Background

According to the latest UNESCO data (2012) only (95.5%)[1] of the Albanian population (25+) completed primary (ISCED 01) education, leading to roughly 14,000 people potentially illiterate.

The total of unemployed in Albania are 172,700 individuals according to the LFS elaborated by the National Institute of Statistics (NB: the total population is 2.8 million, and the total workforce 1.3 million). The main focus is to address the issue of insufficient basic functional skills of adults, and specifically the approximately 4,868 persons over the age of 29, (as for 2022) who are low educated registered jobseekers and who lack professional skills and other soft and technical skills required to obtain a job. Based on the LAMP mini survey, there are two categories of learners; adults, who have 0-6 years of previous education.

The “Supported Continuous Unemployed Learning” (SCUL) project, financed by the European Union Programme for Employment and Social Innovation (EaSI), implemented jointly by the National Agency for Employment and Skills and UNDP Albania, aims to contribute to the active participation of vulnerable low qualified jobseekers to the society and their transition to the labour market through the provision of quality, flexible, targeted trainings on basic skills. The action is expected to have an impact on the literacy ratio in Albania. The action is fully in line with the National Employment and Skills Strategy (NESS 2019-2022), the long-term programmatic document with which the government of Albania committed with its citizens in promoting sustainable growth through social and economic inclusion.

Currently in Albania very limited targeted support is provided to low skilled unemployed people. The whole intervention is conceived as a capacity development project at the institutional level. Most of the deliverables provided under the project will lead to the establishment of a structure to support this target group. The intervention follows an integrated approach, both in the analysis of target group, its needs (educational and socio-economic) and in the service delivery. The ratio is that employment services complement other social services; the development of specific procedures to support the target group will include references to other social institution in charge of complementary services. This approach is expected to create bridges between different key-actors in the provision of social service, with the long-term ambition of building an integrated case management system.

The ambition of this intervention is to establish a structure and enhance the capacities to address the specific needs of the target group, building on which, hopefully, trigger systemic upskilling mechanisms in the longer term, progressively reducing the size of the group and facilitate its transition towards the labour market. The intervention aims to achieve the following outputs:

Output 1: Vulnerable jobseekers are referred to tailored basic learning provision or other social services

Output 2: Low skilled job seekers benefitted from quality, flexible, targeted trainings on basic skills

Output 3: Training provision is constantly improved based on collected evidence.

The project has started its implementation in 2020. First work package created a project steering committee and framed a project management strategy. Its second work package (WP2) focused on conducting an in-depth analysis of the target group. Digging into demographic characteristics, social-economic factors, geographical provenience, the need for complementary health care or social services; the analysis helped on identifying specific sub-groups based on criteria other than age and educational attainment.

The third work package (WP3) employed international and national expertise to adapt a literacy assessment tool and further asses the basic literacy skills of one sample of the target group (1000 persons). A feasibility study articulated the steps, and the possible pathways in implementing a skills assessment methodology and tool based on tested international successful models. For this, a consultation was carried, which guided the selection of a skills assessment methodology and tool with the purpose of addressing low-skilled adult learners’ existing competencies.  The fourth work package (WP4) is developing capacities by providing training to the NES staff of the implementation of new procedures (applying the training of trainers' approach). The fifth work package (WP5) developed a set of tailored, flexible and quality learning opportunities to be offered to jobseekers not having completed primary education in Albania. A new technical curricula was developed in the framework of diversifying the employment programmes portfolio and improving the employability levels of the jobseekers, allowing the combination of different modules and provision of flexible solutions. The delivery of training will make use of structures already in place, such as VTCs, and, if needed, employment offices, community and social centres or local NGO’s. This intervention will as well the help through equipping teachers of basic skills training with the pedagogical tools necessary to facilitate learning of adults with low cognitive equipment. The offer of tailored curricula and capacitation will lay the ground for the implementation of training delivery (WP 6), as well as the final objective of the project, to design tailored roadmap for the whole target population and all the relevant stakeholders involved.  

The last work package (WP7) will be devoted to analysis of results, with the aim to extract lessons learnt and provide specific recommendation to mainstream the tested approach at systematic level. The analytical component is conceived as cross-sectoral and built all along the whole project's implementation. One of the sub-actions of this WP is to carry out a final evaluation of this intervention. The final recommendations will be drawn at the end of the project  identifying concrete actions to  undertake in the following months and years to support upskilling pathways in Albania. Study reports on the target group characteristics, policy papers, legal documents review, literacy therminology consultation, mapping and stakeholder consultation reports, capacity building guides to train instructors and mentors in life-long learning, results of the literacy survey, institutional protocols and basic literacy curriculum will be analyzed and evaluated.  This intervention will sustain the design and implementing of  support measures that address in an equitable way obstacles to learning and training participation of this target group.

The final evaluation will be presented to and validated at the final technical workshop, collecting all project's implementation. The final evaluation will have the form of a report, a publication to disseminate also with the EU member states and candidate countries, as well as with the international partners who participated into the action. External expertise (both national and international) is being recruited for this purpose with the logic of provide an external objective evaluation of efficacy of actions, weakness of the chosen approach and results achieved. The evaluation report will be drafted, finalised at the end of the workshop, so to incorporate the comments emerged from the discussion.

The team of experts will assess the project progress made towards the achievement of objectives and outcomes as specified in the Project Document. Also it will assess signs of interventions and/ or failures with the goal of identifying necessary changes to be made in the future to set similar interventions on-track to achieving intended results. It will provide evidence-based information that is credible, reliable and useful.

The International expert will assess four areas of project progress: 1) Project strategy; 2) Progress towards results; 3) Project implementation and adaptive management; 4) Sustainability and 5) Lessons learned for future interventions dhe access to EU funds and management.

The international expert will be working in close cooperation with the national expert, the team of experts hired to complete the previous assignments,  UNDP team and the NAES team.

[1]  http://data.uis.unesco.org/index.aspx7queryid = 168#

Duties and Responsibilities

Evaluation Criteria and Key Guiding Questions

The project will be evaluated based on the DAC evaluation criteria:

• Relevance: measures whether the project addresses an important development goal and whether its objectives are still valid.
• Effectiveness: measures whether the project activities achieve its goal.
• Efficiency: measures the cost effectiveness, i.e. the economic use of resources to achieve desired results.
• Sustainability: measures whether the benefits of the project are likely to continue after donor funding has been withdrawn. The project needs to be environmentally as well as financially sustainable.
• Impacts of intervention: measure the positive and negative changes produced by the project, directly or indirectly, intended or unintended.

Guiding Questions:

1. Review the relevance of the sector strategy and assess whether it provides the most effective route towards expected/intended results. Were lessons from other relevant projects properly incorporated into the project design?
2. Review how the project addresses country priorities. Review country ownership. Was the project concept in line with the national sector development priorities and plans of the country?
3. Review the extent to which relevant gender issues were raised in the project design.
4. Undertake a critical analysis of the project’s log-frame indicators and targets and suggest specific amendments/revisions to the targets and indicators as necessary.
5. Identify gaps in the SCUL approach not foreseen to achieve more system-wide impact.
6. Examine if progress so far has led to, or could in the future catalyze beneficial development effects.
7. Review overall effectiveness of programme management as outlined in the Project Document. Have changes been made and are they effective? Are responsibilities and reporting lines clear? Is decision-making transparent and undertaken in a timely manner? Recommend areas for improvement.
8. Are work-planning processes results-based? If not, suggest ways to re-orientate work of firture related interventions planning to focus on results?
9. Review the monitoring tools  used: Do they provide the necessary information? Do they involve key partners? Are they aligned or mainstreamed with national systems? Do they use existing information? Were they efficient and cost-effective? Are additional tools required? How could they be made more participatory and inclusive?
10. Examine the financial management of the project monitoring and evaluation budget. Are these resources being allocated effectively?
11. How has the programme interacted and coordinated with other projects in the same sector? Is there room for improvement and closer collaboration?
12. Do local and national government stakeholders support the objectives of the project? Do they continue to have an active role in project decision-making that supports efficient and effective project implementation?
13. To what extent has stakeholder involvement and public awareness contributed to the progress towards achievement of project objectives?

Assessment of the adaptive management in the wake of earthquake and covid: whether further adaptations are recommended as a Covid response.

Sustainability

Validate whether the risks identified in the Project Document, Annual Project Review, EASI program Guideline and the ATLAS Risk Management Module are the most important and whether the risk ratings applied are appropriate and up to date. Assess the project team’s risk management in general.

1. What is the risk that the level of stakeholder ownership (including ownership by governments, allocation of sufficient state budget resources and other key stakeholders) will be insufficient to allow for the programme’s outcomes/benefits to be sustained?
2. Do the various key stakeholders see that it is in their interest that the programme benefits continue to flow? Is there sufficient public / stakeholder awareness in support of the long term objectives of the programme?
3. Are lessons learned being documented by the ProjectTeam on a continual basis and shared/ transferred to appropriate parties who could learn from the programme and potentially replicate and/or scale it in the future?

Concrete Tasks:

• Draft and validate methodology to conduct the final external evaluation of the project implementation.
• Desk review of the package of project documents and activities reports as well as reports to the donor.
• Consultations with relevant stakeholders: including beneficiaries and all the relevant institutional actors, private providers and third sector. Employ the viewpoints and ideas on how the delivery of the services and completing tasks and assignments has contributed to the progress and/or challenges and failure.
• Motivate the continuation of the discourse grounded on the lessons learned from this project.
• Contribute to the international conference where the findings of the reports, roadmap and scale up strategies  will be presented.

The expected deliverables for this individual consultancy will be as follows:

Competencies and Critical Success Factors

Competencies

Competencies and Critical Success Factors

Core Competencies:

• Demonstrating/safeguarding ethics and integrity;
• Demonstrate corporate knowledge and sound judgement;
• Self-development, initiative-taking;
• Act as a team player and facilitate team work;
• Facilitating and encouraging open communication in the team, communicating effectively;
• Creating synergies through self-control;
• Managing conflict;
• Learning and sharing knowledge and encourage the learning of others;
• Informed and transparent decision-making.

Functional Competencies:

• Strong analytical and M&E skills;
• Demonstrates leadership, team building and coordinating skills;
• Plans and produces quality results to meet established goals;
• Generates innovative, practical solutions to challenging situations;
• Conceptualizes and analyzes problems to identify key issues, underlying problems, and how they relate;
• Demonstrates substantive and technical knowledge to meet responsibilities and post requirements with excellence;
• Demonstrates strong oral and written communication skills;
• Demonstrates openness to change and ability to manage complexities;
• Responds positively to critical feedback and differing points of view.

Required Skills and Experience

Academic Qualifactions

• Post-graduate degree in social sciences, international relations, political science, evaluation, international development or a related subject.

Work experience

• Substantial technical knowledge on monitoring and evaluation of development programmes, and at least 10 years of relevant working experience.
• Documented previous experience in evaluations in the UN system, and a solid understanding on the use of evaluation methodologies.
• Prior experience in employment / skills development related programmes is desirable.
• Demonstrated capacity in strategic thinking and policy advice.
• Strong inter-personal, teamwork and organizational skills.
• Excellent drafting skills and familiarity with information technology.

Language

• Excellent communication and report-writing skills in English

Evaluation Procedure

UNDP applies a fair and transparent selection process that would take into account both the technical qualification of Individual Consultants as well as their financial proposals. The contract will be awarded to the candidate whose offer:

• Is deemed technically responsive / compliant / acceptable (only technically responsive applications / candidates will be considered for the financial evaluation)
• And has obtained the highest combined technical and financial scores.

Technical Criteria - 70% of total evaluation – max points: 70

Criteria A: Substantial technical knowledge on monitoring and evaluation of development programmes, and at least 10 years of relevant working experience; Documented previous experience in evaluations in the EU or UN system, and a solid understanding on the use of evaluation methodologies– max points: 25

Criteria B: Educational background – max points: 15

Criteria C: Prior experience in employment / skills development related programmes is desirable – max points: 10

Criteria D: Adequacy of brief proposed methodology – max points: 20

Financial Criteria - 30% of total evaluation – max points: 30

Application Procedure 

Interested applicants are advised to carefully study all sections of this ToRs and ensure that they meet the general requirements as well as specific qualifications described. Please make sure you have provided all requested materials. 

The application should contain: 

• Cover letter explaining why you are the most suitable candidate for the advertised position. Please paste the letter into the "Resume and Motivation" section of the electronic application. 
• Letter to UNDP Confirming Interest and Availability & Detailed Financial Proposal - please fill in the attached form. Download Here (kindly use Firefox browser)
• Example: (kindly refer to the example below when filling out the Letter to UNDP Confirming Interest and Availability

[INCORRECT] An all-inclusive daily fee of [state amount in words and in numbers indicating currency]

[CORRECT] (Select Here and elaborate) [X] A total lump sum of [state amount in words and in numbers, indicating exact currency], payable in the manner described in the Terms of Reference.

IMPORTANT: Applicants that possess a NIPT Please Clearly State if your Financial Offer is VAT INCLUDED or VAT EXCLUDED

• Filled P11 form or CV including past experience in similar projects and contact details of referees. Download Here (kindly use Firefox browser)

• Financial Proposal in ALL (Albanian Lek)*- Specify a Total Lump Sum in Albanian Lek for the tasks specified in this announcement. The attached template may be used - Download Here (kindly use Firefox browser) Please note that the financial proposal is all-inclusive and shall consider various expenses incurred by the consultant during the contract period (e.g. fee and any other relevant expenses related to the performance of services). 

• Copy of Diplomas and copy of Passport. 

• Beneficiary contact details (next of kin)
  • Beneficiary's Contact Person's Name:
  • Title (Mr/Mrs/Ms):
  • Address:
  • Telephone:
  • Email:

*Kindly note that Letter to UNDP Confirming Interest and Availability and Financial Proposal are two separate documents and should be both part of your application. 

How to Submit the Application: 

To submit your application online, please follow the steps below: 

• Download and complete the UN Personal History Form (P11) for Service Contracts (SCs) and Individual Contracts (ICs). 
• In the P11 Form make sure to include Email Addresses of the Persons who are willing to provide References on your experience in working with them.
• Merge your UN Personal History Form (P11) for Service Contracts (SCs) and Individual Contracts (ICs), Financial Proposal Letter to UNDP Confirming Interest and Availability and cover letter into a single file. The system does not allow for more than one attachment to be uploaded. 
• Click on the Job Title (job vacancy announcement). 
• Click “Apply Now” button, fill in necessary information on the first page, and then click “Submit Application;” 
• Upload your application/single file as indicated above with the merged documents (underlined above). 

• You will receive an automatic response to your email confirming receipt of your application by the system. 

Due to large number of applications, we receive, we can inform only the successful candidates about the outcome or status of the selection process. 

UNDP is committed to achieving workforce diversity in terms of gender, nationality, and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence.