CONSULTANCY: DEVELOPMENT OF CURRICULA FOR PROFESSIONAL TECHNICAL SECONDARY SCHOOLS IN SOMALIA

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REQUEST FOR CONSULTANTS

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 FOR DEVELOPMENT OF CURRICULA FOR PROFESSIONAL TECHNICAL SECONDARY SCHOOLS IN SOMALIA for  the Strengthening Education and Training in Somalia-Expanded Action (SETS EA) Project.

STRENGTHENING EDUCATION AND TRAINING IN SOMALIA (SETS EA) PROJECT

The SETS Expanded Action Consortium of ADRA and ARC acknowledge the right to access quality secondary and Professional Technical Secondary education based on equality of opportunity and without discrimination on any grounds. Equitable and quality education is foreseen to enable targeted learners to fulfil their potential, realize opportunities for employment and develop life skills. All these must be spearheaded by government and entrenched in key policies, systems, and regulatory framework, which are being supported by other interventions. In particular, the proposed project strategically links with the EU-funded SETS project and will among other key activities provide opportunities for the primary school learners supported by the SETS project to transition to secondary and Professional Technical Secondary Schools. The project will also leverage on the MoECHE institutional capacity support currently supported under the SETS project. The project is also complimenting other projects funded by ECW, GPE and WB and which this project will leverage on. Review for secondary school curriculum will be supported under this project to complement GPE support to primary education curriculum review. Additionally, the teacher’s salaries will be paid through the government’s programs with the WB and other donors.

The project is aligned to the government’s Education Sector Strategic Plan (ESSP) and has incorporated issues captured in the Education Sector Analysis. It strengthens the realization of MOECHE’s vision of fulfilling the right of every Somali to education and build an adequate, well educated, better skilled and competent workforce that contributes to the spiritual, economic, and human development of the nation. The project’s approach and methodology is anchored on the recognition that transition rates from primary to secondary has been low partly because of limited programming in secondary education. The key drivers for the SETS expanded project are growing demand for secondary education services from the Federal Member States; need to expand and entrench the gains of other interventions and support the MOECHE to overcome unique challenges of providing infrastructure to allow higher transition rates from primary to secondary.

SCOPE OF WORK

The consultancy falls under the SETS Expanded Action project funded by the European Union, implemented by ADRA and Alight, in partnership with the Ministry for Education, Culture and Higher Education in Mogadishu, and Federal Member States of Jubbaland, Southwest, Hirshabelle and Galmudug. The consultancy will provide technical support and coordinate the participation of selected national and state level technical education stakeholders and industry in developing the curricula for technical secondary schools, curricula which is responsive and relevant to individual and community skill set requirement and labour market demands as identified by the feasibility assessment.

Specifically, the consultant will:

  • Conduct review of the professional technical secondary education curriculum (pre-1990).

  • Conduct a comprehensive review of the results and recommendations made by the feasibility assessment.

  • Prepare a work plan according to the reviewed recommendations of feasibility assessment and the required deliverables.

  • Review relevant/similar programs in Federal Government of Somalia/Puntland/Somaliland and other regions to identify best practices and benchmark in technical courses teaching, training and practice and then compare it with the current program and suggest concrete modifications.

  • Review the methodological guidelines for professional technical secondary schools’ curriculum development.

  • Review and update the curriculum, teaching methods and resources (reference books, electronic tools, etc.), in addition to the Syllabus for each of the subjects including outcomes, teaching strategy, evaluation method, references and contents.

  • Prepare appropriate theoretical and practical training material both in English and Somali for each course.

  • Facilitate participatory sessions leading to the development of professional technical schools’ curriculum and evaluation framework.

  • Development of appropriate students’ performance evaluation tools including theoretical and practical exercises at the end of each module to ensure successful delivery of the required skills as determined by labour market surveys and feasibility assessment.

More specifically the assignment should cover the following aspects:

  • The curriculum approach piloted will be endorsed by the government and raised from pilot to system level.

  • Consequent approaches to assessment (of individual students, schools, and institutions); certification and qualification will be reviewed and advised.

  • Place of workplace learning (for apprenticeship, internship) in the system is well-defined and organized.

Deliverables

  • A detailed work plan including the main activities of the process of developing the required curricula, to be submitted within one week after signing the contract.

  • Syllabus for 3 courses that includes, outcomes, evaluation method, teaching strategy, references, and contents.

  • Curriculum mapping and upgraded curriculum for the three identified courses.

  • Eight hours training targeting departments’ faculty members to use the modified curriculum (including the practical training program, syllabus forms, course assignments, define competencies, etc.)

  • An appropriate theoretical and practical training material both in English and Somali for each course (such as: lecture handouts, lecturing slides, practical activities manual).

  • Professionally developed student evaluation tools that must accurately measure the level of student understanding of the material. These tools must include theoretical and practical exercises at the end of each chapter.

  • Detailed conclusions and recommendations related to the necessary teaching methodologies and tools needed for the successful delivery of the objectives of each course.

  • Final Comprehensive Report documenting the whole conducted activities including progress, issues of the curriculum development process results and recommendations.

QUALIFICATIONS

  • Post-graduate degree qualification in relevant field, including Education Planning, Education Economics, Education Pedagogy, Technical Education, Education Public Policy, and International Development or other fields.

  • Five years of experience leading research working, training, and development of curriculum in education and technical vocational training preferably in a developing context.

  • Experience working with EU institutions, UKAID/DFID, USAID, OECD-DAC, and/or other European donors.

  • Experience and a successful track-record leading capture process within complex subject, multi-year, multi-partner proposals with minimal supervision.

  • Subject-matter expertise and experience in a sector relevant to ADRA Somalia, ARC, and Ministry of Education, Culture and High Education (MOECHE) is a plus (e.g., Education in Emergency (EIE), Technical Vocational Education Training (TVET), Education for Sustainable Development, Gender in Education, Professional Technical Schooling System; Education Planning, Education Economics, and Non-Formal Education (NFE), Vocational Agriculture, Fisheries and Marine, and Veterinary Training.

  • Strong statistical and analytical, quantitative, and qualitative research skills is core to this assignment.

  • Excellent written and oral communication in English; able to convey complex concepts clearly and concisely in writing and orally.

  • Demonstrated ability to collaborate equally effectively with colleagues in ‘remote’ and diverse teams, including as team leader for community dialogue and engagement; outstanding interpersonal skills, including the ability to effectively manage a variety of relationships in a multicultural environment.

  • The ability to work productively and accurately while under pressure in a fast-paced, demanding environment.

  • Flexible work attitude: the ability to work in a team environment and independently and ability to meet unexpected demands, prioritize and multi-task.

  • Ability to travel to different locations within Somalia (up to 50% of time)

More information on the terms of reference to be downloaded HERE

All applications should include the following:

  • Cover letter (maximum 2 pages) specifying how the consultant(s) is/(are) qualified to conduct the proposed tasks.

  • Technical proposal (maximum 10 pages). The technical proposal should include (i) brief explanation about the consultant with particular emphasis on previous experience in conducting similar assignment (s) (ii) understanding of TOR and the task to be accomplished (iii) proposed methodology, and (iv) draft work/implementation plan (defining the processes and timelines for the detailed tasks, working days)

  • Financial Proposal (maximum 1 page) – a budget proposition for a consultancy fee (excluding travel and logistical costs)

  • Attached Consultant (s) profile or CV. 

How to Apply

Applications with non-returnable copies of CVs, testimonials and 2 samples of previous work related to this assignment (curriculum development) should be submitted on or before 5th March 2021 via email to hr@adrasom.org

This publication has been produced with the assistance of the European Union. The contents of this publication are the sole responsibility of ADRA Deutschland e.V. and can in no way be taken to reflect the views of the European Union.