Development of Vocational Training and Livelihoods Model

• Country: Kenya
• Summary: Development of Vocational Training and Livelihoods Model
• KET Ref No: 61439046
• Deadline: 04 Jan 2022
• Financier:
• Purchaser Ownership: Government
• Tender Value: Refer Document
• Notice Type: Tender
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• Description:
• Tenders are invited for Development of Vocational Training and Livelihoods Model TERMS OF REFERENCE - VOCATIONAL TRAINING AND LIVELIHOODS MODEL European Union (EU) Funded project (1st November 2019 to 28th February 2022) Grant Number: BEL160611T/GRANT/006 ** ** 1. BACKGROUND 1.1 The Project - Youth with Complex Disabilities in Kenya, Uganda and Tanzania Learn, Work and Earn This is a 28-month project ending in February 2022 which seeks to improve the employability of 260 youth with complex disabilities in Kenya, Uganda, and Tanzania through the acquisition of market driven and quality vocational skills and accessing decent work in the formal and informal labour markets. Due to poverty, low literacy levels, high support needs, exclusion from participating in society, stigma and discrimination, Youth with Complex Disabilities (YWCD) are among the most marginalized and disadvantaged groups in society, even among people with disabilities. Without appropriate support, YWCD are unable to access vocational training and decent work which contributes to their high poverty levels. 1.1.1 Purpose of the Sense International - East Africa (SI EA) Vocational Training and Livelihoods Model The Vocational Training and Livelihoods Model is primarily aimed at providing guidance to SI EA staff and partners on how to set up Vocational Training and Livelihoods programmes. It is based on Sense International-s programme experience and outlines a Model that describes the aims and composition of a concrete pathway including transition from schooling to vocational training and securing a meaningful livelihood, be it formal or informal. 1.1.2 Implementation of the Model across Kenya, Uganda, and Tanzania. In Kenya, Uganda and Tanzania, inclusive vocational training has been developing over the years, with Kenya and Uganda having taken more strides in this regard, while Tanzania is still in the formative stages. Despite the contextual differences, the action has set out similar objectives to address the gap in inclusive vocational training and transition to livelihoods. To test the process, the project set out to work with 6 TVET institutions (2 in Kenya, 3 in Uganda and 1 in Tanzania) as well other apprentice trainers to identify, assess, recruit and train 260 YWCD (140 in Kenya, 60 in Uganda and 60 in Tanzania). The 260 YWCD would then be supported to transition to the world of formal and informal employment. 2. PURPOSE OF THE RESEARCH TO DEVELOP THE MODEL The model seeks to document the TVET model and best practices as experienced during the project implementation in the 3 countries, and give suggestion to gaps therein, so as to come up with an ideal guide for the identification of learners for recruitment into any form of vocational training, outline an ideal process of skill delivery to YWCD in vocational centres, TVET institutions, and in apprentice training, as well highlighting the opportunities that exist in the world of formal and informal employment, and how to effectively transition YWCD after training. Specifically, the model will highlight the following key areas: 1. SI EA approach to vocational training and livelihoods Brief overview of vocational training and livelihoods work in each country setting and the approaches taken Opportunities available on private and public inclusive vocational training for YWCD in each country and the gaps. Document an ideal pathway for the following processes: Transition from school/home to Vocational training in either a TVET institution, vocational training centre or apprentice training. Enrolment in training - including the process of identification, assessment, and placement Quality of inclusive learning during vocational training in different settings in either a TVET institution, vocational training centre or apprentice training. Funding and fee support opportunities for needy learners Transition to workplace, formal or informal. Access to support/funding for YWCD in employment / business development. Appropriate support for YWCD in the workplace. Role of technology in training and at the workplace in enhancing productivity of YWCD. The role of OPDs in the whole process of identification, assessment, placement, and transition to employment. The model development will consist of the following components: Analysis of documentation for evidence of success, change, learning, barriers to implementation and access to services. This will include review of periodic project reports, employability surveys, donor reports, minutes from steering committee meetings, training reports as well as detailed monitoring data sets of both quantitative and qualitative information for analysis. Analyse the SI global model on vocational training and livelihoods and clearly show linkages and synergies. Briefings: Initial online meetings with project teams in Kenya Uganda and Tanzania to explore issues and lessons relating to successes, challenges, and impact from a range of perspectives. Online calls / Virtual meetings: Virtually meeting with key stakeholders in Kenya Uganda and Tanzania for Key Informant Interviews and virtual Focus Group Discussions in order to develop evidence for purposes of developing the model. These include 5 key groups involved in the project: o Sense International project team including project teams in Tanzania Uganda and Kenya, and relevant UK based staff. o Parents and carers of YWCD enrolled in TVET / apprentice training. o TVET Tutors and management staff. o Potential employers. o Key relevant Ministry of Education officials at devolved and central levels. o Key implementing partners, e.g. KBTA, EDDO, UGAPRIVI Analysis/Reporting and development of the model: Analysis of the results will identify best practices and provide evidence on the effectiveness of the model. Identifying current opportunities and barriers in the Vocational training and livelihoods process will support the documentation of an ideal model which is the result of this exercise. 3. KEY DELIVERABLES
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