The second phase of Horumarinta Elmiga (HE) Program, a three-year EU-funded intervention with a sector-wide approach, is being implemented by the consortium of the Save the Children, CARE Netherlands and Norwegian Refugees Council in partnership with the ministry of Education and Higher Education (MOE&HE) of Somaliland. Save the Children is the lead agency of this program. The overall objective of Horumarinta Elmiga (HE) Phase II is to help ensure that education and training efficiently and effectively contribute to poverty alleviation within a peaceful, secure and democratic Somaliland. HE II seeks to build on achievements of the HE I program, and the consortium fully recognizes the advantages of a Sector Wide Approach (SWAp) to education where each sub-sector needs to be treated in relation to its contribution to the education sector as a whole. Technical and Vocational Education and Training (TVET) is one of the major components of this program. Under HE II, special emphasis will be placed on entry points to TVET that can be further strengthened, for example, through new vocations and recognition of prior learning. However, the primary focus of the intervention will revolve around pathways to employment (wage or self-employment). The consortium recognizes, as does the Government that TVET cannot by itself ensure employment; employment is a complex equation, where demand-driven TVET is an important element but employment-creating policies within a number of policy areas also play an important role, as does the direct involvement of the private sector. Consequently, the relationship between the TVET sub-sector and the private sector will be strengthened at all levels.
The total project target beneficiaries are 1,100 unemployed and unskilled youth, of which 50% are girls. The project aims to impart training at the level of both enterprises and institutions. Depending on the level of training (Level I, II, and III), and upon completion of skills training, the project seeks to ensure 80% employment of TVET graduates.
Quality assurance in TVET is the systematic management and assessment procedures adopted by a TVET institution or system to monitor performance and to ensure achievement of quality outputs or improved quality. Quality assurance aims to give stakeholders confidence about the management of quality and the outcomes achieved. However, with the rapid expansion in the number of education and training institutions and the advent of new private TVET institutions, ensuring quality has become a major concern. Quality assurance requires establishing benchmarks against which qualifications, courses and TVET institutions can be assessed. Further, quality assurance for education and training is the process of monitoring and assessment in line with defined requirements. The quality assurance system helps an institution gain confidence in delivering quality training and services and gains an increase in public trust.
The goal of assuring the quality of the TVET program is the provision of relevant, adequate skills to trainees, so graduates are employable upon the completion of TVET programs and gaps in skills are reduced. In this regard, an increased employment rate of graduates in the labour market is the most desired outcome of the TVET system.
Quality assurance of the TVET system in Somaliland should begin with the registration of TVET providers, instructors, assessors and examiners both public and private with the Technical Vocational Qualification Authority (TVQA). The primary purpose of registration is to formally recognize and certify the training providers and individuals to deliver courses, conduct national assessment and accredit courses upon meeting the minimum quality standards.
The idea of quality assurance as it relates to TVET institutions and as it applies to qualifications standards should focus on quality in industry and training and defines quality in terms of the features of quality and their application. Qualifications are regulated because the trainees, employers and others, who use qualifications desires qualifications that are appropriate, of high quality, valued and respected by others in the community and understood by those who take them and use them. The public at large wants standards to be maintained across awarding bodies over time, awarding bodies to be competent and a right of appeal if something goes wrong. Only qualifications that satisfy these conditions are accredited and accepted into the Vocational Qualifications Framework (VQF).
Quality assurance is the process of ensuring that teaching and training, assessment, and certification of qualifications enable the achievement of excellence as required by a set of standards. This implies the integration of theoretical knowledge, practical training and application in real life work environments.
The quality assurance process should ensure that:
· Trainees are protected from incompetent training institutions; and
· Employers and the public are protected from individuals who may be certified as competent yet do not have the required competencies to undertake the jobs they are supposed to undertake.
Self-assessment in TVET institutions is a component of the quality assurance and should be conducted. Self-Assessment involves institution-level quality assessment and includes input from institution management, official committees, TVET institution staff and trainees. A written self- assessment report is compiled after the assessment. Self-assessment must be conducted yearly in accordance with the annual development plan of the TVET institution. The purpose of self-assessment is to lead to the improvement of the entire activity of the TVET institution and mainly of the learning outcomes. The self-assessment process represents an action of collective responsibility at the level of TVET institution.
The TVET quality standard defines the quality characteristics required for each TVET institution. The standard is intended to improve the quality of the institution, and it is to be built into the institution’s objectives. The standard is based on various educational and training components, for which there are a series of indicators. The purpose of the standard is that:
· It helps to develop the quality of the institution and its products, and measure its performance.
· It strengthens societal confidence in quality of training and institutional services.
· It facilitates decision-making about financial allocations for government and community.
· It provides quality information to trainees.
· It provides information for parents, companies and government regarding institutional mechanisms,
· It enhances transparency, equity and accountability in education and training, particularly for public institutions.
Inspection is of paramount importance in the quality assurance in TVET, since it ensures guidance and support to TVET institutions in the self-assessment process and TVET quality control. Inspectors must get a general view of the efficiency of the provision of TVET and of the extent to which it satisfies the needs of trainees. To that end, inspectors must first analyze the learning outcomes and evaluate the quality of the teaching – training – learning process. Then the inspection of other components to follow.
2. OBJECTIVES OF THE CONSULTANCY
a) Develop a coherent and feasible system of quality assurance and standards,
b) Develop a system for performance monitoring of TVET so as to enable TVQA to establish minimum standards,
c) Develop standardized methods of assessing TVET at the levels of instructor and the TVET institution.
3. SCOPE OF WORK:
i. Develop a quality assurance system (manual) which will guide in the management and assessment of the TVET institutions. This will improve on how the TVET centres are managed and assessed both internally and externally.
ii. Establish benchmarks against which qualifications, courses and TVET providers can be assessed.
iii. Develop a performance monitoring system for TVET so as to enable TVQA to establish minimum standards for use in TVET institutions
iv. Develop a quality assurance system that helps TVET institutions gain confidence in delivering quality training and services and gains an increase in public trust. Following which more TVET graduates will engage in gainful employment as wage or self-employed persons.
v. Provide guidelines on the registration of TVET providers, instructors, assessors and examiners both public and private with the Technical Vocational Qualification Authority (TVQA).
vi. Provide guidelines on how TVET institutions should conduct their self-assessment.
vii. Articulate clearly the role and functions of the inspectors in the TVET system.
viii. The quality assurance manual developed to ensure that training, assessment and certification of qualifications enable the achievement of excellence as required by a set of standards. This will imply the integration of theoretical knowledge, practical training and application in real life work environments.
The Consultants will:
· Conduct thorough desk research on the current global and regional trends in quality assurance in TVET system and TVET institutions
· Visit the MOE-TVET Department, TVQA and a number of TVET institutions to find out how quality assurance is conducted.
· Develop a quality assurance system (manual) for the TVET institution incorporating all the essential components
· Prepare performance monitoring system for TVET so as to enable TVQA to establish minimum standards for use in TVET institutions
· Endeavour to include some practical examples of how the quality assurance should be conducted.
· Make a presentation of the zero draft of the documents prepared to the TVET stakeholders.
5. EXPECTED OUTCOME:
The developed quality assurance system (manual) is expected to improve the management of TVET institutions and delivery of quality skills training leading to skilled labor force which satisfies the market demand.
The deliverables / outputs of this assignment are:
a) A quality assurance system (manual) detailing the policies, procedures, quality components, documentation and how to monitor the implementation of the procedures.
b) A performance monitoring system for TVET.
c) A report detailing the experiences and challenges encountered in the process of carrying out the assignment.
7. DURATION OF THE ASSIGNMENT:
The duration of the assignment will take 20 working days excluding the travel days.
8. QUALIFICATION AND EXPERIENCE OF THE CONSULTANT
· Advanced university degree (preferably in a technological field) or equivalent in education and TVET
· A TVET specialist and a seasoned trainer
· An authority in quality assurance management of TVET and TVET institutions
· Excellent communication and analytical skills,
· Computer literate,
The Consultant must have done a similar assignment(s). A prove of the previous work done on the same should be provided.
9. 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.
10. EXPRESSION OF INTEREST
An interested consultant that meets the consultancy requirements should submit the following;
· A detailed technical proposal that comprises experience of previously conducted similar translations, capacity to undertake the assignment & budget for the consultancy period.
· A detailed work plan that clearly shows number of days and deadlines for each task-including anticipated time for sharing draft to SCI, commenting, accommodating comments and finalizing the draft.
· A one page concept on how to develop minimum standards for quality assurance & performance monitoring for Technical Vocational Education & Training.
· Curriculum Vitae of the consulting person who is undertaking the translation including three professional references.