Consultancy for Labour Market Assessment for a Demand-Driven and Forward-Thinking

Transcription

1 Consultancy for Labour Market Assessment for a Demand-Driven and Forward-Thinking Technical and Vocational Education and Training (TVET) Sector in South Sudan Terms of Reference Title Consultant Technical and Vocational Education and Training (TVET) Labour Market Assessment Location Juba, South Sudan Duration 30 working days (19 February 5 April 2018) Type of contract Individual Consultant Contract Submission of proposal (application) 12 February 2018 Introduction and Background Introduction The focus of these terms of reference (TOR) is intended to serve as a framework and tasks required for a labour market assessment in South Sudan that provides guidance for a demand-driven and forward-thinking technical and vocational education and training (TVET) sector. Background South Sudan faces many challenges that threaten its sustainable and peaceful development including but not limited to on-going internal conflict, political instability, overreliance on aid and oil production, high levels of poverty, lack of infrastructure and public health systems, underdeveloped non-oil industries, 80% living in rural areas, and more. Urban poverty has increased from 49% in 2015 to 70% in 2016; 6 million people are food insecure; and the rate of inflation peaked at 550% in September 2016 and the rate is now 102% as of September The country also suffers from a severe lack of private sector investment. The country faces high rates of child labour and a 19% youth unemployment rate. 2 The challenges are further heightened at the state level and by gender. Youth employment in the state of Jonglei was 31.6% in 2011 and 6.5% in Eastern Equatoria, while 23.6% of female youth were classified as inactive in employment. 3 The involvement and focus on ex-combatants is also needed to address South Sudan s challenges. There is now an estimated four (4) million displaced individuals and refugees in South Sudan due to the conflict. 4 Given that South Sudan is one of the youngest countries in the world, governmental and public infrastructure is severely limited, and the government capacity and delivery has nearly been halted due to the conflict. The economy has crippled as a result. 1 World Bank (2017). South Sudan Economic Update: Taming the Tides of High Inflation. Available at 2 Understanding Children s Work ILO, UNICEF and World Bank (2011). Labour Market in South Sudan. Available at 3 Abid. 4 UN-OCHA (2017). South Sudan. Available at and UNHCR (2017). South Sudan Situation. Available at 1

2 Although the education sector has already been facing low levels of investment (2.6% of public expenditures as of 2015), the current crisis further exacerbates the situation, and the technical and vocational education and training (TVET) sub-sector within education is the lowest funded education sub-sector. Thus, to address the current conflict and socio-economic situation in the context of fragile states, support Sustainable Development Goals 4 and 8 and foster UNESCO Recommendations Concerning Technical and Vocational Education and Training (TVET), UNESCO through the Capacity Development for Education (CapED) programme will utilize TVET as a reconciliatory intervention as many partners within the country see TVET as being able to bring about peaceful development towards a shared and common economic goal and providing a foundation for strong national development. To stipulate evidence-based interventions, there is a need for a comprehensive and forward-thinking labour market assessment in South Sudan that includes policy recommendations. This assessment should include a mapping of labour demands and skills needs that would be intended to inform TVET priorities at the secondary and tertiary levels both in formal and informal settings. The results of the labour market assessment will be used by UNESCO and national and international partners (as part of South Sudan s TVET working group) in upstream, midstream and downstream interventions. Indicative (but not exhaustive) List of Key Questions to be Addressed: What are the national and local labour market structures as well as drivers of growth and value chain opportunities in South Sudan in the context of conflict, heavily rural areas and economic situation at the macro/micro levels considering also the informal sector, structure of labour force, related qualifications, etc.? Answers to be contextualized by location/area/region and by group (e.g., women/men, ethnicities, urban/rural, age, etc.). Who are the major actors in the governance of labour market and their functions, level of responsibilities, accountability, etc.? What are the existing strategic employment/employability plans and active labour market policies (if any)? Answers to include their description, analysis, impact, etc. Which economic sectors require or has great leverage/potential for growth in the country in terms of workforce and business development? The selection criteria should include growth potential in terms of GDP employment and exports; technology; sectors in which an institutional platform already exists; etc. What are the current and anticipated skill levels and provision of education and/or training needed covering both occupational areas and competencies within each sector? This will include a baseline of the current situation as well as future needs for the workforce and education/training. This will help to better understand current skills gap and short-to-longer term skills needs. What are the current tools used for skills needs assessment? Which factors could impact the process of skills development? What are the skill profiles of the non-south Sudanese workforce in South Sudan, and what gaps need to be addressed to increase the skill relevancy and competitiveness of the native South Sudanese workforce? Note: many private sector entities and entrepreneurs in South Sudan recruit their workforce and/or originate from such countries as Kenya and Uganda due to the low skilled workforce. What challenges exists for graduates entering various sectors as well as obtaining skills/training? What barriers exist for disadvantaged populations in accessing the labour market and skills development? Are there any good areas of practice that can be expanded and normalised? Scope and Methodology The implementation approach foresees the development of a methodology in collaboration with UNESCO, while engaging with members of South Sudanese TVET working group where needed. Members of the TVET 2

3 working group includes representatives from ministries/government agencies, UN agencies, donors and civil society. Such members include Ministry of General Education and Instruction (MoGEI), UNICEF, UNWOMEN, Plan International, DFID, USAID, World Vision, and more. As the private sector in South Sudan is heavily underdeveloped, there are limited opportunities for engagement; however, the selected consultant is encouraged to work with private sector partners to the extent possible. The research/analysis should utilize both quantitative and qualitative methodologies depending on the context using existing data where possible. Collection of data should be disaggregated (gender, age, geographical and any other relevant profile) to understand labour sector profiles, challenges and opportunities for all. All proposed analysis and recommendations should account for any and all possible bottlenecks of any kind, with particular emphasis on gender disparities in the access of TVET as well as the learner s success in obtaining gainful employment after exiting the TVET system. For example, analysis should be provided on why females have higher inactive/unemployment rates and what and how TVET can respond to such challenges. The analysis will be conducted in both as an inventory of the current situation as well as forward-thinking manner in a national perspective providing localized contexts by state/areas as well as by demographic profiles as mentioned above. Activities and Expected Results/Deliverables The selected consultant will conduct a comprehensive and forward-thinking labour market assessment of South Sudan. The assessment will also need to take into account the on-going conflict as well as the heavily rural context within the country. Activities include but not limited to: Propose a Methodology to conduct the assignment Produce a labour market assessment report based on: o Consultations/meetings with national/international stakeholders involved in labour/economic policies and skills development, TVET working group members, private sector and other relevant parties o In-country missions to gather inputs/information from local parties [pending security clearance; locations are also dependent on security clearances] o Data collection and analysis o Policy analysis and desk research o Relevant findings/linkages from rapid assessment (UNESCO will conduct a separate rapid assessment from the proposed labour market assessment in this TOR. It is expected that the labour market assessment incorporates relevant discussions of the rapid assessment into the analysis required in this TOR) Present findings to relevant stakeholders and the general public Other relevant activities as prescribed by UNESCO Specific expected results/deliverables include but not limited to the following. Additional results may be added/removed based on any findings during the research phase of the assessment by UNESCO. (1) Methodology for the labour market assessment, including data/information collection tools and mapping of stakeholders (2) Draft of detailed labour market assessment (policy paper) and presentation of initial findings to UNESCO and the TVET working group. Paper should be an approximate of pages addressing 3

4 the key questions posed in the Background section of this Terms of Reference with key reference to: o Identification of economic sectors being considered for the implementation of sectoral skills needed for the labour market to develop a demand-driven and forward-thinking TVET sector. Identification must be contextualized for the location/area and by group (e.g., women/men, rural/urban, etc.). o Identification of skills needed to increase employment, entrepreneurism and economic conditions both from a labour and education perspective contextualized by location/area and group. This also includes the anticipated skills needed and not just an inventory of current skills. o Carry out review and assessment of existing sources of labour market information, identification of skills, its accuracy and quality and suggestions on improving data collection (3) Final draft of detailed labour market assessment and presentation to the TVET working group and wider public (4) Mission reports for missions conducted in the field to collect information on the local context (contingent on security approval to undertake said missions) All deliverables will be reviewed and approved by UNESCO Timeframe 19 February 5 April 2018: 30 working days o o 20 working days in country 15 days of in-country research, consultations; three (3) days to prepare and present initial findings of assessment; and two (2) days to prepare and present final version of the assessment Ten (10) working days out of country final drafting of assessment Deliverable Deadline Methodology 21 February 2018 Draft Labour Market Assessment 12 March 2018 Presentation on Draft Labour Market Assessment 15 March 2018 Final Draft Labour Market Assessment 29 March 2018 Presentation Published Labour Market Assessment 5 April 2018 Mission Reports TBD Requirements Advance degree in education, economics, social sciences or any related field (doctorate degree preferred) Senior level experience (10+ years) in labour market analysis in relation to TVET reform Extensive experience in education in emergencies and understanding of conflict settings Native or near-native level of oral and written English Capacity to work in multicultural teams, engage in group work and produce high quality work within tight deadlines Ability to make high-quality presentations to an audience attended by high-level stakeholders Interested applicants are invited to submit the following with a cover letter (in English and referencing Consultant Technical and Vocational Education and Training (TVET) Labour Market Assessment by 12 February

5 An up-to-date curriculum vitae A statement indicating how their qualifications and experience make them suitable for the assignment An indication of the methodology he/she would adopt to carry out the assignment By to: j.recruitment@unesco.org By post to: UNESCO Juba Office P. O. Box 649 Juba Republic of South Sudan Only short-listed candidates will be contacted 5