Conducting organizational capacity assessment of TVET agencies in Kenya

Conducting an organizational capacity assessment of TVET agencies in Kenya and develop a short to medium-term capacity development and/or technical assistance plan to equip them for effective implementation of Competency Based Education and Training (CBET) 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)**

Geographical coverage: National**

Consultancy Duration: 45 Days

Key TVET agencies: Technical Vocational Education and Training Authority (TVETA), TVET Fund, Kenya National Qualification Authority (KNQA) and TVET Curriculum Development and Certification Council (CDACC) in collaboration with the State Department for Vocational and Technical Training

Other Key Agency: National Industrial Training Authority (NITA)

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 enhance skills development systems, policies, services and institutions and to create an enabling environment 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 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 development.

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 and context of Competency Based Education and Training (CBET) implementation

1. While recognising and responding to the pressures of an expanding technical education universe, which has now more specialties than ever, coupled with the increasing diversity of student needs, the Government of Kenya (GoK) has been developing policies and frameworks to improve the quality of education and TVET. The main objective, in line with Kenya Vision 2030, is to promote an enabling environment that provides quality and competency-based education and training and a flexible progression in education and career aspirations for the vulnerable youth and adult learners. This effort towards a CBET implementation is still at nascent stages especially with regard to the readiness of TVET Agencies, which involves various levels: people, processes, data and technologies. Lack of consistency can also be detected in terms of measurement practices that are in place to support CBET implementation, as envisaged in the TVET Act No. 29, 2013 based on Sessional Paper number 14 of 2012, on Reforming Education, Research and Training.

2. According to the sessional paper, the quality of TVET programs across all the TVET providers must guarantee a strong link between skills learnt and the needs of the labour market, by producing industry-ready graduates that can increase their employability. To this end, there are four critical agencies, namely: the Technical and Vocational Education Training Authority (TVETA), the TVET Curriculum Development and Assessment and Certification Council (TVET CDACC), the Kenya National Qualifications Authority (KNQA) and the National Industrial Training Authority (NITA) created to spearhead a harmonized skills and TVET system in Kenya. TVETA is responsible for regulation, coordination and quality assurance of the TVET system, while TVET CDACC is responsible for the development of competency-based curriculum, assessment and certification. The KNQA was established to develop, implement and maintain a Kenya National Qualifications Framework (KNQF).

3. Recognizing that most skilled youth in Kenya acquires their skills and training directly from the industry through the informal apprenticeships under the instruction of Master Craftspersons (MCPs), the role of National Industrial Training Authority (NITA) as a state corporation, established under the Industrial Training (Amendment) Act of 2011 to promote the highest standards in the quality and efficiency of Industrial Training in Kenya, is very key to ensure an adequate supply of well trained workforce at all levels in the industry. One of its function is to assess industrial training, testing occupational skills and awarding certificates including Government Trade Test certificates. However, many MCPs and apprenticeships in the informal sector are not accredited.

III. Rationale of the Assignment

1. One of the objective of KS4P project is to develop an enabling environment for a strong skills ecosystem including an enhanced institutional capacity and capability to promote Competency Based Education and Training (CBET), a mode of training where the emphasis is placed on the acquisition of competences. The outcome is to improve the quality and relevance of TVET and HE to the skills set needed by industry in areas and sectors that are key to Kenya’s national economic development.

2. Capacity development is a common denominator in ILO development cooperation programmes and projects. In this regard, the project through this assignment seeks to assess the TVET agencies’ CBET implementation readiness and capability expressed through its people (staff), processes (the internal mechanisms, tools and procedures), data and technologies and the consistent measurement practices that are in place as envisaged in the TVET Act No. 29 of 2013 and Industrial Training (Amendment) Act of 2011. The assignment shall include assessment of the capacity of the TVET institutions involved in training delivery. This will cover the TVET’s readiness aspects (infrastructure, equipment, management, etc.) in CBET implementation. The study findings are expected to aid the project in formulating achievable short to medium term capacity development and technical assistance action plans to be executed within the project life cycle.

IV. Approach to the assignment

1. The organizational capacity assessment should be participatory and consultative. The consultant should conduct the assessment of respective agencies using a methodology approved by the ILO KS4P project and its consortium of partners. It is expected that the assessment will be built around guided self-assessment processes as well as broad consultation including interviews and other appropriate data collection methods to help validate, expand and improve the range of information collected.

2. The capacity assessment framework should recognize the multiple dimensions of capacity development and technical assistance in relation to respective agency’s mandate. The approach must ensure that the assessment goes beyond staff capacity (relevant skills and abilities) and infrastructure to include organizational capacity (internal mechanisms, tools, policy guidelines and procedures) as well as the broader Labour Market Information (LMI) utilization and context within which the TVET agencies function.

V. Description of tasks

1. The main task to be performed by the consultant include:

i. Propose an organizational assessment strategy whose methodology must be designed and adapted according to the scope and objectives of the KS4P project;

ii. Carry out the capacity and organizational assessment of TVET agencies (intermediaries) and the TVET agencies indicated by the ILO;

iii. Based on the assessment findings and recommendations, identify and develop realistic, feasible and time-bound capacity development and technical assistance interventions that can be implemented over the life of the KS4P project,

1. Specific activities will therefore include:

i. Assess where respective agencies stand with CBT implementation in terms of standards, guidelines curricula etc.

ii. Carrying out a gaps analysis on the respective Agency’s capacity to support CBET implementation with the view to develop their capacity.

iii. Carrying out an analysis of the capacity of TVET institutions readiness to roll out CBET

iv. This will be achieved by conducting an in-depth assessment of the capacity of the TVETA in providing regulation, coordination and quality assurance of the TVET system, TVET CDACC for the development of competency based curriculum, assessment and certification. The KNQA to develop, implement and maintain a Kenya National Qualifications Framework (KNQF). NITA for carrying out recognition of prior learning, assessment and certification of skills acquired informally in the following industry: building and construction; automotive technology; agriculture/Agro-processing; maritime sector; and hospitality and tourism sector

v. Carrying out an analysis on the capacity of the Agencies to mainstream gender, People with disability and fully apply result based management principles.

vi. Assess respective institutional strategy in utilisation of Kenya’s labour market information system in regard to the executing their mandate

vii. Using the information gathered from the assessments and analysis, propose capacity development and or technical assistance strategy and plan.

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

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

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

iii. Facilitate Validation workshops with key stakeholders.

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

a. Brief background information on TVET Agencies

b. Respective functions in CBET implementation

c. Capacity gaps analysis report

d. Capacity development and technical assistance strategies

e. Action plan prioritizing capacity areas for development

VI. Desired Experience and Qualifications

1. The consultant should meet the following requirements;

a. Education:

· Advanced University Degree in human resources, education, social sciences or any other with a focus on TVET, skills development, education and training. Advanced degree/ postgraduate training in organisation development, education assessment is recommended.

b. Professional Training and certification.

· Relevant Professional Training and certification will an added advantage

c. Skills:

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

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

d. Experience:

· At least ten years of background in social sciences and management with extensive experience and knowledge in conducting institutional capacity assessment, strategic management, organization development and audit

· Extensive working experience and in depth knowledge of governance of Education and training issues

· Proven experience and expertise in competency based education and training will be an added advantage

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 40

Academic Qualification and experience

Qualification and Experience under as indicated under 16a and (d) is mandatory 25

Experience in similar assignments 20

Knowledge of organisational capacity assessment especially for educational as well as government institutions 5

Analytical and report writing skills, (must attach two related tasks 10

Total 100

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