ANNEX II: TERMS OF REFERENCE

Transcription

1 ANNEX II: TERMS OF REFERENCE Enhancing the relevance and quality of the TVET system through Curriculum development, capacity building and quality assurance 1. BACKGROUND INFORMATION Partner country Contracting Authority Country background Current situation in the sector Related programmes and other donor activities OBJECTIVE, PURPOSE & EXPECTED RESULTS Overall objective Purpose Results to be achieved by the Contractor ASSUMPTIONS & RISKS Assumptions underlying the project Risks SCOPE OF THE WORK General Specific work Project management LOGISTICS AND TIMING Location Start date & period of implementation REQUIREMENTS Staff Office accommodation Facilities to be provided by the Contractor Equipment Incidental expenditure Lump sums Expenditure verification REPORTS Reporting requirements Submission & approval of reports MONITORING AND EVALUATION Definition of indicators Special requirements July 2015 Page 1 of 22

2 1. BACKGROUND INFORMATION 1.1. Partner country Arab Republic of Egypt 1.2. Contracting Authority The Ministry of Trade and Industry 1.3. Country background The reform of Technical and Vocational Education and Training (TVET) in Egypt has been recognized for the last ten years by policy-makers, experts and the Government of Egypt (GoE) as a high priority. Following the Prime Minister Decree No.2623 of October 15, 2015, the Ministry of Technical Education and Training has been abolished and, as a consequence, the technical education has been reintegrated into the Ministry of Education. Also, the vocational training services are now managed by their respective ministries (Ministry of Trade and Industry, Ministry of Manpower and Migration). The TVET II programme is now managed by the Ministry of Trade and Industry. Egypt s youth represents 60% of its 86.6 million people under the age of 30 years, which brings an opportunity but also a challenge for its future economic growth. An opportunity in having a young human capital that can become a significant factor of Egypt s growth and development, and a challenge linked to the country s responsibility to provide the youth with a sound education and skills able to answer to the labour market needs. However, Egypt faces challenges which constraints its ability to efficiently insert this young workforce in the labour market. The main challenges are the demography (850,000 new entrants to the labor market every year), the inefficient transition from education to work, and the inability of the formal sector to compensate the decline of the guaranteed public employment which prevailed in the country until over a decade ago. Due to the potential role of TVET as a contributor to the reduction of unemployment, the promotion of social equity, and the enhancement of the country's global competitiveness. A large number of donors have supported the Government of Egypt's efforts during the last decade (among them the European Union, through the TVET I Project). Despite these efforts, the reform of TVET remains a challenge due to the size of the sector (over 2 million students in Technical Education only) as well as the multiplicity of bodies and organizations involved Current situation in the sector The TVET system in Egypt is characterised by its fragmentation, with over 20 Ministries, agencies, bodies and institutions involved, which are often sharing overlapping competences. This fragmentation is further aggravated by unclear leadership and coordination between the different actors: none of these institutions is formally in the lead, and none of them has the overview of the strategic processes necessary for the reform, or of the resources invested in the sector. New priorities have recently merged after the Economic Conference of Sharm El Sheikh such as Renewable Energies. Building & Construction was already one of the priorities but this sector is now to be reinforced in order to prepare the workforce for their involvement in the mega-projects. In terms of sectors the priorities are as follows: Tourism, Renewable Energies, Building and Construction, Agribusiness, Food processing and Engineering including Ready Made Garments Sector (RMG). 15 July 2015 Page 2 of 22

3 Considering the urgent need of skilled workforce for the new mega-projects, a combination of short term and long term courses becomes necessary. These Short term courses can be developed in the informal TVET institutions belonging to the Ministry of Housing and Ministry of Manpower and Migration while long term courses can be provided through the Technical Secondary Schools Technical Institutes (TIs) or Technology Colleges (TCs) as well as in the Vocational Training Centres (VTCs) affiliated to The Productivity and Vocational Training Department (PVTD). As for the permanent adaptation of the TVET system to the needs of the labour market, it is proposed to develop Entrepreneurship and Career guidance courses in all the institutions along with systematic tracer studies of the employability of the TVET students. In that line, these traces studies can give indication for the conversion or establishment of numerous diverse Technical Secondary Schools. In terms of TVET provision, there is an uneven geographical coverage which has to be addressed in order to correspond either to the localisation of the industries or preferably to the localisation of the potential workforce. The low participation of girls and women has also to be tackled through a cultural approach. Strong concrete institutional signs have very recently appeared in terms of governance of the sector, namely: The Article 20 of the Constitution of 2013 stating that TVET is a priority; A National Strategic Plan for Pre-university Education drafted by the Ministry of Education in order to overcome the serious shortcomings of the Education system where TVET at all levels is clearly being considered as a major strategic objective; The Information and Decision Support Centre (IDSC) created in 1985 under the Prime Minister; A National Authority for Quality Assurance and Accreditation of Education (NAQAAE) set up in 2007 and its main achievement is the on-going development of the National Qualification Framework (NQF). A specific TVET structure has to be created within NAQAAE; A Professional Academy for Teachers (PAT) created in 2008 under the authority of the Prime Minister. Its current focus on general education has to be extended to TVET as well; An Education Development Fund created in 2004 to mainly address general education issues is opened to the TVET sector since 2012; ETPs created to play the role of go between the TVET system and the private sector has to be legalised after further restructuring and merging, thus ensuring their sustainability; A Transition from School to Work Unit set up at the MOE in July 2014 and already partly addressing the need for tracer studies for the employability of the TVET students has to be expanded to all governorates. The Programme "Support to the Technical and Vocational Education and Training Reform Programme in Egypt - Phase II (TVET II), co-financed by the GoE (EUR 67 million) and the EU (EUR 50 million), aims at improving the structure and performance of the TVET system to better respond to Egypt's new socio-economic needs, and in particular at boosting the employability of youth and increasing the country's competitiveness. The Programme includes the following three components: 15 July 2015 Page 3 of 22

4 Component 1 - Improving the governance of the Egyptian TVET system to put in place a rational streamlined governance of the sector performing coherently through clear leadership, participation, partnerships and transparency. Component 2 - Enhancing the relevance and quality of TVET to better respond to the labour market needs, starting with pilots focusing on selected key economic sectors (with a particular emphasis on Tourism). Component 3 - Supporting the transition to employment to increase the employability of Egyptian youth, jobseekers, and workers, as well as the capacity of the TVET system to develop appropriate programmes to meet the labour market demand, with a particular attention to selected key economic sectors, notably Tourism. The Programme builds on the achievements of the previous EU-Egypt supported project "Reform of the Technical Vocational Education and Training system in Egypt (TVET I)". The actions to be implemented through TVET II will more strongly focus on the Tourism sector in each of the three components, but the Programme will be kept as one intervention under the umbrella of the Ministry of Trade and Industry (the Government's supervisory/managing body for the Programme). The Ministry of Tourism and the Egyptian Tourism Federation will be adequately represented in the implementation arrangement of the programme. A Financing Agreement (FA) has been signed between the EU and the Government of Egypt (GoE), represented by the Ministry of Education (MoE), Ministry of Tourism (MoT) and Ministry of Trade and Industry (MoTI). It entered into force on 16 December 2013 and has a period of execution of 84 months after this date. The execution period comprises two phases: (i) a 60-month operational phase that started on 16 December 2013, and (ii) a closure phase which will last for 24 months starting from the expiration date of the operational implementation phase. The FA has been ratified by the GoE through the issuance of Presidential Decree No 105, dated 1 April An extension of the FA is currently under consideration Related programmes and other donor activities TVET II will link closely with the German-Australian project implemented by GIZ and hosted as well at the Ministry of Education (with specific links in Components 1 and 3 in particular), with the Italian experience in the Cluster s project and in upgrading of the El Fayoum Tourism School (also with MoE) and with the British experience in working closer with the ETPs from TVET I, in particular in the fields of apprenticeship and quality assurance. In addition, the implementation of certain activities in TVET II, in particular in Component 2 (tourism and agribusiness sectors) could benefit from potential agreements between the GoE and AFD (France) for supporting the upgrading of Technical Secondary Schools and other specific training venues for these sectors which are highly in need of support as well in infrastructure. Through its different Components, TVET II will also link with current and forthcoming activities by other donors, such as CIDA (in the field of Youth Employment) and USAID (working also with MoE), and with activities connected to TVET by international organisations like World Bank, UNIDO and UNICEF. One of the Government of Egypt s missions now is to coordinate the different development programs related to TVET. Therefore there will be an efficient and effective synchronization between all other programs (for example the USAID Workforce Improvement and Skill 15 July 2015 Page 4 of 22

5 Enhancement (WISE) project - expected to start by the end of 2015), as well as the initiatives carried out by non-governmental organizations such as Misr El Kheir and the Sawiris Foundation. 2. OBJECTIVE, PURPOSE & EXPECTED RESULTS 2.1. Overall objective The overall objective of the project of which this contract will be a part is as follows: The overall objective of this project is to improve and enhance the structure and performance and the quality of the TVET system and TVET delivery in Egypt to better respond to the new socioeconomic needs, in particular, youth employability and increased competitiveness in the context of the country s current and future development. The specific objective of this contract is: To improve the quality of the TVET offers to respond better to the labour market skills needs and private sector demand starting from pilots focusing in selected key economic sectors (with particular emphasis on Tourism) and extending its actions to the system level by way of: Revising and improving the delivery of the technical secondary schools (TSS) and of the technical colleges /institutes (TC/TI) according to the labour market needs Improving the offers of the vocational training centers (VTCs) and other venues delivering trainings ensuring higher quality and relevance for the labour market 2.2. Purpose The purpose of this contract is as follows: To improve the quality of the TVET outcomes to respond better to the labour market in terms of skills and qualifications, focusing on the selected key economic sectors (with particular emphasis on Tourism) and that could be attained through: Support the building of the (NQF) through building of a matrix learning outcomes of the various sectors of technical education in according to standards of the technical education graduate, which is the first core for the description of technical qualifications in the NQF. Dissemination of different well known and tested methodologies for curriculum development, design and/or update the TVET curricula exist in TVET institutions to meet labour market needs through the direct involvement of the existing and new Sectorial ETPs and support the establishment of a sustainable mechanism for curriculum development within the framework of the established quality assurance system for TVET. Capacity building of TVET teachers and trainers as well as Technical Secondary school and Vocational training centers managers, sector specific Master Trainers and Set-up a system of further teacher and trainer's training that can be applied by the Egyptian responsible institutions putting in consideration its sustainability. Setting up a quality assurance system and policy disseminating the recent approaches (such as Balanced Scorecard & Total Quality Management) on TVET quality assurance, provide capacity development for TSS in order to improve the perspectives for accreditation and support the responsible ministries in identifying a systematic option for accreditation Results to be achieved by the Contractor This contract will cover 3 results as follows: Result 1: A sustainable mechanism for curriculum development is designed. The curricula of the priority economic sectors of several ministries involved in TVET are newly designed and/or 15 July 2015 Page 5 of 22

6 updated in order to meet labour market needs using the best tested methodologies and in cooperation with the existing and new sectorial and local ETP, the private sector and other relevant stakeholders. Result 2: A policy/system for continuous development for teachers/trainers and school/vtcs/tc managers is outlined and implemented. A considerable number of the selected pilots (to be agreed with Ministry of Education, Ministry of Tourism, Ministry of Trade and Industry, PAT and the rest of relevant ministries and private sectors) of these experts upgraded. Result 3: Quality assurance system is designed and implemented in according to NAAQAE standards to improve the perspectives of accreditation of TVET institutions. A policy for enforcing and encouraging accreditation within TVET institutions is developed. ** The following issues shall be taken consideration when developing and implementing the action plan to ensure the efficiency and effectiveness contract outcomes: - The contractor must conduct the activities required by this contract taking into account TVET previous studies; success stories and TVET II programme other service contracts deliverables. - The activities of this contract should be carried out based on the achievements of the service contract for "Screening and Assessment of TVET programmes" as follows: 1. Train and qualify a pool of curricula developers in the relevant ministries, 2. Conduct screening and assessment for the existing TVET programmes; sorting out the irrelevant programs 3. Update or design new curricula to meet the current labour market needs. - The contract activities should be implemented in the light of the national qualifications standards developed by component 1- Improving the governance of the Egyptian TVET system and the labour market needs assessment delivered by component 3- Supporting the transition to employment. - It should be taken into consideration that 30-40% of the contract total value should be allocated to perform the activities serving the tourism sector. - The contractor should work closely and in coordination with the other programme components (component 1: Improving the governance of the Egyptian TVET system, component 3: Supporting the transition to employment as well as the Tourism component ) - In the same context, the contract expected results should be implemented based on outcomes and deliverables of the other components. - The logical systematic integration between the listed three results of this contract should be taken into consideration to ensure the harmony of implementation. - The contractor must work in collaboration with the other programme service contracts. A common master plan should be designed in order to achieve the cross cutting activities. - It should be noted that 80% of the training courses will be conducted by the developed /trained master trainers. 3. ASSUMPTIONS & RISKS 3.1. Assumptions underlying the project Recent methods of curriculum development are widely accepted Sufficient labour market information is available concerning the selected economic sector Employers insist on improving the quality of training provision and accreditation A new regulatory framework retains trained teachers in the TVET sector. 15 July 2015 Page 6 of 22

7 Advances in quality enhancements are possible and avoid overload of managerial and teaching staff. TVET subsector is equipped with the same qualification and accreditation tools as the other subsectors of the educational and training system in Egypt An extension of the TVET II Financing Agreement will be signed which will extend the implementation period of the activities of this contract Risks Lack of qualified experts who are able to develop curricula in the different economic sectors. Cooperation requests from the project to the private sector are rejected. Selected national experts do not receive a topping up on their salaries to better covering their multiplier functions. There is no common agreement on the obstacles for delivering a high quality of education as a core problem among training providers. 4. SCOPE OF THE WORK 4.1. General Project description Due to the continuous and speedy technological change in the industry and other different economic sectors, some of the existing TVET curriculum and training programs are no longer relevant to the labour market needs causing demand and supply imbalances (shortage of certain skills and qualifications) in addition to other related problems such as unemployment, poverty, poor quality, low productivity which will have a negative impact on the Egyptian economy. TVET provision in Egypt is in need of modernization of its curricula and specialties to adapt them to the demands of the private sector and the needs of the labor market, professional development of teachers, schools managers and administrators, quality assurance and accreditation procedures, as well as developing equipment and facilities with the aim of addressing these challenges. The participation of the private sector in defining the skills needs and their involvement in the provision, although improved during the last years, is still minor compared to the size of the sector. Improving the quality of the TVET system in Egypt, there is a crucial need to review, update and/or develop new TVET curricula and training programmes matching the current labour market needs, providing capacity building for teachers and tutors in TVET institutions and other related ministries and stakeholders, establishing a quality assurance system to provide the different economic sectors with the required level of skills and Support the building of the national qualifications standards (NQS(. The TVET II project has a particular emphasis on the Tourism sector, given on the hand, the importance of the sector in the Egyptian economy and labor market (both internal and external) and on the other hand, the shortage on TVET provision at a level adequate to meet the economic and competitiveness objectives of the country. A set of pilot economic sectors are identified both for their potential for growth and employment. These selected sectors are 15 July 2015 Page 7 of 22

8 Tourism sector Agribusiness sector (including food processing) Industry engineering specialties related to Automation, ICT and Energy (with particular emphasis on renewable Energies) Building and Construction Textile (Readymade Garment) The three priority areas (sub-components) identified for assistance under this contract can be summarised as follows: Result 1: A sustainable mechanism for curriculum development is designed. The curricula of the priority economic sectors of several ministries involved in TVET are newly designed and/or updated in order to meet labour market needs using the best tested methodologies and in cooperation with the existing and new sectorial and local ETPs, the private sector and other relevant stakeholders The main activities under this sub-component include the following: Disseminate and test best methodology of curricula development (such as DACUM and functional analysis) and conduct training needs analysis (TNA) including capacity building. Setting up a network of close cooperation between TVET international and national experts and institutes with specialized institutions of the selected economic sectors. Update / develop competencies based curricula in accordance with labor market needs and national stakeholders' inputs through the direct involvement of the ETPs and private sector and in coordination with component 1 and component 3. Train and coach curricula developers' Master trainers' on curriculum development. Develop a mechanism within TVET structure for updating, developing and mainstreaming TVET curricula in TVET institutions based on the framework of the developed quality assurance system. Result 2: A policy /system for continuous development for teachers/trainers and school/vtcs/tc managers is outlined and implemented. A considerable number of the selected pilots (to be agreed with MOE, MOT, MOTI, PAT and the rest of relevant ministries and private sectors) of these experts upgraded Under this result the contractor is expected to perform the following activities: Identify the main constraints and weaknesses for further training of TVET teachers and trainers as well as school and VTCs managers through field visits and action research. Develop a policy and methodology for continuous training needs assessment, development and upgrading of teachers/trainers and school managers in TVET institutions. Develop/ create a pool of master trainers from the different selected economic sectors. Provide capacity development and study visits for master trainer and trainers affiliated to different TVET institutions and identified economic sectors. Develop and implement a training plan for a considerable number of teachers/trainers and school/vtcs/tc managers (to be agreed with MoE, MoT, MoTI and the rest of relevant ministries and private sectors) jointly with component 3 and in cooperation with the ETPs. Capacity building of Professional Academy for Teachers (PAT) and Staff Training Institute and 15 July 2015 Page 8 of 22

9 any other institutes or entities involved in the capacity building of TVET staff. Result 3: Quality assurance system is designed and implemented in according to NAAQAE standards to improve the perspectives of accreditation of TVET institutions. A policy for enforcing and encouraging accreditation within TVET institutions is developed Activities under this component will focus on: Disseminate knowledge and launch capacity building about recent measuring approaches and total quality management for TVET quality assurance and on country specific best practice in cooperation with component 1. Provide information, capacity development and mobilize national funds for TSS/TCs/TIs in order to improve their perspectives for accreditation. Set up a quality assurance system for TVET institutions and provide support to TVET accreditation authority on legislative and institutional issues in cooperation with component 1. Support the vocational training system in developing systematic solutions for future quality assurance and accreditation in coordination with component 1. Provide technical support to quality assurance units in different TVET stakeholders (Ministry of Tourism, Ministry of Manpower, Ministry of Education). Provide study visits on best practice in systems of Quality measurement, Quality analysis and Quality management of TVET institutions Geographical area to be covered The contractor will be located in Egypt and the programme co-ordination process will be managed from Cairo. The Technical Assistant team will have national coverage and implementation activities will span across the different government agencies involved. Most of the programme activities, particularly technical assistance, training and dissemination events, will be implemented in Egypt. Some training activities such as study visits could be conducted in countries outside Egypt Target groups A sample 1 in all concerned Governorates of TVET institutions relevant to the priority sectors: Technical Secondary Schools, Technical Agriculture Secondary Schools, Vocational Training Centres Technical Colleges. Technical Institutes. Tourism & hotels secondary schools and tourism & hotels technical institutes 4.2. Specific work The contractor is requested to undertake the following specific tasks under the three main results of the contract: Result 1: A sustainable mechanism for curriculum development is designed.the curricula of the priority economic sectors of several ministries involved in TVET are newly designed and/or updated according to the occupational standards in order to meet labour market needs using the best tested methodologies and in cooperation with the existing and new sectorial and local ETPS, the private sector and other relevant stakeholders. 1 For each priority sector, a sample of relevant TVET institutions to be visited and assessed will be established in each Governorate where training institutions for the concerned sector exist and are operating. 15 July 2015 Page 9 of 22

10 Activities to be achieved by the contractor: Identify and test best methodologies used for occupations and jobs analysis studies to meet the Egyptian labour market needs for an effective occupations and jobs analysis.(easy to use, low cost and short duration); Develop and conduct a training program to improve curriculum developers skills based on the identified best methodology for curriculum development to train 200 curricula developers (50 Curricula developers from Tourism sector and 150 Curricula developers from different TVET institutions affiliated to different economic sectors; Design,develop and conduct training workshops to train and qualify at least 60 master trainers on curricula development ( At least 15 Curricula developers from Tourism sector and At least 45 Curricula developers from different TVET institutions affiliated to different economic sectors); Provide certificates from recognized entity for successful participants in each training course and link them to international or authorised local accreditation firm as PAT...etc; Provide technical assistance and coaching for curricula developers master trainers to train at least 200 curricula developers from different TVET institutions; Organize / conduct at least 160 workshops to develop 160 curricula for different economic sector (30 workshops for tourism sector and 130 workshops among different economic sectors); Update / develop at least 160 competencies based curricula (30 curricula for tourism sector and 130 curricula for different economic sectors) including: technologies, training equipment, tools, assessment manuals, curricula maps according to learning outcomes and create quiz bank in collaboration with Ministry of education and technical education, the ETPs for the priority sectors (industry, agribusiness, building and construction, engineering and readymade garments) including priority occupations; Design/Develop needed tools to implement competencies based curricula by teachers/trainers including teacher manual; Conduct benchmarking for the updated curricula in all priority economic sectors (industry, agribusiness, building and construction, engineering and readymade garments) including priority occupations sectors (specially Tourism) with comparable curricula in other countries putting in consideration national qualification standards; Monitor curricula implementation and collect educator, student and stakeholder feedback for the purposes of curriculum evaluation/impact measurement; Support the establishment of curriculum unit structure to support the continuous TVET curriculum upgrade in different TVET institutions; Provide training hand out material in both Arabic and English; Conduct training course in Arabic; Organize 6 study visits (2 study visit for tourism sector and 4 study visit for different sectors) to an international curriculum assessment and development organizations in European countries. Result 2: A policy /system for continuous development for teachers/trainers and school/vtcs/tc managers is outlined and implemented. A considerable number of the selected pilots (to be agreed with MOE, MOT, MOTI, PAT and the rest of relevant ministries and private sectors) of these experts upgraded Activities to be achieved by the contractor: Conduct Training Need Assessment (TNA) for TVET institutions staff and other relevant 15 July 2015 Page 10 of 22

11 stakeholders; Develop an assessment report identifying main constraints and weaknesses for further training of TVET teachers and trainers as well as TVET managers; Conduct a research study for competencies and qualifications standards of professional master trainers to be linked to Professional Academy for Teacher (PAT) for accreditation institution; Develop sustainable training policy for TVET management, pedagogical and technical staff taking advantage of the local know-how and networks from sector/local ETPs and key private actors; Create a pool of 130 master trainers from the different selected economic sectors; (30 master trainers from Tourism Sector and 100 master trainers from other targeted economic sectors); Develop at least 50 short programs based on the curricula developed under result 1 (160 curricula), the training needs analysis and in accordance with PAT standards; Develop training manual in both Arabic and English for each training program including assessment and selection tools for each participated category; Conduct capacity development and coaching workshops for the 130 master trainer based on the accredited training packages; Prepare and implement a master plan to train 3900 teachers and trainers (900 for the Tourism sector and 3000 for the other different TVET institutions and the private sector) based on the accredited training packages: (10 trainees per training session); Provide technical assistance for master trainers during the implementation of further training for teachers /trainers for at least 390 technical training programs (90 training programs for the Tourism sector and 300 training programs for other sectors); Develop and implement a training plan for at least 1000 managers, teachers' supervisors, directorate managers and heads of training units in different TVET institutions and relevant ministries (100 for Tourism sector and 900 from other different TVET institutions 20 trainees per training session); Setting-up a system for further continuous teacher, trainer's training,,teachers' supervisors, managers and directorate that can be applied by the Egyptian responsible institutions included all the tools needed to assure the quality of deliverables and the continuous update of training programs; Develop and upgrade the training units in selected TVET institutions to assure continuous delivery of further training courses, and implementing training packages according to PAT criteria (at least 300 trainees among 1000 managers); Conduct pilot capacity development and coaching workshops on education technology and environmental E-learning (at least one workshop 10 members) including providing technical assistance to create 3 to 5 curricula e-content; Develop a portfolio for each trainee including reports; pre assessment, need analysis, impact knowledge, trainee progress and after training feedback evaluation; Provide certificates from recognized entity for successful participants in each training course and link them to international or authorised local accreditation firm as PAT (at least 4000 accredited participant); Provide training hand-out material in both Arabic and English; Conduct training course in Arabic; Organize (6) study visits to an international TVET capacity development organizations in European countries: (2) of them for the Tourism sector and (4) for the other sectors. 15 July 2015 Page 11 of 22

12 Result 3: Quality assurance system is designed and implemented in according to NAAQAE standards to improve the perspectives of accreditation of TVET institutions. A policy for enforcing and encouraging accreditation within TVET institutions is developed Activities to be achieved by the contractor: Setup a quality assurance system for TVET sub sectors based on Quality measurement, Quality analysis and Quality management in according to NAQAAE standards; Design a manual for TVET Quality Assurance system including Quality measurement tools, Quality analysis tools, Quality management system and best practices; Implement a quality assurance system of TVET institutions in cooperation with MOETET, NAQAAE and relevant stakeholders for all priority sectors (with a particular emphasis on Tourism); Conduct master trainer course for 330 members (54 members from quality units in Educational directorates and 276 members from quality units in Educational departments) to train on Quality Assurance system of TVET institutions; Provide technical assistance and coaching to quality master trainers while providing technical support and coaching to other selected trainees from different TVET institutions and relevant stakeholders; Organize and Conduct capacity building workshops at an institutional level for at least 600 from leaderships and Quality officers from TVET institutions (Technical Secondary Schools, Agriculture Secondary Schools, Tourism Secondary Schools) in priority economic sectors, specially Tourism to disseminate knowledge and skills required to activate Quality Assurance system in TVET institutions and enhancing a best practices in Performance Evaluation and continuous self-assessment; Provide technical support for 127 Technical Secondary Schools (27 TSS from Tourism sector and 100 TSS from other priority sectors) during 2 years and bring them to Accreditation through NAQAAE; Develop a system of Quality measurement, Quality analysis and Quality management of Technical Institutes and Technical Colleges in cooperation with MOHE, NAQAAE and relevant stakeholders; Conduct TOT courses for at least 45 members from quality units in Technical Institutes and Technical Colleges to train them on the developed system; Organize and Conduct capacity building workshops at the institutional level for at least 60 quality staff members from the selected TVET institutions staff; Provide technical support for 4 Technical Institutes (with a particular emphasis on Tourism); during 2 years and bring them to Accreditation through NAQAAE; Setup unifying accreditation Standards of Vocational Training Centers (VTCs) in corporation with Industrial Training Counsel (ITC), Professional Academic for Teachers (PAT), Enterprise TVET Partnerships (ETPs) and other relevant stakeholders to improve the perspectives for accreditation; Design a manual to support the implementation of developed standards in the vocational training centers and disseminate it in the selected sectors; Provide technical support for at least 5 training centers from the Productivity and Vocational Training Department (PVTD) to conduct a self-evaluation according to those standards to improve performance; Mobilize support from the responsible ministries to identify a unified and feasible accreditation 15 July 2015 Page 12 of 22

13 option for the vocational training sector; Review and analyze existing procedures within the TVET system through creating the necessary policies on an institutional level (with stakeholders and beneficiaries); In close cooperation with component 1 (Governance component) support the development and implementation of policies that will enhance existing guidelines and procedures in relation to quality assurance mechanisms within TVET institutions; Support the quality units in different TVET institutions to use available technology (such as excel or access) in evaluation processes and continuous self-assessment; Grant certificates for passed participants in each training course; Provide training hand out material in both Arabic and English; Conduct training course in Arabic; Organize (6) study visits (2 from Tourism sector and 4 from other priority sectors) for international TVET organizations to recognize best practices for quality assurance systems in European countries. The Contractor shall ensure the capitalisation and sharing of knowledge related to the implementation of the project. It concerns observations of technical and pedagogical value, which are interesting for other professionals, and which do not infringe with the obligations of article 14 of the General Conditions of the Contract. For sharing such information, the Contractor shall use the capacity4dev.eu web platform Project management Responsible body The Ministry of Trade and Industry is the Contracting Authority for the TVET II programme and the component 2 of the programme Implementation Unit (PIU) is responsible for managing the contract Management structure The project supervisor is the Ministry of Trade and Industry. The project implementation arrangements will be composed as follows: 1) A project Steering Committee (PSC): to oversee and validate the overall direction and policy of the programme chaired by the Ministry of International cooperation and with the membership of the following ministries or their representatives: (Ministry of Trade and Industry, Ministry of Tourism, Ministry of Education, Ministry of Higher Education, Ministry of Manpower and Migration) and a representative of the Educational Development Fund, NAQAAE, representative from one of the internationally recognized trade unions, 4 representatives of the private sector and a representative of the EU Delegation as observer. The Steering Committee (PSC) meets at least twice a year and whenever necessary. It will discuss and revise the annual programme estimates, budget and reports. It will review the progress in the implementation of activities and provide directions to the management of the project work plans of the contractor as well as progress reports and act as a forum of policy level guidance and discussions on issues guiding the implementation of this contract. The Contractor representative is responsible to liaise with the Contracting Authority to oversee smooth implementation of this contract. The contractor representative/team Leader will be responsible for quality management of the contract and she/he will represent the contractor in Steering Committee/and/or executive committee meetings. 15 July 2015 Page 13 of 22

14 2) Programme Implementation Unit (PIU): composed by a PIU director, three Project Component managers, one Finance and Procurement manager, one Tourism coordinator and the PIU staff. The technical assistance that will be deployed under each component will be attached to the PIU and will work closely together with the beneficiaries and stakeholders. The manager of component 2, with assistance of the component staff, will facilitate the interactions of the contractor with the target groups and beneficiaries of this contract and will be responsible for issuing individual work orders for mobilizing technical assistance and capacity development support in the areas covered by section 4.2 of these ToRs. Plans for mobilization of experts will be subject to the project work plan established by the Contractor, approved by the component manager, and endorsed by the PIU director. An Imprest Administrator and an Imprest Accounting officer are assigned to the management and implementation of the project by the Ministry of Trade and Industry in agreement with the EU Delegation. The Imprest Administrator and the Imprest Accounting officer award contracts and grants, commit expenditure and make the corresponding payments. They submit the technical and financial reports to the project steering committee, the ministry of Trade and Industry and to the EU Delegation Facilities to be provided by the Contracting Authority and/or other parties Not Applicable 5. LOGISTICS AND TIMING 5.1. Location The operations of the project will take place in all relevant Governorates of Egypt. In case of study tour or training assistance, a relevant key or non-key expert may be requested to accompany the beneficiary team for a travel to the EU or the relevant countries concerned by the project activities Start date & period of implementation The intended start date is October 2016 and the period of implementation of the contract will be 26 months from this date, while will end no later than December 16, Please see Articles 19.1 and 19.2 of the Special Conditions for the actual start date and period of implementation. 6. REQUIREMENTS 6.1. Staff Note that civil servants and other staff of the public administration, of the partner country or of international/regional organisations based in the country, shall only be approved to work as experts if well justified. The justification should be submitted with the tender and shall include information on the added value the expert will bring as well as proof that the expert is seconded or on personal leave Key experts Key experts have a crucial role in implementing the contract. These terms of reference contain the required key experts profiles. The tenderer shall submit CVs and Statements of Exclusivity and Availability for the following key experts: The project will require four key experts: Key Expert 1: Team Leader and Quality assessment Expert (minimum 495 working days) 15 July 2015 Page 14 of 22

15 Qualifications and skills: A Master's degree from a recognized (university or equivalent institution) or a bachelor degree with 3 years additional relevant professional experience Strong communication skills will be highly valued Excellent verbal and written command of English will be highly valued Strong expert leadership and team building capacities will be highly valued Analytical and computer skills will be highly valued Excellent interpersonal skills is preferable General Professional Experience: At least 10 years of professional experience in TVET related assignments and development projects. Experience in cooperation with stakeholders would be an advantage; Excellent managerial skills including coordination, communication, participatory planning, scheduling, teaching, training, project management is preferred. A strong knowledge about the TVET subsector needs and institutions (in the present and future) would be an asset; Good knowledge of Government machineries in managing projects, procedures and existing planning discipline would be an asset; Ability to oversee timely project implementation and to provide assistance to relevant actors for trouble shooting to keep the project implementation on schedule would be an asset; Ability to adopt new and innovative systems and positively affect staff behaviour/attitude change would be an asset; Relevant professional experience in Egypt would be an added advantage. Specific Professional Experience: Minimum of 5 years of the professional experience in national quality infrastructure institutionalizing, quality management system, quality control and quality assurance (standardization, assessment, audit, accreditation, policy, regulations). Proven experience in designing and implementing education quality interventions including incentives, reading support, teacher training.. etc Experience as Team Leader in at least one 3 years EU funded TA project is considered an added advantage. Quality Assurance Management of TVET Institutions is desirable; Experience in coordinating Government, Non-Government and Civil Society Organizations to ensure their facilitating roles is preferred; Experience in auditing of educational institutions is desirable; Experience in working on policy formulation and revision and/ or institutional reforms is preferred; Ability to develop and implement policies that will enhance existing guidelines and procedures in relation to quality assurance mechanisms within TVET institutions will be highly valued; Proven knowledge of European Commission project management procedures and financial regulations and participation in EU funded technical assistance projects is considered an advantage. Key Expert 2: Capacity building Expert (minimum 428 working days) Qualifications and skills: A Master's degree or a bachelor degree with additional 3 years experience in the field mentioned in professional skills Strong communication skills will be highly valued Excellent verbal and written command of English will be highly valued 15 July 2015 Page 15 of 22

16 Analytical and computer skills is desirable Excellent interpersonal skills is preferable General Professional Experience At least 10 years the of professional experience of working in TVET A strong knowledge about the TVET subsector needs and institutions (in the present and future) would be an asset Excellent managerial skills including coordination, communication, participatory planning, scheduling, teaching, training, project management. Desirable. Wide knowledge of capacity building programs design, development, implement and review. Relevant professional experience in Egypt would be an added advantage Specific Professional Experience At least 5 years of experience in the area of TVET Capacity Building as a minimal requirement. Proven experience in TVET Capacity Building programs, assessment and labor market needs screening is desirable. Demonstrated development and capacity building competences in terms of learning outcomes, Framework, training and assessment programmes, is preferred. Experience in management training will be highly valued Good knowledge of different models of outcomes based education (e.g. French versus anglosaxon model or German model..) is preferable Key Expert 3: Curriculum development Expert (minimum 428 working days) Qualifications and skills: A Master's degree or a bachelor degree with additional 3 years experience in the field mentioned in professional skills Strong communication skills will be highly valued Excellent verbal and written command of English will be highly valued Strong expert leadership and team building capacities will be highly valued Analytical and computer skills will be highly valued Excellent interpersonal skills is preferable Report writing skills are desirable General Professional Experience At least 10 years of experience in the area of curricula development, TVET curricula assessment and labor market needs screening Recognized experience in continuous training (workshops and short term courses) will be highly valued Demonstrated understanding of the current TVET subsector needs and existing programs in Egypt is an advantage Specific Professional Experience At least 5 years of experience in TVET projects as a curriculum developer expert Strong Knowledge of instructional design and curriculum development different methodologies Demonstrated competence and ability in conceptualising learning in terms of learning outcomes, and ability to evaluate the Learning Outcomes Framework and Learning and Assessment Programmes is desirable. Key Expert 4: Tourism Expert (minimum 495 working days) Qualifications and skills: 15 July 2015 Page 16 of 22

17 University degree (preferably at Master s level) in related fields (Human Resources management or tourism and hospitality sector) is recommended. Strong communication skills and ability to communicate with people at all levels. Excellent verbal and written command of English and knowledge of Arabic language is an asset. Proven Strong leadership skills with international, interdisciplinary teams and within complex institutional (are preferably), organizational settings and team building capacities. Negotiation and Conflict Management Skills. Strong interpersonal skills, excellent facilitation and analytical skills. Ability to interact in different cultural and professional environments and to create good working relationships at local and international levels. Flexibility and ability to cope with changes in priorities. Easily adapting style to different people and situations. Good related computer skills. General professional experience: At least 10 years of professional experience in the scope of capacity building in hotels and tourism industry sector (is preferably), human resources, hospitality development and management or tourism and hospitality curriculum development. Demonstrated experience in capacity building, human resources development, and development of the tourism establishments is recommended, knowledge transfer in related topics. Relevant professional experience in Egypt or Arab region or similar countries would be an asset. Experience as key expert in at least one three year EU funded TA project related to the enhancement of (Tourism and hospitality sector capacity is recommended), and at least of similar size and complexity is considered an added advantage. Knowledge and experience of the work with different education institutions. Proven experience of capacity building and learning theory and organizational development work in multinational settings in several capacity building areas. Strong training, facilitation and reconciliation skills in international, multicultural settings. Specific professional experience: Extensive experience in human capacity building, education and training of teachers for technical and vocational education, (in the tourism sector is preferably). Proven ability to develop solid partnerships with high level officials in order to achieve project results. Ability to provide interacted (labour market orientations training group sessions). Able to produce reports and other standards documents, in English\ Arabic, up to a professional standard. Knowledge of community development methodology and capacity building experience within governmental and non-governmental institutions or the private sector, including experience in areas such as capacity assessment, curricula development, course organization, problem based (and not only content based) training, and training impact evaluations. Ability to find and mobilize resources to support the capacity building work. Awareness of gender issues Professional user of at least one of statistical software packages and knowledge of office and processes automation. Experience in facilitating multi stakeholder processes. All experts must be independent and free from conflicts of interest in the responsibilities they take on. 15 July 2015 Page 17 of 22