contact institutions. The focus of this category of institution will be teaching a comprehensive range of programmes at|
|sub-degree level with either a single or a multiple disciplinary focus. In addition, where need, expertise and resources are available|
|on a sustainable basis programmes with a strong theoretical foundation (degree and post graduate level) which prepare students for |
|further advanced studies and/or entry to the higher level professions and jobs with high skills requirements will be offered at this |
|level. While research will not constitute a core undertaking, a limited research focus related to discipline specific curriculum, |
|learning and teaching will also be required. |
| |
|Open and Distance Learning - One new type of institution will be developed in this category, which currently does not exist and which |
|represents a significant gap in tertiary education provision. This will be a college or university whose single focus will be open and|
|distance learning providing access to a wide range of ‘non-traditional students’. |
| |
|As a means of strengthening the capability of the Research, Innovation and Teaching Institutions, and diversifying the institutional |
|landscape through Open and Distance Learning the White paper specifically required that: |
| |
|University of Botswana should re-focus its academic mission and programme/qualification mix to ensure complementarities with the |
|Botswana International University of Science and Technology. |
| |
|Botswana International University of Science and Technology should offer programmes embracing all the disciplines of science and |
|technology from undergraduate degree to research programmes at doctoral level. |
| |
|Botswana College of Agriculture should be converted to become either a College performing the function of specialist teaching or part |
|of one of the public universities (BIUST or UB) with a mandate to undertake research and teaching |
| |
|A University, College or Institute of Open and Distance Learning should be established as a separate institution dedicated to tertiary|
|level open and distance learning either as a new institution or through expanding the mandate of BOCODOL |
| |
|Objective |
| |
|To review the academic size and shape of the two self governing public universities (UB, BIUST) to ensure the academic programme |
|offerings balance national need, complementarities and competition. |
| |
|To review the strategic positioning of the Botswana College of Agriculture as part of the public tertiary education sector and provide|
|a recommendation to Government as to its future. |
|To undertake needs analysis and feasibility study into the establishment of a University, College or Institute of Open and Distance |
|Learning and provide a recommendation to Government. |
| |
|Outcomes |
| |
|Successful completion of this project will be a more efficient, cost effective, relevant public tertiary education sub sector at |
|university level with increased access through open and distance learning. |
| |
|Terms of Reference |
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|To formulate a study that is ready for implementation around the preferred academic size and shape of the public university sector. |
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|To formulate a study that is ready for implementation on the future of the Botswana College of Agriculture. |
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|To formulate a study that is ready for implementation on the establishment of a tertiary level institution dedicated to Open and |
|Distance Learning. |
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|Project Deliverables |
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|The following project deliverables will be required: |
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|Formulation documents for the following three studies that will be undertaken during NDP10. |
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|Academic shape and size |
|Botswana College of Agriculture |
|Open and Distance Learning |
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4: CLIENT REQUIREMENTS
Requested Services
Two positions of Technical Advisor to support the implementation of the Tertiary Education Policy. One will undertake assignments at the system level while the second will work directly with tertiary education institutions.
1. Technical Advisor (System Level) will be required to provide high level technical support and advice to the Tertiary Education Policy Implementation Team and work directly with the individual Task Team to support the establishment of (1) the Human Resource Development Council as a support agency to the Ministry of Education and Skills Development and (2) the Department of Tertiary Education within the Ministry of Education and Skills Development.
2. Technical Advisor (Institutional Level) will be required to provide high level technical support and advice to the Tertiary Education Policy Implementation Team and work directly with the individual Task Teams to support the following project related tasks and activities:
o Re-establishing all public tertiary education institutions which are currently under the direct control of central government as autonomous corporate service providers.
o Refocusing the academic programmes of the two existing public universities and establishing a new tertiary level institution devoted to Open and Distance Learning.
o Ensuring the private tertiary education institutions are established and developing in accordance with the provisions of the tertiary education policy.
Profile of the Technical Advisors
For both positions the assignment requires the services of a Professional Expert with a relevant post graduate qualification and a minimum of 10 years professional experience in tertiary/higher education management at system and institutional level.
The following skills and competencies are an essential requirement;
• Professionalism – good capacities for strategic thinking and planning and ability to implement complex projects.
• Planning – co-ordinating organising – ability to establish priorities and to plan and co-ordinate complex multi-stakeholder projects.
• Communications – effective interpersonal and negotiation skills and excellent communication skills (verbal and writing)
• Team work – ability to work as part of a team and recognise and respect a diversity of opinions.
• Project Management – formulation, implementation monitoring and evaluation.
• Writing - High level report writing skills and computer literacy.
• Languages – Excellent Command of the English language
Duration
The maximum period of the assignment is 12 months with an anticipated starting date of June 2009.
Location
The location of the assignment is Gaborone and will require a local presence in Botswana for the duration of the assignment. In-country travel will be an essential requirement plus occasional regional/international travel.
Contract
The contract will be fixed and fee based comprising expert honorariums and reimbursable costs.
5: APPENDIX: SUPPORTING PROJECT ACTIVITIES
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|LEGISLATION PROJECT |
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|Project Summary and Terms of Reference |
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|Background |
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|The Tertiary Education Council consultation paper ‘Challenges and Choices’ (2005) inter alia suggested that there would be a necessity|
|to change the Tertiary Education Act (1999) to accommodate system level changes effected by the [future] development of a tertiary |
|education policy as well as a generic legislation for the governance of public institutions. |
| |
|During the formulation stage of the Tertiary Education Policy (2006) Towards a Knowledge Society, the Tertiary Education Council |
|undertook a review of all existing legislation that affects the tertiary education system and sought legal opinion as to |
|discrepancies, overlaps and whether there was a need to synchronise the various legislations. The review included the following pieces|
|of legislation: |
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|Botswana College of Agriculture Act (1991) |
|Botswana College of Distance and Open Learning Act (1998) |
|Education Act (1967) |
|Botswana Examinations Council Act (2002) |
|University of Botswana Act (1982) – revised 2008 |
|Tertiary Education Act (1999) |
|Vocational Training Act (1998) |
|Botswana International University of Science and Technology Act (2005) |
| |
|The major finding was that the separate development of the Acts that had established BOTA, the Tertiary Education Council, the |
|recently established Botswana Examinations Council and other associated pieces of legislation had led to overlapping mandates, |
|jurisdictions, and functions. The major conclusion was that the laws governing the tertiary sector were fragmented and uncoordinated |
|and that in particular there was a disjoint in definition of the term ‘tertiary education’. A comprehensive tidying up of all |
|relevant legislation was required in order to clarify and synchronise the role and activities of the institutions and bodies within |
|the tertiary sector. |
| |
|This has become even more necessary with the approval by the National Assembly of the Tertiary Education Policy (2008) which calls for|
|significant and major changes both at system and institutional level. These changes include the relocation of BOTA and the TEC under a|
|new Human Resource Development Council (HRDC) which shall have a range of statutory functions, powers and responsibilities. The HRDC |
|shall be defined in a new HRD Act, which shall incorporate existing legislation, TE Act, Vocational Training Act and the legislation |
|to establish the proposed National Qualifications Framework. |
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|A second key change involves new approaches to the governance of public tertiary institutions and the need to deal with the issue of |
|legal form and protected terms with regards the designation and nomenclature of tertiary education institutions and the capacity of |
|those institutions to award tertiary education qualifications. |
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|Objective |
| |
|To provide a statutory basis for the reform of the tertiary education system based on the Government’s Tertiary Education Policy |
|(2008). |
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|Outcomes |
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|A Government Bill that supports the long term policy goals that have been set by Government. |
| |
|The Bill will: |
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|Ensure the Tertiary Education Council; Botswana Training Authority as well as a new function of human resource development planning |
|are re-established as parts of the new Human Resources Development Council. |
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|Provide the necessary statutory instrument for steering the tertiary education system through a coherent and streamlined system of |
|planning, funding and quality assurance that can effectively guide the contribution of the sector and its constituent organisations |
|and institutions. |
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|Provide the necessary statutory instrument for co-ordinating and quality assuring the skills training and development sector that can |
|effectively guide the contribution of the sector and its constituent organisations and institutions. |
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|Provide the necessary statutory instrument for co-ordinating the development of the national human resource development plan and |
|enabling systems through the contribution of its constituent organisations and institutions. |
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|Provide the necessary statutory instrument that will comprehensively and in a generic form embrace the legal form, establishment, |
|governance etc of both public and private tertiary level institutions, as well as the outcomes, accountabilities, distinctive roles |
|and contribution of the various tertiary education sub sectors, organisations and institutions. |
|Terms of Reference |
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|Document the existing legislation and associated statutes and regulations which will be impacted by the approved Tertiary Education |
|Policy (2008) that will require change. The review will particularly focus on the range of policies, strategies and regulations that |
|have been developed (or are under development by the Tertiary Education Council, Botswana Training Authority and related agencies and |
|institutions. The review should also take cognisance of associated policies, strategies |
|and plans such as: |
| |
|National Human Resource Development Strategy (NHRDS); |
|National Credit and Qualifications Framework NCQF), |
|Botswana National Research and Technology Plan (2005) |
|National Development Plan 10 (2009) |
|National Information and Communications Technology Policy (2006) |
|PEEPA parasitical rationalisation strategy (2006) |
|BEAC Economic Diversification Strategy v(2006) |
|Ministry of Education O&M Review (2007) |
|S&T Policy (1998) – under review 2008 |
|Acts and Statutes of professional regulatory Bodies (e.g.: Nurses and Midwifery Act 1995). |
| |
|Document latest thinking on human resource development related legislation from peer and comparator countries to identify the |
|desirable components that Botswana should consider in revising its existing portfolio of legislation. |
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|Document the key changes that will need to be addressed in providing the statutory base for the Tertiary Education Policy (2008). |
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|Ensure participative stakeholder input and buy in for the proposed changes. |
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|Obtain Cabinet approval for the formulation of a Bill that will give effect to the proposed changes |
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|Formulate a new Bill for approval by the National Assembly. |
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|Project Deliverables |
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|The following four project deliverables will be required: |
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|Research study. This will involve a review of all existing legislation which will be impacted by the Tertiary Education Policy to |
|identify areas of inconsistency, overlap and gaps that will need to be addressed through revisions and drafting of new legislation and|
|benchmarking of peer and comparator country legislation where appropriate. |
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|Stakeholder Engagement. Review with affected stakeholders around the research findings and input into the type of legislative changes |
|that will be required. |
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|Cabinet Memo. Requesting His Excellency to approve the revision of the existing portfolio of legislation on human resource development|
|in the light of the necessity to provide a statutory basis for the changes proposed in the Tertiary Education Policy and the |
|inadequacy of the existing legislation to implement those changes. |
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|Parliamentary Bill. This will be followed by the formulation of a legislative Bill for approval by the National Assembly in order to |
|give effect to the recommendations of the White Paper on Tertiary Education. |
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|COMMUNICATION STRATEGY PROJECT |
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|Project Summary and Terms of Reference |
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|Background |
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|The formulation phase of the tertiary education policy from 2005-2006 was underpinned by a well balanced communication strategy which |
|was mainly channelled through the Tertiary Education Council’s consultation paper, Challenges and Choices (2005). This approach |
|successfully engaged a broad range of stakeholders in soliciting input into the content of the policy that was subsequently developed.|
|The approval of the Tertiary Education Policy by the National Assembly on April 11th 2008 heralds the commencement of the |
|implementation of a series of comprehensive reforms which aim to reposition the tertiary education sector to make a key contribution |
|to the national change agenda. |
| |
|Since 2007 the work of the Ministry of Education and Skills Development, TEC, BOTA and the individual institutions which constitute |
|the broad post secondary education sector have increasingly come under intense public scrutiny which has been communicated in |
|increasingly negative terms through the media. The response has been for each of these institutions to develop their own individual |
|communication strategies. These have included the publication of information, placement of material on external websites, |
|establishment of systematic contacts with the media and non media stakeholders. These responses however have been fragmented, isolated|
|and sometimes have resulted in conflicting and contradictory messages being communicated which have failed to stem the flow of |
|criticism of the broad sector. |
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|The implementation of the Tertiary Education Policy and associated initiatives around the National Human Resource Development |
|Strategy, and National Credit and Qualifications Framework, provides the opportunity for better co-ordination and integration of |
|communication activities across the broad sector of Tertiary Education, Skills Development and Human resource planning. |
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|Communication will be central to the successful implementation of the tertiary education policy as a means of conveying information, |
|building understanding and support, making the implementation strategy more effective and also as a vehicle for obtaining feedback to |
|shape and improve on that strategy |
|. |
|Objective |
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|To build understanding and support for the tertiary reform agenda as outlined in the tertiary education policy and related strategies,|
|by integrating communications with implementation activities, and raising the impact of communication tools and outreach efforts. |
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|Outcomes |
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|Successful implementation of the Communications Strategy will: |
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|Ensure positive perceptions that the implementation of the tertiary education policy is playing a key role in establishing a relevant,|
|quality, accessible tertiary education system of international standard. |
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|Provide a multilateral stakeholder forum which includes high quality, objective advice as to the approach and progress of the |
|implementation of the tertiary education policy as well as a two-way source of communication and a vehicle for responding to concerns |
|and receiving new ideas. |
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|Terms of Reference |
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|Develop and implement a communications strategy to support the effective implementation of the tertiary education policy that will: |
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|Build understanding and support for the tertiary education reform agenda. |
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|Use communications to enhance implementation. |
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|Project Deliverables |
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|The following project deliverables will be required: |
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|Strategic Analysis - this will involve a review of the Tertiary Education Policy and related documentation as well as stakeholder |
|engagement and analysis of the target market to identify key strategic drivers, message themes, communication objectives and |
|communication tools. |
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|Communications strategy – comprising goals, main elements, implementation issues, costs, monitoring and evaluation activities. |
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|Implementation Activities – including development and production of creative collateral design, media planning and placement as well |
|as media and stakeholder event planning including an event to officially launch of the tertiary education policy. |
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|CHANGE MANAGEMENT STRATEGY PROJECT |
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|Project Summary and Terms of Reference |
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|Background |
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|The formulation phase of the tertiary education policy from 2005-2006 was underpinned by a reasonably successful change intervention |
|which engaged key stake holders in developing an understanding of the need for change. The approval of the Tertiary Education Policy |
|by the National Assembly on April 10th 2008 heralds the commencement of the implementation of a series of comprehensive reforms that |
|will fundamentally transform the tertiary education system in Botswana |
| |
|It is recognised that implementing the White Paper proposals, will be complex, time-consuming and place an enormous burden of |
|additional work on those institutions and government departments who will be directly affected. The work involved will require the |
|various staffs to operate with a different set of understandings and with a new and different skills set and strategic orientation |
|than has previously been the case. The task will be made all the more onerous given the pressures that are already evident just to |
|keep the existing system going, the new capacities that will be required to move the system from ‘what is’ to ‘what should be’ and the|
|challenge of change that inevitably will arise as a consequence of the magnitude of the transformation that is being proposed. |
| |
|The inherent risk is that the realisation of the change envisaged by the White Paper could conceivably be unsuccessful or fall short |
|of expectations. This would not be unusual as many significant change efforts either fail or at best do not turn out as originally |
|conceived. A host of reasons contribute to such disappointing outcomes such as lack of leadership, skills, incentive, resources, and |
|accountability. The key approach to ensuring that a positive change effort takes place is to provide and then implement a detailed, |
|structured transition process that successfully moves everyone from the current state to the new one. |
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|The purpose of the Change Management Strategy is to ensure that the tertiary education sector leadership and key stakeholders who will|
|be affected by the change are provided with a framework of actions, steps, and the appropriate tools to move the process of |
|implementing the tertiary education policy forward in a positive manner. |
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|Objective |
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|To develop a comprehensive structured approach and common methodology (strategy) for leading and managing change at sector, |
|institutional and individual levels and across a range of multiple projects and the tools and training necessary for successful roll |
|out of the strategy. |
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|Outcomes |
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|Successful implementation of the Change Management Strategy will result in: |
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|A clear understanding amongst individuals across the entire tertiary education sector understanding of the need for change, and their |
|role in making change successful. |
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|A clear understanding of the essence of the change that will take place as a consequence of the approval of the White Paper and to |
|accept both intellectually and personally the implications of the change. |
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|A refocusing of the thinking at the leadership level as a precursor to reframing the thinking of those they guide relative to the |
|major changes that will be implemented. |
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|Readiness of the tertiary education sector and its constituent parts for the major transformations that a major change of this |
|magnitude requires. |
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|A detailed, structured and accepted transition plan that will assist institutions, people and systems to ensure a successful |
|implementation of the change and most importantly transform the tertiary education sector from the old paradigm to the new one. |
| |
|Terms of Reference |
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|Develop a change management strategy to support the effective implementation of the tertiary education policy that will: |
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|Provide a common approach and standards for each of the TEIP projects. |
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|Support its implementation through the development of tools and change management competencies for the leadership group and key |
|project managers. |
| |
|Project Deliverables |
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|The following project deliverables will be required: |
| |
|Readiness Assessment – to provide a quick snapshot of the current understanding and competencies amongst the key project team members |
|to successfully undertake, lead and manage change |
| |
|Change Management strategy – development of a common approach for using change management on each of the projects identified for |
|implementing the tertiary education policy. |
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|Workshop(s) – formal training in change management for all project leaders, managers and project teams. |
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[pic][pic]
-----------------------
Final Document
TECHNCIAL ADVISORS
REQUEST FOR PROPOSALS
DOSSIER
February 2009
Tertiary Education
Policy Implementation Project
Implementation Project
TERTIARY EDUCATION COUNCIL
Transforming Tertiary Education in Botswana
TERTIARY EDUCATION COUNCIL
Transforming Tertiary Education in Botswana
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