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Education Officer, UNICEF, Bossaso, Somalia
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Date posted: Saturday 17 July
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Location: London
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Price : apply direct
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http://unjobs.org/vacancies/1279205365434
Terms of Reference for Development of TVET Policy Implementation Guide, Hargeisa, Somalia
Closing Date: Saturday, 24 July 2010 MapTags.
Hargeisa, Somalia
Data Collection; Data Processing; Driver; Economic Development; Educational Policy; Effectiveness; Feeding; Gender Equality; Human Resources; Labour Market; Private Enterprises; Private Sector; Project Management; Public Sector; Quality Control; Save the Children; Somaliland; Sustainable Development Save the Children Alliance
Save the Children has a long history of engagement in Somalia and in Somaliland stretching as far back as 1954. Since 2000, both Save the Children Denmark and Save the Children UK have been working in Somaliland. In the past two years, Save the Children Finland has been financially supporting the work of both Save the Children Denmark and Save the Children UK in Somalia/Somaliland. From January 2010 SC UK, SC Denmark and SC Finland unified and formed Save the Children under the global initiative of Unified Presence of Save the Children.
Closing date: 24 Jul 2010
Location: Somalia - Hargeisa / Somaliland
1.Objectives of the Consultancy
MOE has produced The Somaliland National Education Policy (SNEP). This includes reference to TVET which falls under the responsibility of the Non Formal Education (NFE) Department.
On the same note, the MOE developed Education Sector Strategic Plan (2007-2015). The approved strategy provides support to the objectives, targets and measures for TVET as detailed in the SNEP. In addition to this, Save the Children Denmark assisted the MOE to produce a draft TVET Policy document. The policy framework is based on the evidence that TVET investments can be an instrument for reducing poverty as it significantly increases the likelihood of finding decent work or of generating income through self-employment.
In light of the above, the purpose of this consultancy is to support the education stakeholders including MOE, TVET service providers and beneficiaries to develop a TVET Policy Implementation Guide that is consistent with the historical context of education, prevailing challenges and opportunities in education and training , as well as the educational aspirations of the people of Somaliland as articulated in the Somaliland National Education Policy (SNEP), the Somaliland Education Sector Strategic Plan (2007-2011), and the TVET Policy.
The Implementation Guide (IG) aims to supplement the information within the Policy and provide suggestions and advice as to how education stakeholders may establish and maintain consensus on approaches to implementation of the Policy. The information provided within the Guide must be consistent with the relevant parts of the Somaliland TVET Policy.
2.Specific Objective
It is in the above context that STEO project aims to assist MOE by having its TVET Policy reviewed and Guideline developed in order to improve its efficiency and effectiveness.
The Implementation Guide should identify concrete options and strategies for improving TVET policy and the TVET system that is aligned with socioeconomic goals, priorities and contributing to sustainable development in Somaliland.
3.Scope of Work and Issues to be Studied
To achieve the aforementioned objectives, this consultancy will:
•Review relevant literature (particularly those related to TVET such as Somaliland TVET Policy, the Somaliland National Education Policy, the Somaliland National Education Strategy (2007-2011), and the NFE Policy
•Develop interview guides for discussions with key stakeholders (the MOE, MOL. Chamber of commerce, TVET service providers, and EPS Working Group and TVET Coordination Forum members.
•Interview relevant stakeholders, particularly MoE and MoL, in order to gather relevant primary data
•Review secondary data including reports on Identification Study for the Education Sector Development Support Programme for Somalia (2008), the Local Labour Market Survey Reports, The Local Economic Development Study, ILO’s Employment for Peace and Development Programme Strategy (2008).
•Synthesize secondary and primary data collected, in order to address the objectives of TVET Policy Implementation Guide.
•Prepare a draft a TVET Policy Implementation Guide and present it to stakeholders for review and validation
•Compile and submit the TVET Policy Implementation Guide to MOE/MOL incorporating inputs and comments of stakeholders]
It is suggested that the consultancy should develop the Implementation Guide with a focus on eight thematic areas of the TVET Policy, each of which is articulated below:
• The national context of TVET: covering the broader socio-economic, regulatory and policy context relevant to the TVET system, including reforms that have been introduced over the last decade, the purpose of these reforms, and their outcomes and impact.
• TVET system description: The characteristics of the TVET system, covering its socioeconomic goals and objectives, TVET and its relevance to the world of work including the role of core competences, linkages and pathways, assessment and qualification issues, stakeholders, and providers.
• Governance of the TVET system: covering governance dynamics, drivers and barriers at different levels, target groups and priorities, actor roles and responsibilities, decision-making competence, etc – particularly in relation to the role of government and other stakeholders.
• Inputs to the TVET system: Financing of TVET, including the sustainability of financing mechanisms and other non-financial inputs. Socioeconomic characteristics regarding participation in formal, non formal forms of TVET. Characteristics of the teachers and trainers.
•TVET processes: Access to TVET, covering policies to expand access and create equity in access, relevance to the world of work, including involvement of industry and inclusion of broader employability competences, policy measures to create coherence between formal, non formal and informal learning - covering participation patterns, policies and instruments to ensure the quality of delivery of TVET provision, and to raise its status and attractiveness.
•Outcomes: who complete which forms of TVET, drop-out patterns, relevance to the world of work, transition patterns to the labour market, self employment, labour market mobility, and contributions to community building and inward investment, and ability to provide for oneself and the family.
•Impact: covering such aspect as equity, gender equality, reduction of poverty, social inclusion and exclusion, sustainability, socio-economic development, and cohesion.
•The knowledge and evidence base: covering the extent to which policy formulation and management build on a formalized knowledge base, for instance about the needs of the labour markets and destinations of TVET graduates, and whether there are other sources feeding into decision-making processes and management of the system.
4.Methodology
The consultancy will be undertaken through a participatory approach using a combination of qualitative and quantitative techniques to gather data and information from main stakeholders of TVET and EPS including MOEs and Labor authorities, actors in the private and public sectors including municipalities, chamber of commerce, TVET and IBTVET centers, enterprises, project officers, other actors involved in the provision of TVET and/employment of TVET graduates, etc. The data and information gathered will be systematically analyzed and presented on the basis of the scope of work mentioned above. Among others, the consultant shall utilize the following methodology:
•Document Review: This involves desk study review of all relevant documents related to TVET.
•Focus Group Discussions with private Enterprises: As a component of TVET Policy seeks industry engagement and support to inform the development of all training and assessment strategies, the consultancy should assess how this engagement can lead to improvements in the training and assessment strategy to help satisfy the requirements of private sector.
The private sector could also have a role within the quality review and/or quality control processes being utilised by the TVET service providers. This consultancy should therefore, through focus group discussions, devise robust strategies to encourage and enable private sector involvement.
•Semi-Structured Interview (SSI): SSI will be carried out with selected individual male and female graduate and present TVET trainees, trainers, TVET managers, concerned government authorities, project staff, members of the TVET Coordination Forum and EPS Working Group, etc.
•Observations: Careful and systematic observation regarding the operations of TVET, EPS and NFE Departments will be carried to capture primary information. The consultancy will also observe TVET trainees and trainers conducting sessions in selected sample centres. Observation at workplaces (employment or self employment) of TVET graduates is also required.
•Key Informant Interviews: This method is important to capture the views and professional opinions of people who know about the Education Sector Strategies, Educational Policy and TVET Policy in particular. Such persons should be identified and consulted from agencies like MOE, UNESCO, AET, MOL, NRC, and CARE, chamber of commerce, employers from both the public and private sector.
5.Application Requirements
All expressions of interest should include:
(i).Cover letter: A short cover letter addressing the consultancy criteria.
(ii).Technical Proposal (maximum 5 pages) highlighting: brief explanation about the consultant with particular emphasis on previous experience in similar work; consultant’s profile and relevant competences to undertake the assignment; understanding and appraisal of the TOR, the task to be accomplished as well as draft plan.
Financial Proposal: The financial proposal should provide cost estimates for services rendered including daily consultancy fees.
Data collection and data processing costs are on the account of the consultant.
PERSON SPECIFICATIONS
Education
•At least a Masters Degree in education, social science, economics, commerce or any other relevant field.
Skills/Experience
•At least 5 years of demonstrated experience in Education Policy development and TVET curriculum design and teaching aids, preferably related to TVET, with a sound understanding and knowledge of the sector in a post-conflict environment.
•Experience and ability in utilizing formal project management tools, and relevant software applications, such as MS Word, MS Excel, MS PowerPoint, MS Project, and SPSS PC+;
•Proven leadership and interpersonal skills and ability to work in a multi-cultural, multi-ethnic and multi-agency environment with sensitivity and respect for diversity;
•Ability to multi-task effectively without compromising the quality, team spirit and constructive working relationships with all colleagues
CODE OF CONDUCT
Because Save the Children's work is based on deeply held values and principles, it is essential that our commitment to children's rights and humanitarian principles is supported and demonstrated by all members of staff. Save the Children's Code of Conduct sets out the standards which all staff members must adhere to.
How to apply
Applications should be forwarded to:
Human Resources Officer
Save the Children Alliance
Hargeisa Office
Or email: vacancies@scsom.org
Reference Code: RW_87CFF2-87
Source: Reliefweb
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THE UNITED NATIONS DOES NOT CHARGE A FEE AT ANY STAGE OF THE RECRUITMENT PROCESS (APPLICATION, INTERVIEW MEETING, PROCESSING, TRAINING OR ANY OTHER FEES).
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