Assessment of TVET teacher development preparedness through the review of pedagogical skills training programs in Kenya

Assessment of TVET teacher development preparedness through the review of pedagogical skills training programs, systems and frameworks and continuous profession development (CPD) in Kenya

KEN/20/02/LCH

Donor Agency: Foreign, Commonwealth & Development Office (FCDO)

Executing Agency: International Labour Organization (Country Office for Tanzania, Kenya, Uganda, Rwanda and Burundi)**

Consultancy Duration: 45 days

Key agency: Kenya Teachers Training College (KTTC) in collaboration with TVETA as a regulator

TVET Institutions: PC Kinyanjui Technical College, Coast Technical Training Institute, RIAT College, Kitale Technical Institute and Bumbe Technical Training Institute**

I. Project overview

1. Kenya Skills for Prosperity Project (KS4P) is a two and half year initiative financed by the Foreign, Commonwealth & Development Office (FCDO), and implemented by Leonard Cheshire (LC) in partnership with the International Labour Organization (ILO) Kenya, The Open University (OU), the Federation of Kenya Employers (FKE), and the Forum for African Women Educationists (FAWE).

2. The project is designed to tackle youth unemployment by improving equity, quality, relevance, and cost effectiveness of higher education (HE) and technical and vocational education and training (TVET) in Kenya. KS4P therefore aims to improve skills development systems, policies, services and institutions and to create an enabling environments for young people, especially from the marginalized groups, to access job opportunities in industries key to Kenya’s national economic growth.

3. Over a period of 30 months, the ILO, within the consortium, will lead on providing evidence-based technical assistance to the Government of Kenya in the following areas of intervention:

· Review and strengthening of the Kenya’s Labor Market Information System (KLMIS),

· Institutional capacity building of key TVET Agencies and other national skills development systems and structures and strengthening of their linkages with industries,

Quality and relevant CBET implementation including technical assistance to targeted TVET institutions and support towards building the capacity of TVET teachers on effective pedagogical approaches as well as enhancing their continuous professional development.

1. The desired outcomes are:

i. EQUITY: Improved equity in access to the provision of TVET and HE in the public and private sectors and improved progression to employment for marginalized groups.

ii. QUALITY: Improved quality of learning outcomes from TVET and HE provision in the public sectors

iii. Improved RELEVANCE of TVET and HE to the skills set needed by industry in areas key to national economic development

iv. COST EFFECTIVENESS: Improved affordability of TVET and HE provision & a conducive environment for resourcing in areas key to national economic

1. The impact of KS4P is therefore to increase capacity for inclusive economic growth due to more productive and equitable skills sectors thus improving the employability, employment opportunities and the earning potential of beneficiaries and thereby contributing to poverty reduction in Kenya.

II. Background information on appropriate pedagogical approaches in effective implementation of Competency Based Education and Training (CBET) in Kenya

1. Learning is dependent on the pedagogical approaches teachers and trainers use in the learning institutions. A variety of pedagogical approaches are common in TVET schools, but some strategies are more effective and appropriate than others. The effectiveness of pedagogy often depends on the particular subject matter to be taught, on understanding the diverse needs of different learners, and on adapting to the on-the-ground conditions in the learning institution and the surrounding context. This is more crucial for Kenya as it embarks on implementation of CBET in TVET and HE institutions.

2. The situation of TVET trainers in Kenya is faced with a number of knowledge transfer challenges. Currently most trainers in TVET institutions have inadequate pedagogical skills to roll out the new proposed CBET Curricula. Majority of the trainers qualified in disciplines other than education and then converted to teaching/ training through deployment. Further, Vocational Training Centres and other TVET centres in other government departments outside the mainstream education[1], are not required to undergo pedagogical training, therefore the quality of training delivery in TVET is not harmonized. Whereas, it is currently not a requirement for TVET trainers to have pedagogical competency as a condition for recruitment, the Teachers Service Commission as per the provisions of the constitution has a clearly defined criteria for the minimum specifications of pedagogical and content knowledge.

3. Through the ongoing Education reforms in Kenya in the last few years, the Government of Kenya (GoK) has recognized the role of education and training for all Kenyans as a critical success factor in attaining Kenya’s Vision 2030. In order to realize this national development goal, the Government of Kenya has committed to the implementation of a relevant and quality CBET that meets the human development needs of a rapidly changing and a more diverse economy. According to the TVET Regulation 2015, TVET trainers’ qualification and continuous professional development has been emphasized for improved learning outcomes for the TVET and HE institutions. This is anchored on policy of trainer development on the job as mandatory for all TVET trainers. There is therefore need for a trainer education and development standard, based on harmonized principles that will ensure optimal delivery of CBET for the benefit of the trainees. This must include the development of TVET trainers through pre-service training and in-service exposure to continuous professional development.

III. Rationale of the Assignment

1. One of the four KS4P outcomes is to improve quality of learning outcomes from TVET and HE provision in the public and private sectors key to Kenya’s national economic development. In this regard, the project through this assignment seeks to review the strides made towards improving the quality of TVET teacher training through pedagogical skills training at pre-service and under staff Continuous Profession Development (CPD) during-service.

2. Further, capacity development is a common denominator in ILO technical cooperation programmes and projects. The assignment intends to determine possible capacity development and or technical assistance on policies/regulations/guidelines that will promote TVET trainer continuous professional development that will ensure optimal delivery of competency based education and training for the benefit of the trainees

IV. Approach to the assignment

1. The consultant will be expected to adopt a participatory and qualitative approach in reviewing and determining the status of development of a competency based trainer in terms of standards, frameworks and training systems. **

2. It is expected that the review will take place at three levels through desk review, interviews data collection and analysis, by firstly, at macro level. This will focus on standards and quality assurance systems and related processes undertaken by the regulator i.e. TVETA improving TVET Teacher’s pedagogical skills and CPD. Secondly, at Meso level. Here, the focus will be to review KTTC’s existing pedagogical training program(s) and industry partnerships for pre-service and in-service teachers and determine appropriateness with regard to CBET curriculum delivery. Lastly, at micro level where the consultant is expected to corroborate systemic and pedagogical skills gaps amongst TVET teachers from the 5 TVET institutions. This will be with a view to determine technical assistance opportunity(ies) that the KS4P can offer. **

V. Description of tasks

1. The main task by the consultant will therefore entail:

i. Development of assessment methodology (including preparation of surveys and data collection tools

ii. Assess and determine what kind of technical assistance KS4P can render with regard to standards and quality assurance systems and related processes for improving the quality of TVET Teacher’s pedagogical skills and on the job Continuous professional development.

iii. Review KTTC’s existing pedagogical training program(s) (if any) and industry partnerships frameworks for pre-service and in-service teachers and jointly with TVETA and KTTC, recommend areas of improvement with regard to CBET curriculum delivery.

iv. Conduct a rapid pedagogical skills gap analysis amongst TVET teachers from the 5 TVET institutions with a view of recommending capacity building interventions

v. Conduct assessment interviews with TVET managers on the TVET institutions’ capacity to support the delivery of CBET, and perhaps questionnaires among students.

1. The other tasks for a successful consultant shall be to;

i. Submit an inception report that includes but not limited to interpretation of the Terms of reference, detailed proposed approach and methodology, work plan and proposed budget (professional fee and logistical costs)

ii. Carry out desk review, data collection, interviews to ensure all three levels of review (macro, meso and micro) are adequately covered…

iii. Facilitate Validation workshops with key stakeholders.

iv. Develop draft reports which shall be reviewed by the ILO KS4P and specialist,

v. Based on comments from internal reviews and validation workshops, develop final report that should include but not limited to:**

a. Background information on appropriate pedagogical approaches in effective implementation of Competency Based Education and Training (CBET) in Kenya

b. Assessment findings

c. Capacity building recommendation to improve the pedagogical skills of TVET teachers

vi. Work closely with S4P ILO Technical Advisor and Edukans Foundation Skills Experts and contribute to the action planning of capacity building national workshops/seminar series and conferences for TVET administrators/managers and teacher educators to foster networking between TVETs and industry to build capacity around key teacher education issues.

VI. Desired Experience and Qualifications

1. The consultant should meet the following requirements;

a. Education:

· University Degree in Education, Technology, Economics, or any other social sciences with a focus on skills development, Education and training or related field. Advanced degree/ postgraduate training in Curricula reviews and development, Education Assessment is recommended.

b. Professional Training and certification.

· A KICD recognised curricula developer will an added advantage

c. Skills:

· Must possess good communication skills, both oral and written.

· Excellent writing/editing commands of English is an asset.

d. Experience:

· At least ten years of experiences working in Education, Curricula reviews and development, Education Assessment and technical education setting

· Sound knowledge, understanding of labour supply and demand dynamics and**

· Proven experience and expertise in competency based education and training**

VII. Selection Criteria

1. ILO / KS4P Project will evaluate the proposals and award the assignment based on technical responsiveness and financial feasibility. Ensuring transparency, impartiality and neutrality as per below guide.

Criteria

Maximum Points

Technical proposal 35

Academic Qualification and experience 25

Experience in similar assignments 20

Knowledge of skills development and Technical Education and training in TVET sector 5

Analytical and report writing skills, (must attach two related tasks) 15

Total 100

1. Incomplete and applications received after the closing date will be disqualified. The project will notify the selected candidate two weeks after the close of applications date.

[1] Different ministries have their own TVET Institutions e.g. The ministry of Agriculture has their own Agricultural technical colleges