TERMS OF REFERENCE CONSULTANCY SERVICES FOR THE EVALUATION OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) CAPACITY

TERMS OF REFERENCE CONSULTANCY SERVICES FOR THE EVALUATION OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) CAPACITY 1. INTRODUCTION 1.01 T...
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TERMS OF REFERENCE CONSULTANCY SERVICES FOR THE EVALUATION OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) CAPACITY 1.

INTRODUCTION

1.01 The Government of Antigua and Barbuda (GOAB) has signaled its intention to undertake a comprehensive review of the Technical and Vocational Education and Training (TVET) sub-sector as part of a wider strategy to enhance the human resource capacity of the country, leading to an enhancement of the skilled labour in the country required to drive the economy. In recent times there has been a recognition that skills shortages in key areas of the economy which are likely to impede growth and competitiveness, have been brought about largely by the inability of the education system to respond adequately to the growing needs of the economy. Therefore, if the country is to accelerate the modest growth which it has experienced in the last two years, there must be a paradigm shift in the operationalisation of TVET which is focused on filling the existing needs gap and producing a workforce that is skilled, adaptable and whose skills are on par with those of persons in other countries of the region, and indeed, with the best in the world. 2.

BACKGROUND

2.01 Although TVET plays a pivotal role in linking education to the development needs of a country, TVET is not institutionalised across all secondary schools (public and private) in Antigua and Barbuda. Indeed, efforts to expand offerings in the area through the piloting of Caribbean Vocational Qualifications (CVQ) at Level I in schools were unsuccessful as a result of a number of factors, including the attitude of the schools towards TVET and the structure of the school curriculum. Conversely, the same programme, piloted at the Antigua and Barbuda Institute of Continuing Education (ABICE), an institution set up to focus on development of skills, was very successful, primarily as a result of the nature of the programming pursued. Critical to the varying results in the two situations is the fact that TVET is still very stigmatised in the school system, particularly in high performing schools, and troublingly, by a significant number of teachers as well. However, GOAB recognises that because skills and competencies are so critical in enabling societies to attain their developmental goals, and imparting the means to assist citizens in improving the quality of lives, there must be a national effort to address the issues which currently prevent the acceptance and expansion of TVET across the system. There must also be a determination of the gaps which must be filled, if TVET is to become an integral part of the education sector. In addition, the system must be reconfigured to address the skills-gap and provide opportunities for both males and females to pursue certification in demand-driven occupational areas, including those that are non-traditional for members of both sexes. GOAB is therefore seeking to engage an individual to provide consultancy services to undertake an assessment of the TVET sub-sector with a view of recommending the way forward, including strategies to effectively implement a national CVQ programme. 3.

OBJECTIVE

3.01 The objective of this consultancy is to conduct a comprehensive assessment of the TVET subsector in Antigua and Barbuda and produce a policy and action plan which set out a blueprint for institutionalising TVET across the system, with particular focus on the sub-sector’s ability to award the CVQ. 4. METHODOLOGY 4.01 The Consultant(s) will perform all investigative work and analyses to realise the objective stated above. They will use participatory and consultative methodologies in working closely with the Ministry of Education (MOE) and other critical stakeholders in the sector. These will include, but are not limited to, principals, teachers, students, parents, community leaders, and leaders in industry.

4.02 The Consultant will report to the Project Coordinator (PC). The consultant will consult with the relevant technical staff of the Ministry and other institutions and agencies, including the Department of Gender Affairs, the Labour Department and the National Training Agency (NTA). In consultation with MOE, the PC, and the technical staff, the Consultant will organise a consultation workshop with critical stakeholders at Draft Report stage to share and discuss the draft TVET Policy and Action Plan. Feedback given, where appropriate, will be incorporated into the development of the final Action Plan. 4.03 The Consultant will examine TVET Action Plans and interventions in other countries of the region and determine their appropriateness for application in Antigua and Barbuda. 5.

SCOPE OF SERVICE

5.01 In carrying out the assignment, the Consultant will work closely with the Education Officers responsible for TVET and the NTA. Specifically the Consultant will: (a)

review all available documentation on TVET, including the polices established by CARICOM and the Organisation of Eastern Caribbean States (OECS), Caribbean Secondary Education Certificate reports, studies conducted in preparation of the OECS Skills for Inclusive Growth Project, the CVQ Framework, the Caribbean Policy Framework for Addressing Gender Differentials in Caribbean Education (CDB, 2010), and reports of the CARICOM Education for Employment (CEFE) programme;

(b)

assess the quality of the present resources, including the qualifications of teachers, for the effective delivery of TVET at the secondary level;

(c)

assess the quality of the present facilities for the delivery of TVET and meeting the facilities standards for the awarding of CVQs;

(d)

identify existing gaps in the secondary provision, including lack of assessment processes and resources, that may act as inhibitors to effective delivery of TVET, and suggest recommendations for addressing them;

(e)

assess the alignment of current TVET offerings with areas of need for national economic development;

(f)

conduct a quantitative and qualitative gender assessment of the current training offered, and identify opportunities for integrating gender equality elements, such as the increased number of males and females in non-traditional occupational paths;

(g)

review the coverage of the existing programme, particularly in relation to award of CVQs and achieving articulation/harmonisation with the CVQ framework;

(h)

recommend a structure for developing school-to-work linkages between schools and industry so that both male and female students and teachers can benefit from industrial attachments which enhance the teaching/learning process;

(i)

on the basis of all of the above, develop a draft gender-responsive TVET policy for Antigua and Barbuda;

(j)

in keeping with the draft policy, develop a draft gender-responsive TVET Action Plan for the institutionalisation of TVET at the secondary level, with an appropriate monitoring

and evaluation framework, and with specific, gender-responsive indicators for monitoring progress in implementation; and (k)

6.

assist MOE with the presentation of the draft TVET Policy and Action Plan at a consultation of key stakeholders including leaders in industry. Where appropriate, feedback from the consultation should be incorporated into the final policy and action plan.

TIMING AND QUALIFICATIONS

6.01 It is expected that the assignment will require a maximum of 55 person-days over period of eight months. The Consultant shall possess expertise in curriculum development, and post-graduate qualifications in TVET. Experience in TVET training is highly desirable, as well as previous experience in addressing gender equality in TVET and/or skills development programmes. Knowledge of the TVET sub-sector in the region, including the CVQ system, will be an asset. 7.

REPORT PREPARATION

7.01 The Consultant will be required to submit to MOE and the Caribbean Development Bank (CDB) the following reports: (a)

two copies of an Inception Report, no later than five days after commencement of the assignment indicating a Work Plan for the execution of the consultancy. CDB and MOE will provide comments upon receipt of report;

(b)

two copies of an Interim Report four months after commencement of the assignment detailing, but not limited to, the assessment of the secondary TVET programme, the resources and facilities required and the recommended structure for the school-to-work linkages. The draft Policy and Action Plan should also be included. CDB and MOE will provide feedback upon receipt of the interim report;

(c)

two copies of a Draft Final Report no later than ten working days after completion of the stakeholder consultation. The report should incorporate relevant feedback from the consultation. CDB and MOE will provide feedback upon receipt of the draft report; and

(d)

two copies of a Final Report no later than 10 working days after receiving feedback on the Draft Final Report from CDB and MOE. The Report should include the TVET Policy and Action Plan.

7.02 All reports shall contain sex-disaggregated data and gender analysis of the information presented. Whenever relevant, the deliverables will be aligned to and consistent with the Caribbean Policy Framework for Addressing Gender Differentials in Education (CDB, 2010). 7.03 All Reports should also be supplied by email, on CD ROM or flash drive containing text, figures and tables and all appendices done in Microsoft Word/Excel.

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