Summary
Date Posted: Monday, December 20, 2021 , Base Salary: Not Disclosed

JOB DETAILS:
Background
1.1 The Project - Youth with Complex Disabilities in Kenya, Uganda and Tanzania Learn, Work and Earn
This is a 28-month project ending in February 2022 which seeks to improve the employability of 260 youth with complex disabilities in Kenya, Uganda, and Tanzania through the acquisition of market driven and quality vocational skills and accessing decent work in the formal and informal labour markets.
Due to poverty, low literacy levels, high support needs, exclusion from participating in society, stigma and discrimination, Youth with Complex Disabilities (YWCD) are among the most marginalized and disadvantaged groups in society, even among people with disabilities. Without appropriate support, YWCD are unable to access vocational training and decent work which contributes to their high poverty levels.
1.1.1 Purpose of the Sense International - East Africa (SI EA) Vocational Training and Livelihoods Model
The Vocational Training and Livelihoods Model is primarily aimed at providing guidance to SI EA staff and partners on how to set up Vocational Training and Livelihoods programmes. It is based on Sense International’s programme experience and outlines a Model that describes the aims and composition of a concrete pathway including transition from schooling to vocational training and securing a meaningful livelihood, be it formal or informal.
1.1.2 Implementation of the Model across Kenya, Uganda, and Tanzania.
In Kenya, Uganda and Tanzania, inclusive vocational training has been developing over the years, with Kenya and Uganda having taken more strides in this regard, while Tanzania is still in the formative stages. Despite the contextual differences, the action has set out similar objectives to address the gap in inclusive vocational training and transition to livelihoods. To test the process, the project set out to work with 6 TVET institutions (2 in Kenya, 3 in Uganda and 1 in Tanzania) as well other apprentice trainers to identify, assess, recruit and train 260 YWCD (140 in Kenya, 60 in Uganda and 60 in Tanzania). The 260 YWCD would then be supported to transition to the world of formal and informal employment.
2. PURPOSE OF THE RESEARCH TO DEVELOP THE MODEL
The model seeks to document the TVET model and best practices as experienced during the project implementation in the 3 countries, and give suggestion to gaps therein, so as to come up with an ideal guide for the identification of learners for recruitment into any form of vocational training, outline an ideal process of skill delivery to YWCD in vocational centres, TVET institutions, and in apprentice training, as well highlighting the opportunities that exist in the world of formal and informal employment, and how to effectively transition YWCD after training.
Specifically, the model will highlight the following key areas:
1. SI EA approach to vocational training and livelihoods
Brief overview of vocational training and livelihoods work in each country setting and the approaches taken
1. Opportunities available on private and public inclusive vocational training for YWCD in each country and the gaps.
2. Document an ideal pathway for the following processes:
3. Transition from school/home to Vocational training in either a TVET institution, vocational training centre or apprentice training.
4. Enrolment in training – including the process of identification, assessment, and placement
5. Quality of inclusive learning during vocational training in different settings in either a TVET institution, vocational training centre or apprentice training.
6. Funding and fee support opportunities for needy learners
7. Transition to workplace, formal or informal.
8. Access to support/funding for YWCD in employment / business development.
9. Appropriate support for YWCD in the workplace.
10. Role of technology in training and at the workplace in enhancing productivity of YWCD.
11. The role of OPDs in the whole process of identification, assessment, placement, and transition to employment.
The model development will consist of the following components:
• Analysis of documentation for evidence of success, change, learning, barriers to implementation and access to services. This will include review of periodic project reports, employability surveys, donor reports, minutes from steering committee meetings, training reports as well as detailed monitoring data sets of both quantitative and qualitative information for analysis.
• Analyse the SI global model on vocational training and livelihoods and clearly show linkages and synergies.
• Briefings: Initial online meetings with project teams in Kenya Uganda and Tanzania to explore issues and lessons relating to successes, challenges, and impact from a range of perspectives.
• Online calls / Virtual meetings: Virtually meeting with key stakeholders in Kenya Uganda and Tanzania for Key Informant Interviews and virtual Focus Group Discussions in order to develop evidence for purposes of developing the model. These include 5 key groups involved in the project:
o Sense International project team including project teams in Tanzania Uganda and Kenya, and relevant UK based staff.
o Parents and carers of YWCD enrolled in TVET / apprentice training.
o TVET Tutors and management staff.
o Potential employers.
o Key relevant Ministry of Education officials at devolved and central levels.
o Key implementing partners, e.g. KBTA, EDDO, UGAPRIVI
• Analysis/Reporting and development of the model: Analysis of the results will identify best practices and provide evidence on the effectiveness of the model. Identifying current opportunities and barriers in the Vocational training and livelihoods process will support the documentation of an ideal model which is the result of this exercise.

3. Key Deliverables
1) An interim report
2) A draft report detailing a step-by-step comprehensive write-up of the vocational training and livelihoods model in the contexts of Kenya, Uganda, and Tanzania. The model will be used for learning, increased knowledge base, and for supporting the ideal processes when it comes to transitioning from primary schooling, identification, assessment, placement to vocational training, appropriate skill transfer, and the transition to the world of formal and informal employment.
3) Final Report
4) A Summary / abridged version of the Report
5) Presentation to relevant SI staff and partners of the developed model.
6) Sense International will also utilise the model for official publication on its website and other channels, and therefore the quality of the report should be of such standard that it can be submitted for a peer review and publication.

4. Timescales
The key dates and milestones include:
· Work plan with tools – 12th January 2022
· Virtual meetings Kenya – 12th-14th January 2022
· Virtual meetings Uganda – 17th-19th January2022
· Virtual meetings Tanzania – 20th – 22nd January 2022
· 1st draft report – 27th January 2022
· Final report – 11th February 20225.

5. Your Skills And Experience:
SI welcomes proposals from individual consultants or a team. SI is looking for a consultant who has experience of working on disability inclusion issues and ideally on vocational training / livelihoods. The consultant will need to be sensitive to the nuances of different organizational approaches, familiar with the UNCRPD and how this is being implemented in different geographical contexts. You will need to be able to conduct remote interviews with SI staff and partners including those that Swahili is a primary language. You need to have a consultative approach geared towards building consensus on a clearly structured and easy-to-use document.

Education Requirement: No Requirements

Job Experience: No Requirements

Work Hours: 8

Job application procedure
Please send your expression of interest with attachments not exceeding 15 MBs to the Program Manager: info@senseint-kenya.org to include the following:
1. A cover letter expressing your interest and track record doing similar assignments
2. A CV (not more than 3 pages)
3. A proposal detailing your understanding of the assignment and methodology to adopt. The methodology should also detail how you will incorporate use of virtual and online means to reach some of the respondents. The proposal should show a work plan with clear timeliness.
4. A proposed cost/fee for the consultant or consultants. This can be a daily rate or a round figure for the whole assignment.

Deadline:
The closing date for receiving applications is CoB 4th January 2022. Please, clearly label the application ‘**Expression of Interest – TVET MODEL’** in the e-mail subject heading.
Only Successful candidates will be contacted.

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