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Training Needs Analysis / Expert

Role Title

Training Needs Analysis Expert

Role Information

Role Type

Location

Duration

Reports to:

Consultancy

Libya

20 Days (August- September 2020)

Senior Technical Expert

Project Background

“EU Libya Technical and Vocational Education and Training (TVET) Delivery and Development” is an EU funded, British Council implemented project, which aims to improve capacity and provide quality technical and vocational education and training in Libya, and to improve the quality of content and relevance of education and training to meet the demands in the labour market. Originally started in January 2013 and suspended due to “force majeure” in October 2014, the project has now been re-launched, with a team in Libya and Tunisia.

The reactivated implementation will continue to develop capacity and methodologies for the TVET offer in Libya in line with real demand for skills in the Libyan economy. It will also focus on supporting the establishment of Centres of Excellence in a limited number of TVET institutions. Activities in these Centres of Excellence will include:

• Capacity building in leadership and management
• Raising the skill levels of teachers
• Providing relevant advice and guidance to graduates and the unemployed
• Improving collaboration and understanding between education and business.

As a result, the Centre of Excellence institutes will be better equipped to provide higher quality training that is more relevant and matched to the needs of local employment.

Overall Result Areas of the programme are as follows:

• Result Area A: Enhance the quality and relevance of training provision in a selected number of TVE schools to meet the social and economic needs of the community (Centres of Excellence)
• Result Area B: Reinforce capacity of the main stakeholders representing the demand side such as employers’ organisations, syndicates and others to play an active role in the modernisation of the TVE system
• Result Area C: Dissemination of project success and lessons learned informs wider initiatives at a national level and provides resources for further development of Centres of Excellence in additional municipalities.

Purpose of the consultancy

The Project team and the National Board for Technical and Vocational Education (NBTVE) agreed on a comprehensive Training Needs Assessment1 (TNA) in order to capture the current skills of the TVET Leaders/Managers and teachers/trainers (of 12-15 Intermediate Institutes). The TNA will facilitate to develop a customised, demand driven training which will be followed up by a series of progressive and modular in-service training both online and offline training programmes.

The assignment will be guided by a Senior Technical Expert and implemented by the Training Needs Assessment Expert (20 workdays). Both these experts will coordinate this assignment with the Technical Working Group (TWG) for Result Area A.

The assignment will have the following specific objectives:

• Establish the current situation in relevant areas of TVET leadership and teacher development in the select intermediate schools
• Assess the current skills and beliefs of all interested parties, specifically the TVET Leaders and Teachers/Trainers in 12-15 TVET Intermediate Institutes
• Submit a detailed report highlighting the key findings and recommendations emerging from this TNA for appropriate action by the Project Team.

Scope of work:

In order to address the above specific objectives, we seek the services of an expert to design and conduct a comprehensive TNA of both Leaders/Directors and Teachers/Trainers of Intermediate Institutes. It is acknowledged that currently there are no nationally agreed occupational standards for TVET leadership and teaching staff and so the design and development of the Leadership and Management (L&M) Training Programme and the In-service Training Programme (TOT) will be based on this comprehensive TNA.

Under the overall guidance of the Senior Technical Expert, the selected candidate will plan the methodology and appropriate assessment tools for the TNA. However, the project team suggests the following:

• Self-perception surveys with the Directors/Trainers in the 12-15 selected intermediate institutes
• Focus group discussions (FGDs) with MoE/NBTVE, development partners and the Local Advisory Groups (LAGs) in 4 geographical clusters
• Sample surveys with select employers from 4 geographical locations (sample size to be agreed at the inception stage of this assignment)
• Learner expectation surveys (competence profile of an ideal trainer)
• A comprehensive TNA report based on the findings from the surveys.

It is expected that the TNA will establish the current skills, knowledge and behavioural attitude, and skill gaps for the many teachers and the TVET leaders/management in Libya.

Findings will be used to identify key gaps, develop coherent and comprehensive training programme content (Competence Based Training methodology), inform delivery modes and to

highlight areas where targeted action and intervention might be used to achieve the greatest impact. The TNA will also be used as a baseline for evaluations, capturing the impact of the project, enhancing impact stories and developing profile raising communications. The TNA report should provide effective recommendations on how improvements to TVET provision might drive up quality standards in teaching/training, assessment and leadership. The report should also include a road map that identifies areas for targeted intervention that will support the development of trainings programmes and teaching materials for TVET management and teaching/training staff.

The appointed expert will perform the following specific activities:

• Desk review of key relevant documents including government strategy, analysis and reports, previous TVET projects and project evaluations and current educational developments across Libya. The review should also include literature relating to TVET standards and core competencies within the EU (for example, CEDEFOP TVET Leadership Framework) and wider international best practices (such as ASEAN Teacher Standards) including those in the MENA region.
• Consult on key priorities with key stakeholders including TVET authorities (MoE/MoL), business/industry representatives and other relevant stakeholders
• Design the TNA tools and facilitate briefing sessions (4 geographical Areas) for the 12-15 institutes on the planned TNA
• Conduct the TNA targeting every staff member (of leadership/management and trainers/teachers) of the 12-15 TVET institutes (list will be provided)
• Conduct data analysis and submit a draft TNA report to be reviewed by the project team (proposed structure of the final report will be discussed and finalised with Senior Technical Expert at the end of the inception period)
• Incorporate the comments/feedback from project team/NBTVE and submit a comprehensive TNA report

Expected Deliverables

With the support of the Senior Technical Expert, the Training Needs Assessment Expert will be responsible for the delivery of the following results:

• Inception report, within 4 working days further to the start of the assignment. This report should include the table of content, initial findings, methodology and process of collecting data, any difficulties encountered or expected in addition to the work programme and staff travel.
• Questionnaires (drafts for discussion/validation by the NBTVE)
• One FGD/workshop in each of the 4 geographical clusters (targeting the TVET institutes/other key stakeholders)
• Draft Report including:
  • Outcomes of capacity gap assessment (desired skills and existing capacity) for all 12-15 TVET institutes
  • Recommendations on capacity strengthening and enabling environment (TVET Leadership and Teacher Development sections).
• Final report incorporating the comments/feedback from Project Team within 5 working days after receiving the comments in writing.

Skills and Competencies

Qualifications and skills:

• University degree or equivalent with relevant work experience in Education, Statistics, Sociology;
• Good communication skills (oral and written) both in English and Arabic.

General professional experience:

• Minimum 3 years relevant experience in the education and training sector;
• Extensive knowledge and understanding of the education and training sector in Libya.

Specific professional experience:

• Experience in training needs assessment, data collection and analysis preferably in Libya/MENA;
• Computer literacy (minimum MS Word, Excel, MIS). Experience in data analysis and reporting.

Contract details

The assignment will be offered on a fixed term basis for 20 working days in total, with an immediate start.

The successful candidate will be home-based and is expected to deliver through both remote management and field missions as required.

Applicants should have the right to work in Libya.

To apply

If you are interested in this vacancy, kindly submit your application by 30th July 2020 Your Application should include the following:

1. Your CV
2. A supporting statement highlighting how your experience and skills match the requirements of the assignment

Applications should be submitted in English and by email to HRlibya@ly.britishcouncil.org

Please mention the Role applying to in the email subject

Please note that Civil Servants and other staff of the public administration of the beneficiary country cannot apply for this role

Please note that only short-listed candidates will be contacted.