REQUEST FOR CONSULTANTS (RE-ADVERTISED)
The Adventist Development and Relief
Agency (ADRA) is a global
humanitarian organization with a
mission to work with people in poverty
and distress to create just and positive
change. ADRA Somalia belongs to the
world wide network, comprised of
more than 130 supporting and
implementing country offices. ADRA
Somalia is seeking to recruit a
consultant to conduct feasibility
assessment study for professional technical secondary schools.
PURPOSE AND OBJECTIVE OF THE CONSULTANCY
The purpose of the consultancy is to generate comprehensive baseline
information on the feasibility and viability of establishing professional technical
secondary schools in Somalia, in particular the regions of Hirshabelle, Southwest
and Galmudug. Specifically, the feasibility assessment will aim to identify
existing labour market needs/skills in the target locations, to determine the
supply of students and teachers/instructors, and to present the basis for
decision-making for development of secondary education infrastructure
development and professional technical secondary schools’ implementation in
Guriceel, Barawe and Jowhar Districts in South Central Somalia.
The assessment will among other issues, analyse demand and supply factors to
assist in choice of pilot skills for each of the pilot professional technical secondary
schools. The feasibility study will further review the overall market chain
especially demand and supply factors and generate data to guide in investment
of the pilot professional technical secondary schools. In addition, the assessment
will confirm needs as well as the physical locations of the schools.
The information generated through this assessment will provide evidence to
establish the need for professional technical secondary schools, curriculum, labor
market needs (skills) supply of students and teachers/instructors. The
assessment findings will make certain that the action is up to date with any
recent developments with regards to participation in secondary education by
relevant age-groups. Importantly, the assessment will present the basis for
decision-making on inclusion of a site for secondary education infrastructure
development and professional technical secondary schools’ implementation. This
being a new concept being promoted by MOECHE, there is need to map out all
the factors that the action will need to consider.
Further, the feasibility study will identify, outline and analyze a range of
methodologies by which the SETS EA Consortium (MOECHE, ADRA and ARC)
could potentially use to measure the uptake and outcome of the project, in
addition to identifying the types of skills, and market demand. Where relevant,
findings or recommendations of the assessment will be directed towards Somalia
government and key development partners.
1. SCOPE OF WORK
The consultancy falls under the SETS Expanded Action project funded by the
European Union, implemented by ADRA and ARC, in partnership with the
Ministry for Education, Culture and Higher Education in Mogadishu, and
Federal Member States of Jubbaland, Southwest, Hirshabelle and Galmudug.
The consultant will be expected to undertake the following tasks:
1. Participate in briefing and consultative meetings on the assignment in
Mogadishu, Somalia with key Ministry officials.
2. Review extensively all relevant reports, studies and surveys on the
secondary education sector in South Central Somalia as well as existing
information on technical schools in Somalia and synthesize the information
to ensure that data collection focusses on areas not covered by current
literature.
3. Interviews with relevant government ministries, subject experts and local
businesses, economic cooperatives, community leaders and youth in target
communities.
4. Extensive mapping of labour market needs through primary data
collection.
5. Key informant interviews (KII): the consultant shall conduct in-depth
interviews among key informants including line ministries, regional
government agencies, private sector employers, youth, centre managers or
teachers, parents of IDP children.
6. Focus group discussions (FGDs) with employed and unemployed youth
in target communities.
7. Evaluate the project log-frame in detail, and propose revisions to the
proposed indicators where necessary, based on the findings of the feasibility
assessment.
8. Assess the overall design strategy and implementation approaches for
the professional technical secondary schools and propose methods of
ensuring that this component is implemented in a relevant, effective,
efficient and achieves maximum impact and complementarity with other
actions.
9. Design and deliver a 2-day training for the education project staff (and
partners) on key aspects of the needs assessment including how data will be
collected (process, methods, and tools), analyzed, interpreted, and reported.
10. Constitute the survey team (in agreement with Ministry and consortium
staff).
11. Set off the survey team to pre-test and refine the data collection tools
and to collect required data.
12. Enter and analyze the feasibility assessment data (jointly with select
education project staff partners – for learning purposes). Relevant data
analysis software such as SPSS will be used.
13. Debrief education project management staff from the consortium
agencies and the respective Ministries on the process and preliminary
findings of the feasibility assessment.
14. Prepare and submit comprehensive, well-structured report of the
feasibility assessment.
The assessment should give comprehensive answers to the following questions,
grouped below by relevant objective:
1. Identify types of jobs available in Guriceel, Barawe and Jowhar Districts
that can be filled by Technical Secondary School graduates, with a special
focus on highly demanded skills:
2. What are the potential marketable technical and non-technical skills
trainings that could be provided to young women and men to improve their
access to decent work?
3. What are the most employable skills training courses that can be offered?
4. What is availability of skilled teachers for each one of the proposed skill
training courses that would allow trainees to reach an adequate level of
knowledge and/or experience to enter the job market at an advantage?
Assess the feasibility and relevance of the identified technical and nontechnical skills training courses:
1. How relevant and feasible is each one of the identified skills training
courses in terms technicality?
2. What training equipment and inputs would be needed to deliver the
proposed skills training course?
3. Are there qualified trainers available locally for the proposed skills
training course? Where the qualified trainers could be recruited and at what
cost?
4. What is the current market demand for each skills type? How many
trainees could the local market absorb without market saturation for each
one of the proposed skills?
Identify and recommend specific additional services and support needed by
trainees after they complete the TVET courses:
1. What supplementary topics or specific services would enhance a trainee’s
likelihood of finding gainful employment? What entrepreneurship skills
might be useful as part of the skills training courses?
Profile of the consultant
Essential
◦ Post graduate degree in education from a recognized institution of higher
learning.
◦ Extensive experience in research including designing and conducting
(education) baseline surveys and feasibility assessments.
◦ Knowledge and experience of using participatory methodologies in
monitoring and evaluation of education work in a developing country
context.
◦ Knowledge and understanding of education management systems.
◦ Proficiency in computer skills.
◦ Understanding of education in a developing country.
◦ Excellent facilitation and report writing skills in English language.
◦ Extensive experience of delivering training workshops.
◦ Familiarity with the Somali context and education sector in particular.
Desirable:
◦ Experience of working in a politically insecure environment.
◦ Familiarity with donor funded education programmes in Somalia.
◦ Experience with previous work on technical secondary schools will be an
added advantage.
For the full Terms of Reference (TOR) please visit ADRA Somalia website
www.adrasom.org (http://www.adrasom.org). Interested persons should send a
technical and financial proposal to hr@adrasom.org (mailto:hr@adrasom.org) by
21st May 2020 . Only shortlisted candidates will be contacted.
‘’ADRA Somalia is committed to upholding the rights of all children and vulnerable
adults that we serve and those we interact with in the course of our work. We endevour to
protect all from all forms of abuse and exploitation as outlined in the UN Convention on
the Rights of the Child and Inter Agency Standing Committee (IASC) six core principles
on Sexual Exploitation and Abuse (SEA). ADRA Somalia has zero tolerance to abuse
and exploitation of beneficiaries and staff.’’
