Terms of Reference (TOR) For Development of a Technical and Vocational Education Training Curriculum for the Galkayo South TVET Project-Galmudug State titled “Promotion of employment of former pastoral women, men and youth, Somalia
TERMS OF REFERENCE
Development of a Technical and Vocational Education Training Curriculum for the Galkayo South TVET Project-Galmudug State titled “Promotion of employment of former pastoral women, men and youth” – Code: – K-SOM-2020-0362.
Centre for Peace and Democracy (CPD with the support of BMZ/DKH is implementing a market-driven Technical and Vocational Education Training (TVET) project targeting youth from vulnerable internally displaced people (IDPs) in Galkayo South District. The objective of the TVET Project is to improve access to market-driven skills training and employment opportunities for vulnerable young men and women. The TVET project is being implemented through Technical and Vocational Education Training Centers (TVET) in Galkayo South District of Galmudug State.. The intervention will collaborate with private sector small and medium enterprises to deliver technical vocational training and apprenticeships. The project is working with Galmudug Ministry of Education (MoE) and other stakeholders through a proposed TVET working group in the region with the overall goal of formalizing the TVET sector and coordination under the fold of the ministry. CPD has identified all the TVET Stakeholders including NGOs who have implemented TVET projects in the past or have ongoing projects, TVET Centers and enterprises and Galmudug State ‘s Ministry of Education (MOE) and plans to have the first TVET stakeholder’s workshop in early July 2021.
CPD has undertaken consultations with the Galmudug State’s Ministry of Education (MoE) and agreed to undertake the first TVET stakeholders whose aim is to take the first tentative steps in and planning for development of a TVET Framework. The Ministry of Education, Galmudug State will be the liaison point for the project and will participate in the development of the proposed TVET Framework. The MOE will also approve the curricula to be developed as part of the sector formulization. The project will work closely with the media to enhance visibility and Youth (Women & men) between the age of 18 and 24 years providing the relevant TVET courses. Linkages will be made with the private sector at onset to develop training programs as well as take on trained youth into internships and employment throughout the duration of the project.
The primary focus is to have the youth gain market driven jobs and to earn an income above the national poverty line of 1.90 USD/ Day. DKH and CPD recognizes, as does the Government, that TVET cannot by itself ensure employment. Employment is a complex equation, where demand -driven TVET is an important element but employment-creating policies also play an important role, as does the direct involvement of the
private sector. Consequently, the relationship between the TVET sub-sector and the private sector will be strengthened at all levels. The project aims to develop TVET curriculum (with training modules for the ToTs) in 4 professional courses; 1). Electrical and electronics; Electricity generations, solar panels and equipment installation, fixing refrigerators, air conditioners, washing machine, mobile phones and TVs repairs. 2). Automotive Repair; Mechanic, paint spraying and upholstery. 3). Construction; Construction sector that include masonry, brick making (including interlocking block), plasterwork and painting, 4). Information Technologies (IT), Financial and Clerical Skills.
The development of the TVET curriculum is a culmination of a process that started with a detailed job market and skills training study for Galkayo South that was undertaken in September 2020. ZAMID consultants were commissioned by CPD/DKH to undertake a private sector scoping mission to identify existing job market demand opportunities that march with technical vocational training needs of the youth in the range of 18 – 24 years of age in Galkayo South, Galmudug State. The key focus of the study revolved around market driven skills training and employment pathways, as well as mapping out existing TVET stakeholders in Galkayo South, existing private enterprises for partnership, TVET centers in the district and employment-creation policies already in place, if any exists. The findings of the study coupled with the subsequent scoping study found that there was great demand that justifies training in the following core sectors, 1). Electrical and electronics; generation of electricity, installation of solar panels and other equipment like generators and electrical grids, repair of refrigerators, air conditioners, laundry machines, repair of mobile phones and TVs. repairs 2). Automotive Repair; Mechanic, paint spraying and upholstery.
Construction: Masonry, brick making (including interlocking block), plasterwork and painting. 4). Information Technologies (IT), Financial and Clerical Skills.
The curriculum development will contribute towards the achievement of desired TVET quality delivery in the 4 identified courses. CPD with the support of DKH therefore seeks to engage a qualified and experienced consulting firm with strong background in TVET training and curricula development. The selected firm will develop four competent based TVET courses curricula (with training modules for ToTs) for 1). Electrical and electronics; Electricity generations, solar panels and equipment installation, fixing refrigerators, air conditioners, washing machine, mobile phones and TVs repair 2). Automotive Repair; Mechanic, paint spraying and upholstery 3). Construction; Construction sector that include masonry, brick making (including interlocking block), plasterwork and painting, 4). Information Technologies (IT), Financial and Clerical Skills with the active participation of the Galmudug State’s Ministry of Education, the private sector, youth and local communities and the TVET working group that will include NGOs working in TVET in Galmudug State. The consulting firm’s team will be reporting directly to the CPD TVET Project Manager and the TVET Technical Advisor.
2. Rationale of the Curriculum Development
There is a need to support the development of a quality competency-based TVET Curricula to fill in the current identified gap in delivery of standardized TVET training for the youth. Galmudug State Government is relatively new having been formed in 2015 and beset by other challenges and priorities such as need for security with diminished capacity to initiate required TVET training standard for private and public providers. This has meant the continued delivery of TVET under disparate curricula which have not been subjected to job market relevance and quality checks in promoting the acquisition of skills by the youth. The current TVET providers in Galkayo are mainly commercial centers pursuing business interest and lack the network to work on developing a common standardized curriculum.
A Job Market Demand study conducted by DKH/CPD in September/ October 2020 confirmed that there are no public (government/community operated) TVET centers in operation and the ones that exist are
privately operated without a formal policy framework or operation guidelines. Lack of public TVET institutions reduces government control over the supervision, accreditation and qualification, which leads to different institutions offering courses based on different own or adapted curricula. Resulting from this scenario, there is therefore the need for formulizing the TVET sector and policies to better regulate the sector and establishment of functioning quality assurance systems for TVET programs in order to ensure adherence to endorsed government standards and regulations.
3. Scope of Work
The scope of work for the hired consultants/firm will include: –
To support the project in the development of appropriate TVET curricula (with training modules) for the following four core technical vocational and education training courses 1). Electrical and electronics; Electricity generations, solar panels and equipment installation, fixing refrigerators, air conditioners, washing machine, mobile phone and TVs. repairs. 2). Automotive Repair; Mechanic, paint spraying and upholstery 3). Construction; Construction sector that include masonry, brick making (including interlocking block), plasterwork and painting. 4). Information Technologies (IT), Financial and Clerical Skills.
To facilitate a participatory process led by Centre for Peace and Democracy (CPD) with the Ministry of Education (MOE) Galmudug State to actively engage the core stakeholders in the development, review and drafting of the 4 curricula required.
Make a presentation of the finalized curricula (with training modules) for the 4 courses and a curriculum guide for each course to an all-inclusive stakeholder’s forum including CPD, DKH and Ministry of
Objectives of the Consultancy Assignment
The main objective of this consultancy is to develop four TVET curriculum (with training modules for Training of Trainers) for four professional courses namely 1). Electrical and electronics; Electricity generations, solar panels and equipment installation, fixing refrigerators, air conditioners, washing machine, mobile phones and TVs repairs. 2). Automotive Repair; Mechanic, paint spraying and upholstery 3). Construction; Construction sector that include masonry, brick making (including interlocking block), plasterwork and painting. 4). Information Technologies (IT), Financial and Clerical Skills (Women & men) between the age of 18 and 24 years who are drop out pastoralists that ensures skills training programs are relevant and satisfy quality and level of skills required by the labor market in Galmudug State. All the curriculum to be developed shall incorporate life skills elements.
5. Approach and Methodology
The consultants shall be required to develop a detailed pedagogical approach and methodology to curricula development that has the five major approaches: Constructivist, Collaborative, Integrative, Reflective and Inquiry Based Learning (2C-2I-1R). The planned methodology should among other things: –
Indicate the sources and nature of TVET literature review and study documents related to TVET training curriculum that will be referenced including policy, strategy documents and the extent to which TVET Competency based Education and Training curriculum will contribute to industry led skills in the region.
Explore the TVET curricula used by Somaliland and neighboring countries like Kenya, Ethiopia and Uganda and their relevance in developing the required curricula that meets International and regional TVET standards and relevance.
Indicate in detail how the consultants will work collaboratively with TVET stakeholders in Galmudug State especially the Ministry of Education, other TVET providers and communities in developing the TVET curriculum for the four courses.
Ensure development of four curriculum courses and trainer’s guides
Other key considerations in developing the approach and methodology by the consultants shall include: –
Ensure that emphasis is placed on the holistic development on the TVET learner’s competency and relevance to the market needs.
Present finalized TVET curricula (with training modules) for validation and approval by a range of stakeholders including CPD, DKH, MoE, private sector (TVET enterprises), youth associations, NGOs.
The consultancy firm or consultants shall submit the following as deliverables / outputs over the course of the assignment:
An Expression of Interest (EoI) clearly detailing the methodology to be used in developing the required TVET curricula with training modules for the identified 4 professional courses.
An inception Report following the presentation of the assignment inception. The inception will contain actual steps to be undertaken in the development of the curricula required, specific timelines contained in a work plan indicating milestones and dates.
Submit a presentation of a draft of the curricula developed to a panel consisting of DKH, CPD, Galmudug Ministry of Education (MOE), and other TVET stakeholders in Galmudug State as identified for discussion and feedback.
A narrative report detailing the process, experiences and challenges encountered while carrying out the assignment and way forward.
Submit the final 4 curricula with training modules to DKH and CPD.
Duration of the Assignment
The duration of the assignment is planned at maximum 45 days including required travel days. This will then be moderated with the selected consultant firm.
8. Roles of the DKH/CPD and Consultants
Provide the required logistics and communication for the consultants to access the field where required.
Provide all the background materials and documents to support the consultant in undertaking the planning and actual development of the curricula.
Provide access to required stakeholders as may be required during the development of the TVET curricula.
Develop and share work plan on the development of Curricula for progress monitoring by DKH and CPD.
Deliver on all the indicated documentation as required in the deliverables schedule.
Facilitate the conduct of field meetings in consultation with CPD.
Make daily/weekly progress reports based on set milestones to the TVET project Manager in charge of the project.
Qualifications and Experience of the Lead Consultant
To qualify for this assignment, the consultancy firm or individual consultants should have the following mandatory professional experience and knowledge:
Advanced university degree in Education or Technical Education or any other related field.
At least seven (7) years of experience in curriculum development, assessment and evaluation of curriculum, teaching and learning resources development for Technical and vocational Education.
Extensive experience in the use of labour market information and Market Systems Development in developing Vocational education policies strategies and programs.
Understanding of the key issues involved in vocational education and training in the region, or specifically in Somalia.
Evidence of CVs as proof of subject expertise.
Show evidence of having successfully completed at least two similar assignments.
Outstanding communication and analytical skills, with excellent command of spoken and written English and Somali language.
10. How to Apply
Interested consultants who meet the consultancy requirements should submit the following;
A cover letter (max. 1 page), expressing an interest in the assignment, why the consultancy team is the best fit for the assignment, availability and envisioned consultancy fee.
A technical proposal (max.15 pages), comprising the following:
Comprehension of the ToR,
A one-page Concept Note on TVET Curriculum Development.
Description of approach to this assignment.
Description of methodology, especially in terms of how the consultant team plans, to meet the objectives and required outputs.
A track record of similar assignments within the last 5 years and two samples of similar assessments in the field of TVET curricula in Somalia. Somalia experience in undertaking similar assignment is most desired.
Curriculum Vitae of the Consulting lead and curriculum experts who will undertake the assignment including three (3) professional references. Description of team composition clearly indicating the lead consultant and other staff to be involved in the assignment and their rates. Teams with female consultant
(s) will be prioritized for consideration.
A detailed work plan and timeline.
A financial proposal covering consultancy fees, operational costs, reimbursable, flight cost, and accommodation in Somalia in line with the methodology described in the technical proposal. A detailed budget in USD, including VAT, and matching the work plan. The budget should clearly indicate and itemise the professional fees and the disbursement costs.
Name and contacts of at least 3 referees, able to attest, that similar work has been done.
A valid registration certificate to work in Somalia.
A profile of the consultancy firm can be annexed.
Please forward all aforementioned documents in one PDF document in English via E-Mail to: firstname.lastname@example.org and email@example.com on or before 5:00 PM,Thursday 8th July, 2021.
Subject ‘Development of a Technical and Vocational Education Training Curricula for the Galkayo South TVET Project’.
Incomplete applications will be considered inadmissible for further review by the selection panel.
For question on application process please contact the same email addresses above.
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