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ILO Analyst Job Vacancies Kenya

Conducting a skills needs analysis in industries key to the Counties of Mombasa, Nairobi, Kisumu, Trans-Nzoia and Busia’s economic growth and developing corresponding occupational standards in collaboration with industry for utilization in CBET rollout in TVETs

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: 5 Counties (Mombasa, Nairobi, Kisumu, Busia and Trans-Nzoia)**

Consultancy Duration: 60 days (12 Days per County)

Key State agencies: National Human Resource Planning and Development Department of the Ministry of Labour. TVET Curriculum Development and Certification Council (CDACC) and TVETA

I. Project overview

  • 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).
  • 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.
  • 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 and Industry skills needs assessment in Kenya

  • While recognising and responding to the pressures of the expanding technical education universe which now has more specialties than ever, coupled with the increasing diversity of student needs, the GoK has embarked on a fundamental redesign of the curriculum which is necessary to allow flexibility, particularly for the vulnerable youth and adult learners thus opening ways to academic, professional, occupational, and area specific careers for the youthful nation. This efforts towards a Competency Based Modular Curriculum Frameworks requires collaborative effort between Industry and TVET/HE, a situation that most training providers are yet to embrace.
  • The Government of Kenya (GoK) also recognizes the role of education and training for all Kenyans as a critical success factor in attaining Kenya’s Vision 2030. In order to realize the national development goals, relevant and quality education and training is required to meet the human development needs of a rapidly changing and a more diverse economy. However, the major challenge remains in ensuring access and enhancing quality and relevance in education and training standards especially in curriculum design, assessment and delivery in TVET.
  • According to the sessional paper No14 of 2012 on reforming education and training sectors in Kenya, quality 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 with increased employability. This remains a challenge as curriculum reviews and re-design especially for TVET programs touching on industries key to Kenya’s national economic growth are still a work in progress led by the TVET Curriculum Development and Certification Council (CDACC).
  • Training Standards therefore must be developed based on occupational standards and should be an intermediate step to the curriculum development.
  • CBET implementation is also faced with an assessment challenge. Assessment is a critical link in the ongoing cycle of human capital development, whether it takes place in an institutional training program, outside of formal training programs, or on the job or it is used to evaluate life experience. This must be directly linked to and developed from occupational standards if it is to reflect and assess what a person is qualified to do in an occupation.

III. Rationale of the Assignment

  • One of the four KS4P outcomes is to improve the relevance of TVET and HE to the skills set needed by industry in areas key to Kenya’s national economic development. In this regard, the project, based on the outcomes of this assignment, aims at supporting 5 TVET institutions drawn from 5 counties to deliver quality and relevant CBET programs based on the identification of priority sectors, their respective skills needs/gaps, and the development of occupational standards that will be used towards the development of training standards and assessment frameworks . The proposed sectors spread across the 5 counties are but not limited to building and construction; automotive technology; agriculture/agro-processing; maritime sector; and hospitality and tourism sector.
  • The KS4P project will therefore aim to:

i. Identify public/private sector partnerships in the development, management, delivery and assessment of skills development, TVET and HE;

ii. Provide Labour Market Information to guide the development of occupational profiles and recommend review/development of training standards and assessment frameworks that shall facilitate CBET implementation.

iii. Work closely with identified expert workers, TVETA, TVET CDACC and the TVET institutions in developing occupational standards and

iv. Recommend training standards, assessment framework and delivery methodologies.

This will contribute to the implementation of CBET that responds to the skills needed by the targeted industries in each of the 5 Counties.

  • Participating TVET institutions are: PC Kinyanjui, Coast Technical Training Institute, RIAT College, Kitale Technical Institute and Bumbe Technical Training Institute.

IV. Approach to the assignment

  • The consultancy will be expected to adopt a standard framework for defining and assessing occupational standards and, as a result of it, training standards. The point of departure shall be analyzing duties and tasks performed in the targeted occupations. This should be accompanied by the identification of work enablers i.e. general knowledge and skills, worker behaviors (personal traits and interpersonal skills), and tools and equipment needed to perform on the job.
  • The assessment and subsequent formulation of occupational standards should be based on an in-depth analysis of available LMI as well as on ad hoc data collection and analysis from the skills demand sides. Specific attention should be given to occupations in high demand, changing and new/emerging occupations, and occupations that require specialized skills for their performance.
  • The exercise is then expected to draw parallel with what is offered (if any) by the training providers and recommend course of action which shall range between but not limited to: Review and or development of training standards, Review and or development of CBET assessment frameworks, Review and or development of content delivery methodologies (Pedagogical Approaches) with industry among others.
  • The involvement of a broad range of stakeholders, with leadership from employers shall therefore be critical

V. Description of tasks

  • The main task by the consultant will entail:

i. Design of an effective data collection methodology and the actual data collection and analysis, for both the supply and demand side.

ii. Skills needs Analysis in the identified priority sectors per county

a) An Assessment of the skills supply i.e. Determine skills supply, trends in enrolment and completion rates for each of the educational levels characteristics of the labour force and the factors that affect labour market dynamics.

a) Assessment of skills demand i.e. Determine skills required by employers in the respective sector and the profile of the labour force; Conduct a comprehensive assessment of the main recruitment mechanisms, employment and livelihood opportunities by sector, and document the competencies required within the sector value chains.

iii. Documentation of the occupational specific tasks, including occupational changes and changes of skills within an occupation

iv. Identification of work enablers i.e. general knowledge and skills, worker behaviors (personal traits and interpersonal skills), and tools and equipment used for each of the selected trade area per TVET institution.

v. Identify the private sector partners to collaborate with for each of the 5 TVET Institutions

vi. Hold focussed group discussions with expert workers to validate occupational standards

vii. Link/compare the occupational standards to the existing training standards (if any) in the TVET institutions and recommend appropriate course of action

  • 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, work plan and proposed budget (professional fee and logistical costs)

ii. Facilitate Validation workshops with key stakeholders.

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

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

  • a. Background information on CBET
  • b. County economic priorities, skills needs and skills gaps
  • c. Quality and relevance of CBET implementation
  • d. Occupational standards in the identified sector value chains
  • e. Stakeholder analysis and engagement strategies with TVET institutions in CBET implementation
  • f. Recommendations on Training standards, Assessment frameworks and delivery mechanisms
  • g. List of stakeholders/private sector players

VI. Desired Experience and Qualifications

  • The consultant should meet the following requirements;

a. Education:

· University Degree in Education, Technology, Economics, or any other social sciences with a focus on skills development, Education and training or related field. Advanced degree/ postgraduate training in labour market surveys, Curricula reviews and development, Education Assessment is recommended.

b. Professional Training and certification.

· A KICD recognised curricula developer will an added advantage

c. Skills:

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

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

d. Experience:

· At least ten years of experiences working in labour market surveys, Curricula reviews and development, Education Assessment and technical education setting

· Sound knowledge, understanding of labour supply and demand dynamics and**

· Proven experience and expertise in competency based education and training**

VII. Selection Criteria

  • 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 35
  • Academic Qualification and experience 25
  • Experience in similar assignments 20
  • Knowledge of skills development and training in the informal sector 5
  • Analytical and report writing skills, (must attach three related tasks) 15

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 applications date.

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