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NGO Opportunities in Kenya - ILO

International Labour Organization

Better Utilization of Skills for Youth through Quality Apprenticeship (BUSY Project)
Terms of Reference (TOR)
Consultancy Service to Develop a Communication Strategy
KEN/16/04/USA
Donor Agency: United States Department of Labor (USDOL)
Executing Agency: ILO Country Office for Tanzania, Kenya, Uganda
Implementing agencies: Governmental Agencies, Workers Organization (COTU-K) and Employers’ Organizations (FKE)
Geographical coverage: Kilifi, Kitui and Busia counties in Kenya
Assignment dates (indicative): May – June, 2019
Contract Type: ILO – External Collaboration Contact
I. Project Overview
1. The Better Utilization of Skills for Youth through Quality Apprenticeship (BUSY project) is a four year initiative being financed by the U.S. Department of Labor (USDOL), and implemented by International Labour Organization (ILO) in partnership with the Ministry of Labour, the Federation of Kenya Employers (FKE) and the Central Organization of Trade Unions (COTU-K).
2. The overall project goal is to increase decent job opportunities and employability of young people, thereby addressing unemployment, vulnerability and poverty in urban and rural settings. The project’s objective is to improve the capacity of Kenyan government, employers’ and workers’ organizations, and civil society organizations to establish and expand workplace-based training programs with a focus on vulnerable and marginalized youth { Vulnerable and Marginalized Youth (VMY)’ refers to youth ages 16-24, in particular adolescents 16-17 years old, at or above the legal working age, who are engaged in or at risk of engaging in hazardous}, in particular adolescents at or above the legal working age who are engaged in or at risk of engaging in child labor.
3. The BUSY project is expected to achieve the following three long-term outcomes:
i. Long-term outcome one
·         Laws or policies supporting quality workplace-based training opportunities for youth in Kenya, including vulnerable and marginalized youth, are improved and / or implemented by key stakeholders;
ii. Long-term outcome two
·         Kenyan government, employers’ and workers’ organizations, and other stakeholders implement best practices related to workplace-based training for youth, including the most vulnerable and marginalized; and,
iii. Long-term outcome three
·         The quality of existing public and private programs in Kenya that provide vulnerable and marginalized youth with prerequisite skills to enter workplace-based training programs is improved.
4. Under outcome two, the project is supporting the employers’ and workers’ organizations to enhance workplace-based training for youth onto their policy agendas in earnest, including for vulnerable and marginalized young women and men.
The project supported two studies in target counties to gauge the levels of awareness and attitudes towards the implementation of workplace-based training programs for youth in employers’ and workers’ organizations, particularly for vulnerable and marginalized young men and women.
The workers’ study focused on the demand side, and employers’ on the supply side. Both studies looked at formal and informal enterprises, and particular focus was given to small scale and semi-formal medium and small enterprises.
5. The BUSY project is in the process of developing a communication strategy aimed at employers, Master Craftpersons, and the general public living in target counties to disseminate the study findings.
In order to support interventions to address negative perceptions and knowledge gaps on workplace-based training amongst employers’ and workers’ organizations, training institutions, civil society and other stakeholders.
The communication strategy and capacity building interventions and tools will be implemented via social dialogues platforms, workshops and through the use of targeted media activities.
II. Background and context of workplace-based training programs in Kenya
6. Youth often obtain their training through the informal apprenticeship system, whereby they gain practical skills under the instruction of Master Craftspersons. In this sense, micro and small-sized enterprises operating in the informal economy provide easy access for a greater number of youth to receive skills training in both rural and urban settings.
These are linked to labour market demand, allow school dropouts to enroll in vocational training schemes and are less costly for both beneficiaries’ households and government agencies. While informal apprenticeships provide the technical skills needed for paid employment, it is unclear if apprentices receive the skills they need to be successful at self-employment.
7. From the findings of both the workers and employers studies, the quality of skills gained through informal apprenticeships vary substantively from one provider to the other due to lack of uniform training standards, variations in technology and facilities offered by the Master Crafts persons, lack of structure of training activities, differences regarding knowledge, skills and productivity of Master Crafts persons and lack of a mechanism / body that oversees / ensure the quality of training being provided.
Likewise, trainees’ learning is not certified upon completion, impeding the recognition of their learning by third parties. This makes it difficult for youth to transition into employment in the formal sector. Informal apprentices are more vulnerable to exploitation (e.g. the risk of being used as cheap labor in small enterprises, or receiving incomplete knowledge that does not allow them to work efficiently in a trade) or decent work deficits such as poor working and/or OSH conditions, limited social protection, and their “training period” may in some cases be extended indefinitely or “continue” on the basis of poor pay.
III. Rationale of the communication strategy
8. This communication strategic will provide direction for BUSY project external communication, in order to accurately reflect the main priorities of workers and employers to support BUSY project create awareness on WBT.
The implementation of the strategy will be facilitated by BUSY project in cooperation with all the project partners. This strategy shall respond to the communication needs recommended in the PSA studies {Copies of PSA reports will be provided to interested bidders}.
IV. Description of tasks
BUSY project seeks a highly qualified communication expert to develop a communication strategy document to disseminate the pre- situation analysis studies conducted by workers and employers.
The expectation is a well written plan that will detail how the PSA’s findings and recommendations will be communicated to employers, Master Craftpersons, and the general public in in Kilifi, Kitui and Busia.
The strategy should use a systematic process and behavioral theory to design and implement communication activities that encourage awareness and change towards WBT for youth and MCPs.
9. The communication strategy should include the following elements:
i. Brief summary of the situation analysis {This will be done from the PSA studies} 
ii. Audience segmentation
iii. Program theory to inform strategy development
iv. Communication objectives
v. Approaches for achieving objectives
vi. Positioning for the desired change
vii. Benefits and messages to encourage desired change
viii. Communication channels to disseminate messages in line with number 5 of this ToR
ix. Implementation plan
x. Monitoring and evaluation plan
xi. Budgets
10. Gender equality, diversity and inclusion of vulnerable and marginalized youth should be explicitly addressed throughout the communication strategy.
11. The assignment is expected to take 20 working days and is expected to be carried out between May-June 2019.
V. Reporting Modalities
12. The Consultant will work under the overall guidance of the BUSY Project Director, with supervision by the Workplace Based Training Specialist.
VI. Qualification and Education Experience
13. The Consultant should have an advanced University degree in Communications studies or other relevant fields.
14. The consultant should also have at least 10 year experience in carrying out similar assignments.
15. The consultant should have the following competencies:-
a. Excellent communication and interpersonal skills;
b. Excellent English writing skills; and
c. Ability to work independently.
VII. Evaluation Criteria
16. The selection of the consultant will be based on :
a. Responsive technical proposal; and
b. Having received the highest score at qualification and experience.
17. Incomplete application and applications received after the deadline will not be considered. Only selected candidates will be notified, not later than 2 weeks after close of applications deadline.
VIII. Contract terms and application process
18. The contract terms, deliverables and payments shall be guided by ILO’s IGDS Number 224 (Version 1) on External Collaboration consultancy assignments.
19. Interested and qualified candidates should submit their applications which should include the following:
i. ILO Personal History Form (Template to be provided);
ii. Curriculum Vitae with at least three (3) relevant referees;
iii. Technical and Financial Proposal for implementing the assignment not more than ten (10) pages; and
iv. Sample report of a similar past assignment, carried out not more than 5 years ago.
20. Qualified candidates are requested to email their applications to;
E-mail: ndombi@ilo.org to reach not later than 5.00 P.M on 30th April, 2018.
Quoting “Communications Strategy” on the subject line.

International Labour Organization
Better Utilization of Skills for Youth through Quality Apprenticeship (BUSY Project)
KEN/16/04/USA

Terms of Reference (TOR)
Consultancy Service for Review of Relevant Regulations Supporting Workplace Based Training Programs in Kenya
Donor Agency: United States Department of Labor (USDOL)
Executing Agency: ILO Country Office for Tanzania, Kenya, Uganda
Implementing agencies: Governmental Agencies, Workers Organization (COTU-K) and Employers’ Organizations (FKE).
Geographical coverage: Kenya
Assessment dates (indicative): May – July, 2019
Contract Type: ILO – External Collaboration Contract
I. Project overview
1. The Better Utilization of Skills for Youth through Quality Apprenticeship (BUSY project) is a four year initiative being financed by the U.S. Department of Labor (USDOL), and implemented by International Labour Organization (ILO) in partnership with the Ministry of Labour, the Federation of Kenya Employers (FKE) and the Central Organization of Trade Unions (COTU-K).
2. The overall project goal is to increase decent job opportunities and employability of young people, thereby addressing unemployment, vulnerability and poverty in urban and rural settings. The project’s objective is to improve the capacity of Kenyan government, employers’ and workers’ organizations, and civil society organizations to establish and expand workplace-based training programs with a focus on vulnerable and marginalized youth {Vulnerable and Marginalized Youth (VMY)’ refers to youth ages 16-24, in particular adolescents 16-17 years old, at or above the legal working age, who are engaged in or at risk of engaging in hazardous}, in particular adolescents at or above the legal working age who are engaged in or at risk of engaging in child labor.
3. The BUSY project is expected to achieve the following three long-term outcomes:
·         Laws or policies supporting quality workplace-based training opportunities for youth in Kenya, including vulnerable and marginalized youth, are improved and / or implemented by key stakeholders;
·         Kenyan government, employers’ and workers’ organizations, and other stakeholders implement best practices related to workplace-based training for youth, including the most vulnerable and marginalized; and,
·         The quality of existing public and private programs in Kenya that provide vulnerable and marginalized youth with prerequisite skills to enter workplace-based training programs is improved.
4. Towards achievement of outcome one, the project is offering technical support to key government agencies, constituents and other relevant bodies in respect of the negotiation, formulation and implementation of laws (and other specific measures that complement the legal framework) on workplace-based training for adolescent young men and women. The project is supporting the review of relevant regulations and policies on youth employment and workplace-based training, specifically, relevant regulations governing apprenticeships.
II. Background and Context of Workplace Based Training Programs in Kenya
5. Industrial attachment (similar in design to apprenticeships) is one of the industrial training programs outlined under the Industrial Training Amendment Act CAP 237, 2012. However, while industrial attachments are based on students being placed in formal enterprises to gain knowledge and practical skills. Most apprentices in Kenya are trained under the guidance of Master Craftpersons in the informal sector.
6. Currently, the formal TVET system in Kenya lacks the capacity to absorb the numbers of young people coming into the labour market and lacks overall relevance to the labour market. Consequently, young women and men often obtain their training through the informal apprenticeship system. Ideally apprentices are directly recruited by and gain practical skills under the instruction of the employer or Master Craftpersons.
In this sense, the informal economy provides easy access for a large number of youth to receive skills training in both rural and urban settings, linked to labour market demands. This allows for school dropouts to enroll in vocational training schemes that are less costly for both beneficiaries and government agencies alike. But there are challenges with this system of training, which can be addressed through support to transitioning informal apprentices into the formal economy.
7. From the findings of both the workers and employers studies, conducted by FKE and COTU, the quality of skills gained through informal apprenticeships vary substantively from one provider to the other due to lack of uniform training standards, variations in technology and facilities offered by the Master Crafts persons, lack of structure of training activities, differences regarding knowledge, skills and productivity of Master Crafts persons and lack of a mechanism / body that oversees / ensure the quality of training being provided. Likewise, trainees’ learning is not certified upon completion, impeding the recognition of their learning by third parties.
This makes it difficult for youth to transition into employment in the formal sector. Informal apprentices are more vulnerable to exploitation (e.g. the risk of being used as cheap labor in small enterprises, or receiving incomplete knowledge that does not allow them to work efficiently in a trade) or decent work deficits such as poor working and/or OSH conditions, limited social protection, and their “training period” may in some cases be extended indefinitely or “continue” on the basis of poor pay.
III. Rationale, Scope and Purpose
8. The GOK in 2014 established a National Industrial Training Authority (NITA), taking over responsibility from the Directorate of Industrial Training, established under the Industrial Training (Amendment) Act of 2011. NITA has the mandate to promote the highest standards in the quality and efficiency in industrial training in Kenya and to ensure an adequate supply of properly trained human resources at all levels in industry.
9. A review of relevant laws and policies supporting quality WBT Programs in Kenya done by BUSY project identifies gaps of policies, laws and regulations supporting WBT addressing the pillars of quality apprenticeship systems as envisaged by ILO {Upgrading informal apprenticeship A resource guide for Africa by ILO you can find it at: https://www.ilo.org/wcmsp5/groups/public/@africa/@roaddis_ababa/documents/publication/wcms_171393.pdf and www.ilo.org/skills/pubs/WCMS_607466/lang–en/index.htm}.
10. The purpose and scope of this study is therefore to review the Industrial Training Act Cap 237 and other WBT related policies such as the Kenya National Qualifications Framework (KNQF) act no. 22 of 2014 (and KNQF Regulations, 2018) which currently does not take occupational skills developed through apprenticeships, including informal apprenticeships into account.
The intentions of this review is provide provisions and incentives for employers, both in the formal and informal sector, to take on and train apprentices. This would ensure that the role of the employers is defined and incentives anchored in law through a framework for recognizing prior learning, including additional skills learnt through apprenticeships.
11. The findings of this review will contribute towards the development of a National Skills Development Policy and a National Skills Development Council.
IV. Description of tasks
12. The consultant is expected to undertake the following tasks:
i. Work with NITA and NQA to conduct an assessment on Industrial Training Act Cap 237 and other WBT related policies such as the Kenya National Qualifications Framework (KNQF) act no. 22 of 2014 (and KNQF Regulations, 2018) to establish contribution towards occupational skills development through (in)formal apprenticeships.
ii. Identify genuine areas for review through discussions with stakeholders.
iii. Develop recommendations for review of Industrial Training Act Cap 237 and regulations in compliance with relevant international standards and requirements such ILO standards.
iv. Prepare a comprehensive report with analysis of existing gaps and genuine needs, and formulate specific practical recommendations for improvement of Industrial Training Act Cap 237 and other WBT related policies such the Kenya National Qualifications Framework (KNQF) act no. 22 of 2014 (and KNQF Regulations, 2018).
v. Deliverables and timelines (indicative work program)
13. The assignment is expected to take 30 working days and is expected to be carried out between May-July 2019.
VI. Reporting Modalities
14. The Consultant will work under the overall guidance of NITA, NQA and the BUSY Project Director.
VII. Qualification and Education Experience
15. The Consultant should have relevant legal qualifications at Master level, including legal review and drafting skills;
16. The consultant should also have at least 10 years’ experience in carrying out similar assignments, with a good understanding of qualitative and contextual assessments of policies, legal frameworks, particularly desk study methodology and documents analysis.
17. Experience in Labour and Training sectors policy development, as well as demonstrated ability to draft analytical reports would be an added advantage.
18. The consultant should have the following competencies:-
a. Excellent research skills;
b. Excellent English writing skills; and
c. Ability to work independently.
VIII. Evaluation Criteria
19. The selection of the consultant will be based on :
a. Responsive technical proposal; and
b. Having received the highest score at qualification and experience.

20. Incomplete application and applications received after the deadline will not be considered. Only selected candidates will be notified, not later than 2 weeks after close of applications deadline.
IX. Contract terms and application process
21. The contract terms, deliverables and payments shall be guided by ILO’s IGDS Number 224 (Version 1) on External Collaboration consultancy assignments.
22. Interested and qualified candidates should submit their applications which should include the following:
i. ILO Personal History Form (Template to be provided);
ii. Curriculum Vitae with at least three (3) relevant referees;
iii. Technical Proposal for implementing the assignment not more than ten (10) pages; and
iv. Sample report of a similar past assignment, carried out not more than 5 years ago.
23. Qualified candidates are requested to email their applications to;
E-mail: ndombi@ilo.org to reach not later than 5.00 P.M on 30th April, 2019.
Quoting “Review of WBT Regulations” on the subject line.

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