Antecedentes

According to the European Centre for the Development of Vocational Training (CEDEFOP), work-based learning (WBL) encompasses the skills and knowledge gained through completing tasks in a vocational context, either at the workplace or in a VET institution. The IVET Commission report from 2013 lists three forms of work-based learning:

  • 1) alternance schemes or apprenticeships typically know as the “dual system”;
  • 2) WBL as school-based VET which includes on-the-job training periods in companies; and
  • 3) WBL integrated in a school-based program through simulations or real business/industry project assignments.

Based on the Riga Conclusions 2015, member countries must adapt their national policy to the five new deliverables, including promoting “work-based learning in all its forms, with special attention to apprenticeships, by involving social partners, companies, chambers, and VET providers, as well as by stimulating innovation and entrepreneurship.” The lowest unemployment rate is found in countries which practice dual vocational education, for example: Germany, Switzerland, and Austria. The Riga Conclusions support these economic trends by stating that WBL is an effective means of ensuring a productive economy.

The Georgian government began to consider the significance of WBL in the scope of its VET reforms; therefore, the VET Development Strategy for 2013-2020 includes an outcome pertaining to the creation of flexible labor market-oriented vocational education programs. 
In February 2014, the reestablished National Vocational Education and Training Council (NVETC) decided to launch nine thematic working groups in the most important policy areas, each of which has its own mandates and work agenda. One of the nine concerns WBL policy. This group is obliged to: develop a WBL concept paper, write an action plan on piloting the schema described in the paper, coordinate the piloting process, and report results to the NVETC. The Ministry of Education and Science (MoES) requested the Modernization of the Vocational Education and Training and Extension Systems Related to Agriculture in Georgia UNDP Project to support the WBL thematic working group in facilitation and expertise.

The Project, supported by the Swiss Agency for Development and Cooperation (SDC), has been developing eight new professional standards and modular programs based on DACUM methodology since 2013. These programs have already been introduced with the cooperation of the private sector and NGOs from various agricultural spheres. The project has accumulated experience in working with reputable partners, and the system has matured to accept the WBL approach. This supposition was reinforced at the meeting of the Georgia Farmers Association on July 7 when members expressed desire to work with the government and Project to introduce WBL programs in agriculture. They believe that this cooperation with VET could be advantageous for all engaged stakeholders if the government can offer incentives to the farmers.

The introduction of the WBL approach in VET can greatly impact the state economy. Students begin work already familiar with their occupation and employers, as opposed to the traditional approach where students enter the workforce without this practice base and connections. This will make it easier for employers themselves to train qualified staff at minimum expense while increasing output. Ongoing communication with the private sector benefits VET colleges by increasing their performance quality and teacher qualifications. Ultimately, the WBL approach makes the vocational education system more attractive to all beneficiaries while providing expanded opportunities for public-private partnerships and room for innovative advances in education.

UNDP seeks to recruit a qualified expert who will coordinate the creation of this concept paper in order to assist NVETC and MoES in developing national policy under Project Action Plan Output 1.1.7.

Deberes y responsabilidades

The consultant shall support the Project team and the thematic work group, as well as guide selected national experts in order to develop a concept paper on the WBL approach with an action plan. The main objectives of the assignment are:

  • Apply international experience from implementing WBL schemas in other counties;
  • Draft the concept paper and action plan while taking work team member contributions into consideration and communicating with the Project team;
  • Present the concept paper and action plan to the Project team and other stakeholders.

The selected Consultant is expected to:

Review the potential base for implementing the WBL approach in Georgia

  • Analyze materials provided by work group team.
  • Share experience in implementing the WBL approach in other countries (preliminary agreed with the working group and the project team) with the NVETC Thematic Work Group on WBL;
  • Conduct interviews and focus groups with work group members and other stakeholders including the agriculture sector in order to identify specific needs for farmers;
  • Identify gaps and opportunities for instituting WBL.

Research case studies of WBL approach implementation, especially in the agriculture sector, from other countries (preliminary agreed with the working group and the project team):

  • Identify how the countries supported the piloting process, including challenges and best practices;
  • Incorporate results into the concept paper and action plan.

Draft the concept paper and action plan alongside work team members:

  • Create an outline for the concept paper containing a plan and concept for WBL implementation, emphasizing the agriculture sector;
  • Create a draft based on hands-on personal experience and case study findings.Conduct interviews with experts if needed;

Incorporate work group team member contributions, facilitating feedback from members, working remotely as needed.
Facilitate a local workshop with stakeholders and to review the draft of the concept paper and action plan.

Communicate and report to the Project team:

  • Present concept paper and action plan drafts as updates are made;
  • Present a final concept paper and action plan draft to the project team and other stakeholders.

Deliverables

The selected Expert should produce the following deliverables:

  • Provide an outline of the concept paper – By November 10, 2015;
  • Conduct a workshop to present a draft of the concept paper and action plan to the NVETC Thematic Work Group for feedback – By November 30, 2015;
  • Present a final draft of the concept paper and action plan to the Project team – By December, 2015.

Evaluation

Individual consultants will be evaluated based on cumulative analysis method: Offerors will be evaluated against combination of technical and financial criteria. Maximum obtainable score is 100, out of which total score for technical criteria equals to 70 and for financial criteria – to 30. Offerors obtaining min 39 points will be invited for an interview. The maximum score for interview will be 15 points. Those offerors who pass 70% of maximum obtainable scores of the technical criteria (i.e. desk review and interview, 70 x 70% = 49 points) will be considered as short-listed offerors. The short-listed offerors will be asked to provide financial proposals (lump sum) for the scope of work defined in the Terms of Reference in detail.

Financial Proposal

Offerors passing 70% threshold of the technical criteria, i.e. min 49 points, will be considered as shortlisted candidates and requested to submit financial proposals. The financial proposal shall specify a total lump sum amount, and payment terms around specific and measurable (qualitative and quantitative) deliverables should be accompanied by the proposed number of installments. All envisaged travel costs must be included in the financial proposal as well.

Competencias

Core Competencies

  • Displays cultural, gender, religion, race, nationality and age sensitivity and adaptability;
  • Highest standards of integrity, discretion and loyalty.

Functional Competencies:

Knowledge Management and Learning:

  • Shares knowledge and experience;
  • Actively works towards continuing personal learning, acts on learning plan and applies newly acquired skills.

Development and Operational Effectiveness:

  • Ability to perform a variety of specialized tasks related to Results Management, including support to design, planning and implementation of program, managing data, reporting;
  • Strong communication skills;
  • IT competencies in Word, Excel, Power Point and internet.

Leadership and Self-Management:

  • Focuses on result for the client and responses positively to feedback.

Habilidades y experiencia requeridas

Education

  • At least Master’s degree in law, economics, education, social science, or other related field (minimum qualification requirement: Master’s Degree - 5 points, PhD additional 5 points).

­Experience

  • At least 10 years of professional experience in development studies, policy papers and concepts in the VET sector (minimum qualification requirement: 10 years – 10 points, more than 10 years – additional 5 points);
  • At least 10 years of work experience with the private sector (minimum qualification requirement: 10 years – 10 points, more than 10 years – additional 5 points);
  • Experience in at least one case of developing and/or implementing WBL systems (minimum qualification requirement: 5 points);
  • 5 years of work experience in international development;
  • Previous similar work experience with international organizations in the area of vocational education and training;
  • Understanding of the Georgian vocational education system is a plus.

Language:

  • Fluency in English.