1.BACKGROUND 

Kagiso Trust (KT) is one of South Africa’s leading development agencies working toward  a prosperous, peaceful, equitable and just society. It was founded in 1985 during a period  of intense struggle in the country.  

The Trust’ strategic focus is on four (4) pillars, namely: Education Development, Socio Economic Development, Institutional Capacity Building, and Financial Sustainability.  

On the Education Development Pillar, Kagiso Trust lives out its mission to contribute to  development through sustainable funding, with like-minded partnerships and innovative,  scalable development models. As such, KT is in partnership with the Limpopo Department  of Education, implementing its Beyers Naudé Schools Development Programme  (BNSDP) in the Sekhukhune East District.  

The foundation phase Intervention Programme is aimed at strengthening foundational  learning to ensure r quality teaching & learning and attainment of grade and age specific  outcomes.  

The intended outcome of the Grade R- 3 educator professional support sub-component  of the programme is to develop motivated, competent and effective Foundation Phase  (Grade 1-3) educators who are able to optimise teaching and learning time and thereby  positively impact on the educational outcomes of Grade R-3 learners in 42 primary  schools in the Sekhukhune District. The focus of the intervention is the improvement of  Numeracy skills and reading for meaning in both home language (HL) and English First  Additional language (FAL) through educator development support. 

Research has shown that learners cannot read or write for meaning at Grade 3 in both  African Languages and EFAL. These challenges have a negative ripple effect on other  subjects such as Numeracy- which affect the learners’ ability to be functional and be  functional in later years. 

One of the key BNSDP elements is to enhance and strengthen the foundation on  numeracy and literacy to avoid gaps that could a challenge in later phases. The  methodology and delivery of content; wherein a baseline study is conducted in selected  schools (The baseline serves to determine learner competence in Numeracy and Literacy. 

These are administered to a sample of learners. The study results assist to develop a  needs-based support intervention. A target will be set to showcase the intervention’s  success or improvements.  

The main programme activities will be implemented from May 2026 to June 2027.

2. PROGRAMME GOAL, TARGETS, AND INDICATORS  

The goal of the BNSDP Education Programme is to ensure that there is inclusive and  quality education for all children living in affected programme schools. The indicators and  stretch targets in Table 1 have been identified and linked to the Programme goal,  specifically for the grade 1 – 3 educator support component. 

The Primary School Intervention Programme is aimed at children attending primary schools supported by the programme receive quality education and attain grade and age specific outcomes.  

Table 1: BNSDP Education programme goals, targets, and indicators for Primary schools 

Primary school intervention goal: Children attending primary schools supported by the  Programme receive quality education and attain grade and age-appropriate education standards.
90% Gr 3 learners pass with at  least 50% in Numeracy	% of Gr 3 learners who pass with at least  50% in Numeracy
90% Gr 3 learners pass with at  least 50% in Literacy	% of Gr 3 learners who pass with at least  50% in Literacy

 

Note that the indicators outlined in Table 1 will be measured at school level and aggregated at the level of the clusters1 and the Programme. 

The intended outcomes of the Grade 1 – 3 educator professional support sub-component  of the Programme is to develop motivated, competent and effective Foundation Phase  (Gr 1-3) educators who are able to optimise teaching and learning time and thereby  positively impact on the educational outcomes of Gr 1-3 learners in 42 primary schools  with a focus in numeracy skills and “reading for meaning” in both home language (HL)  and English first additional language (EFAL).

3.RFP SERVICE PROVIDER SCOPE OF WORK  

KT invites proposals from Service Providers with experience and expertise to implement  an educator development Numeracy & Literacy programme in 42 Primary schools in  Sekhukhune East District, Limpopo Province. The service provider will be responsible  and held accountable for ensuring quality, effective and efficient delivery of an educator  development programme for Numeracy and Literacy i.e Home Language and EFAL. 

3.1.1. Termly Training: training of educators every term 

3.1.2. In-school coaching and support: for all the Grade 1-3 educators in HL, EFAL and Mathematics. For the first six months of (May 2026 to June 2027), all the educators will receive “contact time” once a week. After 6 months the level of  support (“dosage”) per educator will be tailored to the needs of the individual  educators. The level of support is to be reviewed every 6 months and changes  motivated before they are implemented.  

3.1.3. Materials: will need to be provided to each educator for use in their classrooms. capacitate CMs and SAs with tools to engage with schools to  identify and solve curriculum coverage challenges. 

3.1.4. Embed best practices in the education system to ensure sustainability for teachers to be more confident in planning, covering, and tracking curriculum. 

3.1.5. Departmental Heads and identified Reading champions provided with training to use the tools to enhance support to teachers and supervisory role in curriculum coverage. 

4.INTERVENTION OBJECTIVES.  

The programme objectives are as listed below: 

• The development of the educators’ content knowledge and pedagogical skills  focusing on: HL, EFAL and MATHEMATICS 
• Improve Gr 1 – Gr 3 educators’ ability to teach reading for meaning,  comprehension, writing skills, including vocabulary development and being able to  leverage one language for another.  
• Improve teachers’ ability to teach basic maths skills and using an array of resources and materials to help with the teaching and learning of numerical concepts. 
• Encourage effective teaching by differentiating the teachers’ teaching practices,  coverage of curriculum, use of resources and assessments to ensure all learners are accessing the mathematics curriculum irrespective of ability. 
• Support teachers in developing a culture of preparation and planning for teaching.
• Support teachers improve instructional strategies that enhance learners’  understanding and thus improving learner outcomes. 
• Assist teachers to improve the quality of classroom discourse.  
• Establishment of school-based and cluster-based subject forums which should be led by subject heads and lead teachers.  

EXPERTISE REQUIRED. 

Please note that knowledge, skills and expertise in Home Languages (subject to  area of implementation) is of critical importance. 

The service provider is expected to have the following expertise:

Service	Experience	Skills/Knowledge	Minimum   Qualification
Numeracy & Literacy  training	-5+years of experience  in Education sector.  -5+Years of experience  in Project management.  -5+Years of experience  in Numeracy & Literacy.  -3+Experience in a multi  partnership programme   -Classroom based  support and mentoring.  -Experience in schools  based subject forums  and professional  learning communities.  -Evidence and  knowledge of  multilingualism and its  impact in the South  African Context.  -Experience in leading  and managing literacy  programmes.  -Experience in  curriculum knowledge,skills and delivery at  Foundation Phase. -Experience in the  delivery of externally  evaluated MERL  programmes with strong  internal M&E systems	-Coaching & Facilitating  and mentoring skills  -Successful project  management and  implementation of Literacy  and Numeracy training and  coaching programmes  -Good communication skills  -Leadership skills  -Stakeholder engagement  and management skills  -Programme design  -Material   development/module   design  -Researcher or familiar with  surveys  -Problem solving skills. -Subject matter Expert Planning Skills  -ICT skills and use	Minimum of 5 years  of coaching  experience  Minimum of 5 years  of programme  management.  Minimum of 5 years  in implementing  Numeracy &  Literacy   Programme.

Duration of engagement: 15 months contract from the signature date, based  on quarterly review and the ability to deliver.

5.DELIVERABLES 

The following deliverables are to be met:

No.	Deliverables and Outputs
1.	Programme Design: Numeracy & Literacy development Programme Outline &  Project Plan.
2.	Baseline Study: Diagnostic and focus group study (Baseline), ongoing formative and summative assessments.
3.	Curriculum & Learning Material: Training Material and tools development,  Communities of practice, coaching & mentoring reports.
4.	ICTs integration: Incorporation of ICT methods to implement Numeracy &  Literacy programme (blended approach).
5.	Programme Output: Monthly report with lessons learnt and impact report,  share success stories. Sustainability roadmap & Exit strategy document. Instil  data driven planning and management.
6.	Professional Development Points: the programme should be SACE  accredited for teachers to obtain development points.
7.	Improved learning Outcomes: Improved learner performance in literacy  (reading comprehension, writing, phonics) and numeracy (number sense,  operations, problem-solving).
8.	Increased learner confidence and participation in reading and math activities.
9.	Stakeholder Engagement: Onboarding and advocacy for the intervention.  Hold teachers and district officials in high regard and respect as KT’s partners.  Parental guide on supporting literacy and numeracy at home.

 

REPORTING 

Reports are to be submitted on a monthly and quarterly basis with accountability meetings  held both on a monthly and quarterly basis to sign off/ approve reports as per agreed  deliverables. Service provider will also be expected to report and account jointly to Kagiso  Trust and the Department of Education on the delivery and impact of the interventions.  

Please note: 

• Proposals should not exceed 10 pages. CVs and reference documents can be  included as annexures (exceeding the 10-page limit).  
• Companies should be registered and comply with South African statutory  requirements and prices should be inclusive of VAT only if the company is VAT  registered, but the proposal should indicate whether VAT will be charged.  
• Prices offered shall be all inclusive of all costs and shall remain fixed for the  duration of the contract. 

Proposal evaluation criteria 

Proposals will be evaluated against the following non-exhaustive list of criteria:  

• Technical quality of the proposal, demonstration of ability to offer blended support,  virtually and onsite, inclusive of suitability to conduct educator development  program, SACE accreditation, approach and design and methodology and  presentation thereof: 50%.  
• Relevant experience and appropriate qualifications of the service provider to  execute the assignment: 20%. 
• Cost: 20%.  
• BBBEE: 10%.  
• Experience and capacity of the Service Provider. 

Deadline for submission of proposals 

Proposals are to reach KT by 12 May 2026. No late proposals will be considered. They  are to be submitted by email to: mboikhutso@kagiso.co.za 

Enquiries 

All enquiries regarding this call for proposals should be directed to the following number  011 566 1935 or email: zmagutywa@kagiso.co.za 

Annexure  

Expertise required by the service provider.

• Training, coaching and mentoring skills. 
• Programme design and expertise in implementing Numeracy & Literacy  programme and solve identified curriculum coverage challenges.  
• Strong project management including the deployment of the required human and  material resources. 
• Excellent experience with stakeholder engagement and relationship building  especially with school staff and DBE officials.  
• Strong financial and administrative backed support.  
• The service provider must be accredited to deliver the program so that educators  that participate in the programme get PDP points (SACE).  
• Capacity to provide support virtually and onsite. 

Proposal Requirements 

• Provide a proposal as per the scope of work. 
• Proposals should not exceed 10 pages. CVs and reference documents (e.g.,  detailed budgets and project plans) can be included as annexures (exceeding the  10-page limit).  
• Methodology and approach to be used to meet KT’s needs. 
• Provide a project plan clearly indicating milestones and project duration.  
• A detailed budget should accompany the proposal which clearly demonstrates the  key deliverables. Preference will be given to cost effective proposals which seek  to minimise costs through measures such as cluster training and electronic  support.  
• Prices should be exclusive of VAT, but the proposal should indicate whether VAT  will be charged.  
• Any additional service offering relevant to the scope of work, and which will add  value can be considered provided they are presented in writing and with evidence and subject to approval of KT. 
• The proposal must include a summary of the relevant qualifications and experience of the experts who will work on the project. It should clearly outline the role the various personnel will play in the programme. 
• The track record of the organisation in delivering similar services will constitute an essential criterion for adjudicating the quality of the proposal. The track records of key members of the team to deliver the services will be considered.
• The respondence must provide three written, signed, and verifiable letters of  reference from clients where work of a similar nature (as scoped) was undertaken  in the last five years.  
• Provide valid Tax Clearance Certificate. 
• Provide valid detailed B-BBEE certificate indicating black and women ownership. 
• In instances of a joint venture /consortium this must be clearly indicated in the proposal outlining the roles of the different parties.  
• Evidence of the impact of the proposed educator development programme working in similar areas needs to be provided.  

Failure to comply with submission requirements may disqualify the submission. RFP DISCLAIMER 

Respondents are hereby advised that KT is not committed to any course of action because of its issuance of this RFP and/or its receipt of Proposals.  

Please note that KT reserves the right to: 

✓ modify the RFP’s requirements and request Respondents to re-bid on any such changes. not necessarily accept the lowest priced Proposal. 

✓ award a contract in connection with this Proposal at any time after the RFP’s closing date. 

✓ split the award of the contract between more than one Successful Respondent, make no award of a contract. 

✓ should a contract be awarded on the strength of information furnished by the  Respondent, which after conclusion of the contract, is proved to have been  incorrect, KT reserves the right to cancel the contract. 

✓ KT reserves the right to undertake post-tender negotiations with selected  Respondents or any number of short-listed Respondents, such Post Tender  Negotiations to include, at KT’s option, any evaluation criteria listed in this RFP  document. 

✓ Should the preferred bidder fail to sign or commence with the contract within a reasonable period after being requested to do so, KT reserves the right to award  the business to another bidder, if he/she is still prepared to provide the required goods or services at the quoted price. 

✓ Bidders who meet the criteria will be invited to present and communication will only be made with those. 

✓ No late proposals will be considered.