INTERNATIONAL LABOUR ORGANIZATION. Terms of Reference

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1 INTERNATIONAL LABOUR ORGANIZATION Vacancy Notice No.: Organisational Unit/Department: Technical Responsible Unit/ Department: Technical Cooperation Programme Position (Title) Type of contract: Source of funding : Duration: Terms of Reference ILO Country Office for Bangladesh EMP/SKILLS Geneva Bangladesh Skills for Employment and Productivity (B-SEP) Project International Consultant on Gender Equality and Diversity External Collaborator Closing Date of application 25 th August, 2016 TC 30 days over the period of three months (15 th September to 20 th December 2016) 1. Introduction The International Labour Organization (ILO) is committed to promoting social justice and internationally recognized human and labour rights. It supports its member States to promote decent work. Globally, its main focus is on four inter-related areas: to promote rights at work, to encourage decent employment opportunities, to enhance social protection, and to strengthen social dialogue at workplace. ILO emphasizes gender and diversity across all its programmatic interventions. Currently the ILO, within its Descent Work Country Program (DWCP) framework, is engaged with several government and private sector agencies in delivering a major programme on Technical and Vocational Education and Training (TVET) Reform through technical cooperation projects. One of the projects is Bangladesh Skills for Employment and Productivity Project (B-SEP) supported by the Government of Canada and implemented by the International Labour Organization. Four components of the project include: (1) Skills Funding, Planning and Support Services; (2) Competency Based Training and Assessment (CBTA) Quality and Relevance; (3) Industry Skills Development; and (4) Improved Access to Skills. The B-SEP project implementation period is from January, 2014 to March, A team of international and national experts and short-term consultants, headed by the Chief Technical Adviser, is responsible for delivering the project outcomes. The key project partners include several government ministries and departments namely Ministries of Education, Labour and Employment, Expatriates Welfare and Overseas Employment and the departments under these ministries, organization of employers, trade unions, employers in five selected sectors, and NGOs involved in skills training. Direct project beneficiaries are: Staff of partner organisations, Instructors, Trainers & Master Crafts Persons, and Workers and market entrants. 1

2 Given the ILO s commitment to gender and diversity, B-SEP project intends to promote gender equality in technical education, especially Technical and Vocational Education and Training institutes. 2. Context of the Assignment Despite impressive economic growth in the last two decades, the rate of women s labour force participation in Bangladesh (36 per cent during ) has remained much lower than in East Asia (67 per cent in 2010). Women s participation in TVET in Bangladesh is strikingly low, ranging from 9% to 13% in public technical institutions and 33 % in private institutions - the average being approximately 24%. Similarly, the number of women instructors account for about one-fifth of the total number within technical institutes. It is rare to find women Principal or vice Principals in the government run TVET institutions. Regardless of the progress made in girls and women s education, occupational segregation (both vertical and horizontal) remains a predominant feature of training and labour markets, limiting women s choices and confining them to lower-paid and lower-status jobs than men in many industries. Not only are women overrepresented in some occupations (and under-represented in others); segregation often also occurs within occupations, with men holding the more responsible jobs (UNDAW, 2009). Skills development undoubtedly offers a means of broadening occupational choices. However, as is the case in many industries in many countries, higher shares of women in training for certain occupations do not automatically translate into higher shares of female employment in those fields. Women are also more often confined to informal employment than men. Women often perceive technological education as a male domain in which they do not belong and often feel even more marginalized after having taken a technology education course. The Government of Bangladesh, through its National Skills Development Council (NSDC) secretariat, and in collaboration with the ILO TVET Reform Project, has taken the initiative for boosting women s participation in TVET. NSDC, with ILO s technical support, formulated a national strategy on promoting gender equality in TVET through a wide consultation with the key stakeholders. It ensures that specific gender concerns are integrated into the NSDC action plan to implement the National Skills Development Policy, The National Strategy for Promotion of Gender Equality in TVET aims to: increase women s participation in formal TVET institutions from 24% to 40% by 2020; increase the quota for female teachers in TVET from 13% to 30%; establish quotas for women in TVET management at a minimum of 10%; ensure female-friendly environments in both training centres and workplaces; link industry demands and TVET institutions to improve supply of required skills; establish extensive gender-responsive support systems and counseling services; include skills training for workers in the informal economy; establish an adequate data management system to capture sex-disaggregated data on TVET. 2

3 3. International Gender and Diversity Consultant This announcement is for an International Gender and Diversity consultant to develop guidelines for addressing the gender issues in line with the National Strategy for promoting gender Equality in TVET system of Directorate of Technical Education (DTE). The guidelines will be based on a gender gaps assessment in the policies and practices of DTE s TVET institutes, including social gender barriers hindering girls access to technical institutes, especially technical courses that predominantly boys join. Following the guidelines, B-SEP and DTE will pilot an initiative to strengthen gender and diversity in TVET institutes administered by of the Directorate of Technical Education. 4. Objective The objective of the assignment under this ToR is to (i) assess gender gaps in the policies and practices of DTE s TVET institutes as well as social gender barriers hindering girls access to technical institutes, and (ii) develop a guideline for DTE addressing the gender issues in line with the National Strategy for Promotion of Gender Equality in TVET. 5. Guidance and Supervision The International Consultant will work under the overall guidance and supervision of Senior Skills Development Specialist and the Chief Technical Adviser, B-SEP project. S/he will be assisted by a junior national consultant, who will provide information and documents on the local context, assist in translation work and coordinate with stakeholders. S/he will work closely with other components of the project. 6. Description of duties and responsibilities The International Gender and Diversity Consultant will have following responsibilities: Assessing of gender gaps in the policies of Directorate of Technical Education (DTE) and practices (including training environment, enrolment process, training facilities, course design, training delivery process, counselling and placement) in its TVET institutes; Analysing the way these gaps (a) hinder girls access to technical education, especially to the technical courses that are attended mainly by boys; (b) cause girls to drop out from technical education. Identify family and neighbourhood level social and cultural barriers that deter girls from joining or continuing in technical education; Assess the gender barriers to girl s employment after graduating from the TVET institutions of DTE. Develop a user-friendly guidelines for improved policy and practices that are in line with the National Strategy for Gender Equality in TVET of the Government of Bangladesh. Methodology and specific tasks: Specific tasks Undertake desk review of relevant documents and studies No. of days Inception report with appreciation of the tasks and detail action plan and time line in agreement with the project One 3

4 Develop questionnaire for in-depth interview with the key stakeholders (including key DTE and Ministry of Education officials, Principals of sampled TVET institutes and civil society actors) and undertake trial run for finalizing it; Conduct interviews with key stakeholders Develop sampling criteria and sample size for Focussed Group Discussions (FGD) with (a) TVET institutes- students (boys and girls), instructors and other staff (b) selected girl student s family members and residents in neighbourhoods Conduct FGD with identified groups of stakeholders Prepare a report on key findings Present these findings to ILO and DTE Five Three Four One Finalize report and submit Develop a guideline for DTE to address the gender gaps in its policies and practices Seven One Seek feedback and finalize guidelines with final editing ( ready to go to press) The consultant is encouraged to use the ILO s Participatory Gender Audit methodology. Kindly see the link below Key Deliverables i. A brief report with (a) key findings on gender gaps in TVET policy and practices as well as socio-cultural factors hindering (i) girls access to TVET institutions, (ii) completion of technical education, (iii) getting a placement after completion of technical education; (b) assessment and analysis of social and cultural barriers for girls access to and completion of technical education in TVET institutes; (c) recommendations for ILO, DTE, TVET institutes and Ministry of Education to address the identified institutional and socio-cultural gender barriers. ii. Guidelines on strengthening gender mainstreaming in skills system (policies and practices) of DTE and its TVET institutes. 8. Time-frame The time period of the assignment will be from 15 September to 20 December 2016 for 30 working days. Terms and conditions will be provided in the contract. 9. Qualifications and requirements Education At least advanced degree (minimum Masters degree) in the field of humanities, social sciences or gender and development studies. 4

5 Experience At least twelve years of work experience, of which at least five years at the international level in the field of gender and development. International working experience on policy analysis and institutional gender gaps assessment, preferably those of technical and vocational education and training institutions and related department and ministry. Extensive Experience in developing gender mainstreaming related guidelines and training materials. Languages: Excellent command of English (knowledge of Bangla will be an advantage). Competencies Ability to work under pressure and to meet strict deadlines. Good interpersonal and communication skills. Ability to adapt messages to culturally diverse audiences. Ability to conduct interviews and focussed group discussions Commitment to gender equality and knowledge of gender mainstreaming principles and approaches Up-to-date knowledge and understanding of technological advancements in the area of work Must display a high standard of ethical conduct and exhibit honesty and integrity Sound political judgement. Good negotiating skills. The ability to work in a multicultural environment. Gender-sensitive behaviour and attitudes. Good knowledge of the organization's mandate and its programme of activities. International experience in the field of gender and diversity Excellent analytical skills. 10. Evaluation Criteria and Score The selection of the candidate will be made based on the cumulative analysis scheme, where total score will be obtained upon combination of weighted technical and financial aspects. (a) Technical weighted score, out of 70: Criteria Assessment method Score Educational qualification Level of education Master s, M.Phil/ degree or certified course on gender and development, Ph.D 10 Experience in working with government institutions on mainstreaming gender Experience in developing guidelines or training module for gender equality Experience in working with mainstreaming gender in technical education institutes, particularly TVET institutes No. of years of experience or no. of assignments 20 No. of guidelines developed 15 No. of such assignments 15 5

6 Experience with ILO/ UN/ international organizations No. of assignments 10 (b) Financial weighted score, out of 30: The maximum number of points assigned to the daily fee is allocated to the lowest daily fee quoted by the applicant. All other quoted daily fees receive points in inverse proportion. The suggested formula is as follows: p = y (μ/z), p = points for the daily fee being evaluated, y = maximum number of points for the daily fee (here it is 30), μ = the lowest daily fee z = the daily fee being evaluated 11. Submission of Application Application with a motivation letter mentioning the daily fee and a full curriculum vitae (CV) should be sent at and addressed to Mr. Cezar Dragutan, Chief Technical Advisor, B-SEP Project, House No. A-9, Road No. 127, Central Gulshan 1, Dhaka 1212, or submit in hard copy to: Mr. Cezar Dragutan, Chief Technical Advisor, B-SEP Project, House No. A-9, Road No. 127, Central Gulshan - 1, Dhaka within 25 August The ILO promotes equal opportunities for women and men to obtain decent and productive employment in conditions of freedom, equity, security and human dignity. The ILO is a non-smoking working environment 6

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