MINISTRY OF EDUCATION SCIENCE
TECHNOLOGY AND SPORTS
VACANCIES
Terms of Reference for Skills Development Expert Uganda Skills
Development Project P145309.
1.0
Background
1.1
In 2011, Cabinet approved the Business, Technical, Vocational Education and
Training (BTVET) Strategic Plan (2012/3 – 2021/2) Skilling Uganda and
authorized the Ministry of Education Science, Technology and Sports (MoESTS)
to implement it. The Plan denotes a paradigm shift for skills development in
Uganda and addresses inadequacies based on a comprehensive analysis of the
sub-sector in terms of relevance, equity, quality, organizational effectiveness and
internal efficiency. The plan seeks to transform the BTVET system from an
educational sub-sector into a comprehensive system of skills development for
employment, productivity, and growth.
The Government of Uganda applied for US $ 100,000,000 financing from the
World Bank for the Skills Development Project (SDP) and its objective is to
enhance the capacity of institutions to deliver high quality and demand driven
training programs in the agriculture (agro-processing), construction and
manufacturing sectors. The purpose of SDP is to create a scalable model for high
quality vocational and technical training which is linked to labor market needs for
specific sectors. The model comprises of establishing Centers of Excellence
(CoE) with a network of vocational institutions (with well-prepared students;
well-trained faculty; high quality, relevant curricula; adequate facilities and
equipment; teaching resources and assessment systems), an institutional
framework that encompasses sector skill councils. The project will work with
three Technical colleges, 1 Agricultural College and a network of 12 Vocational
Institutes focusing on three sectors.
The Uganda SDP has the following three components:
i)
Component 1: Institutionalizing systemic reforms in skills development
through establishing Skills Development Authority (SDA) and Sector Skills
Councils (SSC);
ii)
Component 2: Improving Quality and Relevance of Skills Development
through upgrading three Uganda Technical Colleges (UTC) (Lira, Elgon,
and Bushenyi) and Agricultural College (Bukalasa) to CoE, offering
competency-based training of high quality in low-level (artisans), medium-
level (craftsman) and higher-level (technicians) skills demanded in
selected trades/occupations in the manufacturing, construction, and
agriculture sectors of the Ugandan economy. The targets set for the CoEs
will be achieved through forging a partnership with an international
recognized twinning partner institutes to support the implementation of
the following key activities: (i) improving institutional governance; (ii)
enhancing equity; (iii) design and adaptation of demand driven
competency-based curriculum and assessment system to international
standards; (iv) training for faculty and staff, and development of training
and learning materials; (v) establish and upgrade physical infrastructure,
including civil works and establishment of modern workshops and
classrooms with latest equipment and multi-media facilities and (vi)
support to improve management and monitoring mechanisms within the
CoEs. Each CoE will serve as a hub and around each CoE a network of 3
public vocational training institutes (VTIs) will be established. The network
VTIs shall focus on training in artisan, and craftsman trade that are lower
down the value chain.
iii)
Component 3 : Project Management, Monitoring and Evaluation: This
component would finance: (i) management of the project including
establishment of a Project Coordination Unit within the MoEST&S to
manage the project, as well as implementation units within the respective
CoEs; (ii) social marketing campaign to improve the image of the
Uganda’s Business Technical, Vocational Educational Training (TVET) subsector with the aim of increasing demands for technical and vocational
training as well as increasing equity in access by attracting more females
and students from other marginalized groups to technical and vocational
education and training; (iii) monitoring and evaluation under the project
including baseline studies, mid and end-term tracer studies, employer
satisfaction surveys, mid-term management review, and annual
performance audits; and (iv) Capacity building for implementation units
within each CoEs.
The Uganda SDP intends to support the implementation of Skilling Uganda
Strategy, which aims to transform the TVET system from an educational subsector into a comprehensive system of skills development for employment,
enhanced productivity and growth. It emphasizes a paradigm shift for skills
development, which essentially aims at realigning the policy and institutional
framework as well as investment in skills development to transform the current
supply-driven system to a robust sustainable dynamic demand driven skills
development system that would respond to the skills needs of the growing
Ugandan economy. Implementation of the skilling strategy requires some critical
reforms as well as a major investment program. These reforms include ensuring
that the TVET system is oriented towards labor market needs in order to increase
productivity and economic growth; giving TVET institutions greater autonomy to
take actions on their own, reinforced with greater accountability from the
institutions; and pulling together different management and regulation functions
for skills development into an integrated organization, the Skills Development
Authority (SDA). The main reason to establish an independent training authority
is to involve stakeholders, especially employers, in directing and evaluating the
training system.
The World Bank is also financing Albertine Region Sustainable Development
Project (ARSDP), for which the overall objective is to improve regional and local
accesses to infrastructure, markets and skill development in the Albertine
Region. Component 3 of ARSDP on skills access and upgrading is designed to
upgrade TVET quality in the oil and gas sector, make it more in the line with
private sector demands and provide greater access to the TVET system to the
people living in Albertine Region. This component is also financing: (a) the civil
works, equipment and associated facilities for the upgrading of selected
institutes, which support the objectives of Skilling Uganda Strategy; (b) the cost
associated with improving curriculum, testing and trainer competencies to
internationally accredited levels to ensure that training standards improve to
those required by private sector employers; (c) upgrading of Uganda Petroleum
Institute in Kigumba (UPIK), which will focus on training specialized technicians
for the petroleum industry (petroleum operations, mechanical maintenance,
electrical maintenance and instrumentation for the emerging petroleum industry;
and (d) upgrading for the Uganda Technical College (UTC) at Kichwamba aimed
at delivering certificate level courses for artisans/craftsmen in petroleum-related
construction trades (eg carpentry, bricklaying, plumbing, electrical installation,
welding).
The MoESTS with support from World Bank wishes to hire a Skills Development
Expert as a Consultant to provide support to the Reform Task Force (RTF)/ Skills
Development Authority (SDA) when established on skills development aspects
relating to the reforms highlighted in the skilling Uganda Strategic Plan.
1.2
Objective
The overall purpose of the Assignment of a Skills Development Expert is to
provide Technical support to the Reform Task Force at the MoEST&S and later
Skills Development Authority when established, on the development of a
sustainable Skills Development system for the country.
1.3
Scope of Services
The specific objectives will be as follows:
i)
Skilling Uganda Strategy: Provide Technical support to RTF and the
SDA when established in the implementation of Skilling Uganda
Strategy relating to the reforms leading to a sustainable,
integrated, and comprehensive skills development system.
ii)
Concept and Policy framework: Provide Technical support related to
conceptual framework for upgrading BTVET quality and relevance at
artisan, craft and technician levels in all priority sectors of the National
Development Plan II and Skilling Uganda Strategy.
iii)
Assistance with the development of BTVET Labour Market Information
System (LMIS) and regulatory framework/ operational guides for nonformal trainings
iv)
Strengthening of BTVET delivery and assessment system: Provide
support to the RTF/ SDA when established, related to establishment of
coordination networks with industry, research institutions and other stake
holders, including, student placement/ tracer studies, apprenticeship
systems, workplace and Non-formal training. The Consultant will:






Support development of a concept and policy for promotion of private
investments in BTVET and performance based accreditation system
Expand Competence Based Training (CBT) based on Uganda
vocational Qualification Framework (UVQF) assessment concept
Support Curricula and ATP development including assessment tools
Assist with the setting up of e-learning modules
Support
the
SSCs
in
determining
the
appropriate
mechanisms/institution(s) to support the implementation of the
competence-based assessment in line with the occupational standards.
Work closely and collaborate with relevant stakeholders and
institutions such as the Directorate of Industrial Training (DIT) and the
Uganda Business and Technical Examinations Board (UBTEB) and
provide technical assistance on aligning the standards for assessment
and certification with the needs of the industry.
v)
Instructor training, up skilling and assessment: Provide technical
support relating to Instructor / teacher development (Training and Retraining) to internationally accredited levels and a management
information system that will link to the Labour Market Information System
at a later stage.
v)
Establishing Sector Skills Councils and Skills Development
Authority: Provide advisory and technical support for institutionalizing
systematic reforms in skill development including operationalization of
Sector Skill Councils (SSCs) in priority sectors and the establishment of the
Skills Development Authority SDA and Skills Development Fund SDF. The
Consultant will, inter alia, support the development of the organizational
plans and operational procedures for the establishment of the SSCs, the
SDA, and SDF.
1.4
vi)
Establishing CoEs: Provide advisory support in improving quality and
relevance of skill development including the establishment of 4 CoEs and
vocational institutions for delivery of related training, addressing gaps in
the skill value chains and expanding the pool of beneficiaries.
vii)
Twinning Arrangements: Provide advisory support in twinning
arrangements relating to college management, curriculum planning,
training delivery and instructor training leading to ISO accreditation.
Qualification and Experience
a)
The Skills Development Expert should have an Advanced degree in any of
the following; Technical-Vocational education, Education Management,
Skills development or its equivalent.
b)
At least 10 years of experience in designing and implementing reforms in
skills development;
c)
Experience of a minimum of 15 years in development, planning and
management of skills development of a recognized TVET institution
d)
Proven experience in design, development and implementation of CBT
programmes.
The advisor would be knowledgeable and should have extensive experience in
the following:
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
establishing institutions that support the development of skills;
experience of work with a wide range of agencies facilitating multistakeholder
collaboration
(government
ministries,
employers,
representatives of workers, TVET institutions);
development of CoEs at the technical, vocational level;
employer relevant training,
setting up of skill sector councils, SDA and network institutes,
providing advice on partnering arrangements and coordinating twinning
institutions;
monitoring and providing advice on skill development, curricula design and
modifications;
identify the types and amounts of consumables materials required for
course delivery;
ix)
x)
1.5
producing Inception Reports, quarterly Progress Reports, and Final Report
etc.
experience in institute industrial liaison and setting up student job
placement units to obtain industrial support of workplace, instructor training
and student job placement.
Job Purpose
The key purpose of this assignment is to harmonise TVET qualification standards
focusing on system reforms, setting new systems and procedures. Enhance
Competence Based Education and Training curricula and approaches at all levels.
1.6
a)
Expected outputs/deliverables
The expected specific outputs of the assignment are as follows:
Inception report, including detailed methodology and time schedule related to
the key areas of the assignment (support to RTF in implementation of the Skilling
Uganda Strategy, establishing Sector Skills Councils and Skills Development
Authority, strengthening of BTVET delivery and assessment system, instructor
training, up skilling and assessment, establishing CoEs, twinning arrangements);
b)
Quarterly Progress Reports (which are to include, inter alia, the suggestions on
the organizational plans and operational procedures for the establishment of the
SSCs, the SDA and the SDF; advice on the appropriate mechanisms/institution(s)
to support the implementation of the competence-based assessment in line with
the occupational standards and aligning the standards for assessment and
certification with the needs of the industry; twinning arrangements, instructor
training, establishment of the CoEs; monitoring of progress); and
e)
Final report summarizing the achievements in all areas of this assignment.
1.7
Key Responsibilities
Interface with the relevant RTF committees and stakeholders in the formulation
and implementation of BTVET strategic plan reforms
Work with stakeholders with specific plan implementation responsibilities in the
execution of their mandate
Support instructor and teacher development programmes
Monitor implementation of plan and submit progress reports
Time-lines
The duration of the assignment will be two (2) years from the date of
appointment.
Reporting
The Skills Development Specialist shall report through the Executive Secretary,
Reform Task Force and to the Head of Projects.
Submission of Proposals/Expression of Interest
The deadline for submission of proposals is 19th January, 2016 at 4pm.
Proposals shall be addressed to the Head of Projects Ministry of Education,
Science, Technology and Sports
2.0
POSITION
:
PROJECT COMMUNICATION SPECIALIST
LOCATION
:
KAMPALA, UGANDA (with frequent travel
countrywide)
REPORTS TO
:
HEAD OF PROJECTS – UTSEP (works closely with
Project Coordinators and the Assistant Commissioner
– Communication and Information Management Unit)
BACKGROUND
The Government of Uganda has received funding from the World Bank and
Global Partnership for Education (GPE) as support towards the implementation of
various projects under International Development Association (IDA) Portifolio.
These projects include; Uganda Teacher and School Effectiveness Project
(UTSEP), Albert Region Sustainable Development Project (ARSDP), Uganda Skills
Development Project (USDP), and other projects which are under formulation.
Overall oversight and guidance of projects’ implementation lies with the Ministry
of Education, Science, Technology and Sports. An overall coordination unit
headed by the Head of Projects with project coordinators for individual projects
is under establishment. Different project components will be implemented by
specific units as per the project documents available at IDA projects’ offices.
The Ministry of Education, Science, Technology and Sports now invites suitably
qualified individuals, with qualifications and experience as detailed below, to
apply for the position of Project Communication Specialist (PCS) under the
IDA Projects’ Coordination Unit (IDA - PCU). The assignment shall be for a period
of two years, renewable subject to satisfactory performance and project life
span.
2.1
POSITION PURPOSE
To manage IDA projects’ communications by technically supporting the IDA PCU in ensuring timely and appropriate generation, collection, dissemination,
storage, and ultimate disposition of projects information.
The PCS shall ensure timely and regular information dissemination and sharing of
information to stakeholders on Projects implementation issues and ensure
effective stakeholder participation and support.
2.3
KEY RESULT AREAS
b) Development of the IDA Projects’ Communication Strategy.
c) Assessing information needs of key stakeholders as well as public
relations.
d) Regularly (at least once a quarter) furnish the MoESTS and the public with
information on the implementation progress of the projects.
e) Monitoring and evaluation of IDA Projects’ Communication Strategy.
f) Coordinate preparation of information to update the IDA Projects’
webpage(s) on the Ministry website, other e-platforms and multimedia.
g) Development of materials and multimedia productions for social media on
all projects.
h) Development of Communication Procurement Plans, Work Plans and
Budgets.
2.4
SPECIFIC DUTIES AND RESPONSIBILITIES
b) Generate specific outputs (deliverables) as determined form time to time
in the respective projected work plans for each quarter and on each
project.
c) Refine/develop and supervise implementation of the Projects’
Communication Strategies in line with the Projects’ Development
Objectives.
d) Assess information needs of stakeholders and prepare targeted messages
on Project issues.
e) Promotion of positive culture and image of projects; including maintaining
regular liaison with the broader implementation team in the capture and
dissemination of project related information. This implies marketing
Projects for greater visibility and access by the target population.
f) Work in close coordination with communities benefiting under these
Projects to ensure information needs are disseminated/fulfilled.
g) Maintain a media profile for all relevant issues and support follow-up on
special issues of public interest such as Educational Institutions’
Standards, Education Sector HIV/AIDS Awareness, Environmental
Conservation, Resettlement of any Project Affected Persons, Gender
Mainstreaming, Good Governance and Accountability, Acts and Industry
Specifics etc.
h) Coordinate the development and production of materials in liaison with
the various Programme Specialists and stakeholders to ensure quality and
timely dissemination.
i) Monitor and evaluate the implementation of the communication strategies.
j) Liaise with print/electronic media on promotion of Projects’ activities.
k) Explore and utilise traditional media to disseminate Projects’ messages
through songs, drama and theatre etc as may be applicable.
l) Review information on the Projects’ webpages (sites) and other eplatforms and provide content development support and ensure
websites/platforms promotion on a regular basis.
m) Organise media events such as press conferences, talk-shows, interviews
of key members of the project implementation team and other
stakeholders on public and private media.
n) Manage media activities such as organising visits to projects’ sites,
facilitating photo coverage and TV footage, radio interviews and special
events, and utilise both web-based and traditional media when
appropriate to generate and maintain public interest on Project issues,
and tell the story of Projects’ contribution to national economic
development.
o) Supervise the development of printed, multimedia and/or web-based
publications (case studies, research reports, project updates, newsletters
etc) and provide quality control in line with the education sector identity
standards.
p) Generate specific outputs (deliverables) as determined from time to time
in the respective projected work plans for each quarter on each project.
q) Perform any other duties as may be assigned to him/her from time to
time.
2.5
DELIVERABLES
b) UTSEP, ARSDP, USDP and BTVET branding, advocacy and communication
strategies to be submitted within two months of the commencement of
the PCS’s services.
c) Press releases, speeches, briefing notes, fact sheets, brochures etc
throughout the duration of the PCS’s contract.
d) Quarterly reports on communications activities in the projects submitted
throughout the duration of the PCS’s contract.
2.6
QUALIFICATIONS, SKILLS AND EXPERIENCE
b) Advanced university degree in Communication, Journalism, Public
Relations, Media Studies or equivalent professional work experience in the
communication area combined with advanced university degree in a
related discipline.
c) At least ten (10) years progressively responsible professional work
experience in communication, print and broadcast media and programme
monitoring and evaluation, of which two years should be in Uganda or
other developing countries. Working experience in public sector or large
non-governmental institution(s) will be an added advantage. The
Specialist shall also be experienced in designing and implementing
development communications strategies.
d) Advanced ability to express clearly and concisely ideas and concepts in
written form; specific skills in writing press releases, speeches,
articles/stories for traditional and electronic media, report writing and
editing.
e) Proven ability to conceptualise, plan and execute ideas, as well as impart
knowledge and teaching skills.
f) Proven ability to effectively manage relationships with media, government
officials, the general public and Development Partners.
g) Strong working knowledge of computer systems and any interactive digital
media applications and platforms including but not limited to Web 2.0
tools.
h) Proven ability to work both independently and as part of a team as well as
deliver under pressure.
i) High level of honesty, integrity and versatility.
j) High organisational capability.
k) Able to work in rural settings with multi-disciplinary teams.
l) Fluency in English and one local language of Uganda.
m) Membership in related professional association(s) will be added
advantage.
Applications should be received not later than 15 days from the date of this
advert. They should be addressed to the Commissioner Human Resource
Management 4th Floor Embassy House MESTS.