Request for Proposal - Evaluation of the NZCTU Learning Representatives Programme

Last updated by: ako_admin (Ako Administrator) on 21 September 2010 - 11:14am

RFP Specification

Context

The New Zealand Council of Trade Unions Te Kauae Kaimahi has been running a Learning Representatives initiative (based on the successful UK model) since 2005. The core of the programme is training and supporting elected Learning Representatives to advocate learning among their peers and build learning cultures in workplaces. There is a particular focus on raising awareness and building understanding of literacy and numeracy issues. The programme recognises the value of a collective setting supporting lifelong learning and has a strong focus on improving completion rates for industry training and other in-house training and development.

Ako Aotearoa is the National Centre for Tertiary Teaching Excellence. Our vision is the best possible educational outcomes for learners. Our mandate includes learning in the workplace and we are particularly interested in increasing our portfolio of work that listens to and acts on the learner voice.

The work

We wish to commission an evaluation of the Learning Representatives programme on a range of worksites, with a view to determining whether or not the programme has been effective, whether it is more effective than other models of learning intervention, what are the key enabling factors (or barriers) that are common to different sites and what might be site-specific factors.

The outcomes and objectives of the Learning Representative Programme include, but are not limited to:

  1. achieve a greater awareness of opportunities to access literacy, language and numeracy support among workers in targeted sectors.
  2. achieve greater employer support for the role of learning representatives in the context of literacy, language and numeracy.
  3. promote quality, structured learning and qualifications in the workplace.
  4. build evidence about what works for increasing worker awareness of the benefits of literacy, language and numeracy skills, supporting successful worker engagement in literacy, language and numeracy training and maximising workplace value from training

We expect the evaluation will explore the value of the Learning Representatives programme for (a) the Learning Representatives themselves, (b) other learners on the site, (c) the employer and (d) the union(s) involved.

Closing date for proposals is: 5.00pm Friday 24 September 2010

Downloads

 

Points for RFP (9 September)

Note:The expected timeframe to complete short listing and confirm interviews by 8 Oct with interviews regarding tenders tentatively to be held on 13 October.

Questions raised to date include:

  1. Is the time frame realistic / negotiable, especially taking account of the Christmas Holiday period?
    It is envisaged that workplace-based interviews occur in Oct and Nov, possibly early Dec; data analysis is done during Dec – Feb; draft report is developed and submitted in March and final report by late April.

    Depending upon circumstances, it may be possible to negotiate a slightly longer timeframe. However, all reports must be available by mid-June 2011, preferably by May 2011.

    To assist with quick set up, the Learning Representatives team is available to provide full background of the programme, an understanding of the training for Learning Reps and their expected roles within their workplaces, and background information about workplaces suitable for evaluation. There is also a draft evaluation framework available that was developed for another purpose that may be used as a guideline for key questions.
     

  2. How many worksites would be involved?
    4 – 6 worksites
     
  3. Can worksites be accessed easily?
    The L R programme has a close working relationship with many of the workplaces in which Learning Reps are established. The programme also had previous plans to conduct an internal research project, in which some firms had already agreed to participate. The programme team members will make introductions to the key contact people at these sites and work with the researchers to identify and access other suitable sites.
     
  4. What degree of comparison is required to address the question: Is the Learning Reps Programme more effective than other models of learning intervention?
    An in-depth description and full comparison of the programme with others is not expected. Researchers would be expected to be conversant with workplace learning and have some understanding of other support and mentoring systems, so that the Learning Reps programme is not looked at in isolation to other initiatives.
     
  5. Budget
    - What does the disbursement budget cover?
    - How much detail do you wish [included in]the budgets and do you want us to include a disbursement budget?
    The disbursements budget allows for expenses related to travel, accommodation and other associated variable costs.

    The project budget should reflect the cost of the anticipated activities: give an indication of the range and level of costs e.g. staffing, equipment, operations costs, travel, overhead etc. Please provide a brief description of each cost and ensure that GST is costed at 15%
     

  6. How many Learning Representatives are there currently?
    373 registered with 328 current (i.e. 45 formally non-active)
     
  7. How many sites have Learning Representative(s)?
    136 worksites
     
  8. What is the geographical spread of these sites?
    A presence in all provincial regions: Auckland; Canterbury; Central Plateau; Coromandel/Bay of Plenty; Hawkes Bay; Manawatu, Nelson/Marlborough; Northland; Otago; Southland/Fiordland; Taranaki; Waikato; Wanganui; Wellington; West Coast.
     
  9. What industries have Learning Representatives are part of their staff profile?
    Learning Reps are present in these industries: Communication, education; engineering, food processing; government – central; government – local, health/community services; finance/insurance; IT; manufacturing; mining; plastics; retail – food; transport; unions; warehouse/distribution; wood
     
  10. Who awards the unit standards relating to the Learning Representative programme?
    NZCTU teaches and assesses the unit standards which are awarded by the NZCTU PTE
     
  11. What follow up of Learning Representatives already occurs by a) CTU b) employers c) unions?
    Follow up varies depending on the degree of engagement with the project at each site. There is regular active contact by CTU Staff with Learning Reps who were since June 2008, and with other longer-term Reps on an ad hoc basis. Contact generally includes employers and the relevant unions. Some have little or no direct contact apart from regular newsletters.

Points for RFP (14 September)

Note: The expected timeframe to complete short listing and confirm interviews by 8 Oct with interviews regarding tenders tentatively to be held on 13 October.

Questions raised since previous documented questions 9 September include:

  1. What types of organisations or sectors are Ako Aotearoa and NZTCU likely to want the evaluation to target? E.g. manufacturing or service industry based?
    We have identified several companies which are suitable for potential evaluation: community and aged care organisations (both national and local providers), two manufacturing companies; companies in other sectors that may be available include distribution, transport, food.
     
  2. Has the pilot phase of the learning representative programme changed in any way since its expansion in 2008+?
    The overall objective of the initial project was to create greater awareness of industry training and workplace learning.

    The core work of the Learning Representatives Programme was (and still is) training and supporting elected Learning Representatives to advocate learning among their peers and build learning cultures in workplaces, through work with peers, unions and employers.

    Through Budget 2008, additional support was provided to include an explicit focus on raising workforce awareness of literacy, language and numeracy; and increasing demand for literacy, language and numeracy training; and to increase its reach into New Zealand workplaces.

    A small team of 2.8 full time equivalent staff implemented the pilot project, and an expanded staff of 6 EFTs has worked on the expanded programme.

    The initial training programme for Learning Reps has been adapted to take account of the early responses, to include more materials relating to LLN and other aspects of the expanded programme, to encourage more participation and completion of the Learning Reps-related Unit Standards, and to include a specific follow-up workshop after the initial 2-day training workshop.
     

  3. Was the pilot phase of the programme evaluated, and if so, is this material publically accessible?
    Yes this phase was evaluated by the Tertiary Education Commission. It can be downloaded here.
     
  4. How many employees have participated since its operation (pilot and expansion)?
    We cannot answer this question accurately.

    Please also see separate document that describes what Learning Reps learn

Points for RFP (15 September)

Note: The expected timeframe to complete short listing and confirm interviews by 8 Oct with interviews regarding tenders tentatively to be held on 13 October.

Questions raised since previous documented questions 9 & 13 September include:

  1. Is the $40,000 - $50,000 budget for professional time only, and should we create a second (separate) budget for disbursements?
    We are looking for competitive bids for this work.

    Those tendering for the work should specify the full detailed costs of the work, including for example: cost of research and analysis time, and the cost of all other activities related to the project. They should also provide as full detail as possible for disbursements, which may include variables such as anticipated travel.

    Please note that all cases will be considered individually, with the expectation that the project can be achieved within or below $50,000 expenditure. In particular, any expenditure over and above the $50,000 should be clearly justified.

Points for RFP (21 September)

  1. The evaluation is focussed on assessing the effectiveness of the Learning Reps programme. Given the change of focus in the programme from 2008, to what extent do you wish the evaluation to consider effectiveness as being constructed around (a) awareness of LLN issues (b) awareness of industry training (c) both equally?

    Both LLN and industry
     
  2. The design of the evaluation will depend to some extent on whether the findings are to be used by the CTU - to inform further programme development (formative evaluation) and improvement or to satisfy accountability requirements for funders (impact evaluation). Do you have a view on the primary purpose to which the findings will be put?

    We are looking for the key factors / enablers that contribute to success of the programme, i.e. what makes it work well. We want to understand the value and effectiveness of having Learning Reps and the programme within a workplace. We expect to use the findings to improve process and content where needed, and to build on strengths identified, especially where these can be transferred to other worksites. We also want to be confident that the programme provides effectiveness and value for money for our funders.
     

  3. Are any of the workplaces that might potentially be case studies using the Literacy and Numeracy for Adults Assessment Tool and/or linking workplace skills and learning to the Learning Progressions?

    Several workplaces have literacy programmes running, where the use of the tool will depend on the provider involved. We have no information at this stage regarding any linking of workplace skills and learning to the Learning Progressions.

Parent group: 
Ako Aotearoa