Educational and Skills Strengthening Project – Component 2 and 3 Coordinator 1275 views4 applications

Republic of the Marshall Islands

Ministry of Education, Sports and Training

Terms of Reference

Individual Consultant

1. Background

The Republic of the Marshall Islands (RMI) is one of the world’s smallest, most isolated, and vulnerable nations. The country consists of 29 atolls and five individual islands (24 out of these 34 atolls and islands are inhabited). It covers an area of 1.9 million square km (around the size of Mexico) but has just 181 square km in land area (around the size of Washington, DC). The population was estimated at 58,413 in 2018, 2 of which around 28,000 (53 percent) reside in Majuro (the country’s capital) and 10,000 (18 percent) in Ebeye, the two largest urban centers. Its low elevation makes the country highly vulnerable to natural and climate related disasters threatening the physical viability of some areas of the main and more remote outer islands (OI).

Th Government of the Republic of the Marshal Island has partnered with the World Bank in preparing the Skills and Education Project to be presented for consideration of the World Bank of Directors in December 2020.The estimated International Development Association (IDA) grant for the proposed operation is US10million. The project aims to increase access to and quality of technical and vocational education and training (TVET) opportunities and improve labor market outcome for Marshallese beneficiaries in RMI and abroad.

The key stakeholders to this project include the Ministry of Education, Sports and Training (MOEST), Public-School System (PSS), the National Training Council (NTC), and the Ministry of Finance, Banking and Postal Services, Division of International Development Assistance (DIDA).

1. Project summary

This project is designed to address challenges RMI faces in building and using its human capital. In RMI, participation in secondary and post-secondary education and training as well as poor academic performance across the board is a main concern. And the labor market in RMI faces a dual challenge of skills gaps and a high formal sector unemployment (especially among youth).

This project proposes to support

1. Improvement in the general secondary education to increase acquisition of foundational skills (math and English)
2. Expansion and improvements in the supply of technical and vocational training program, specialization tracks within secondary schools, accredited college-level programs in post-secondary institutions, and shorter programs by governmental and non-governmental organizations.
3. Strengthening of the labor market intermediation services in the country such as workforce planning, counseling and career guidance, employment center, recognition of prior learning, work placement program, etc.

1. Project management and monitoring and evaluation. Financed M&E activities would complement existing M&E systems in collecting relevant data for monitoring the project, inform needed course-correction, and evaluate outcomes of activities. As part of building MOEST capacity, the component would finance assessments, the development of a roadmap and action to prepare for (including make efficiency gains where possible) and navigate any changes in the level of, or access to, resources or services and ways of working which may alter as a result of the Compact renegotiations process.

It also proposed to do the above while improving equity, especially related to women’s participation in TVET and in the work force and related to students, especially boys, from islands other than Majuro and Ebeye.

By following best practice in building schools of the future, embedding programs in clear pathways for continuing education, increasing participation of employers in training development and delivery, and recognizing the importance of migration, activities are designed to ultimately increase the likelihood of enrollment in further studies and employment in RMI and abroad, especially for the most disadvantaged students and job-seeker.

A detailed project description is provided in the Annex.

The implementation period for the Project is planned to take up to five years.

NTC and PSS would be technical leads for their component(s) and have agreed to each assign one salaried staff to manage these activities for about 30 percent of their work program. Additional human resources to support this will be financed by the project and would include three coordinators, one for NTC, one for PSS and one for Kwajalein atoll, one administrative assistant, and one project manager. To maximize coordination and efficiency, these long-term consultants will sit together within NTC’s office. The project manager will report to the Secretary (once the Secretary position for the MOEST has been approved and filled) and to the Minister in the meantime.

1. Scope of Work

The Components 2 and 3 Coordinator will provide strategic advice and technical leadership to the implementation and monitoring of activities under components 2 and 3, which will be the responsibility of NTC, whilst building the capacity within the Ministry and the NTC Sector. S/he will support the Project Manager in the daily management of all activities that are carried out as part of components 2 and 3 (see annex 1) of the project. S/he will also support the project manager and work alongside the project coordinator for component 1 (see annex 1) to ensure a holistic development of the project across all of its four components. The Components 2 and 3 Coordinator will actively work as part of a team (the PIU) to ensure successful project implementation and delivery of the whole project.

Responsibilities

The responsibilities of the coordinator will include, inter alia:

• Management and administration of the project: Support to the management and administration of the project, especially as it pertains to components 2 and 3. This will include:
  • Develop annual and monthly workplans for the successful implementation of the components 2 and 3.
  • Prepare monitoring and supervision plan to ensure effective oversight of component 2 and 3 activities.
  • Support the development of and updates and amendment to the POM, throughout project implementation, as required.
  • Ensure key documents and training materials developed by consultants (firms or individuals) are fit for purpose and culturally relevant in the context of the Marshall Islands.
  • Perform other duties deemed necessary by the Project Manager and the lead implementing agencies

• Technical Coordination of component 2 activities: Coordinate all project activities that are encapsulated by component 2 of the project with a view to ensuring these activities are implemented in a manner consistent with the Project Operations Manual (POM) and in way that ensures progress towards meeting project result indicators. Specific responsibilities will include:
• Subcomponent 2.1: Market-relevant TVET and skills development programs. This subcomponent will support the design and delivery of demand-driven skills development programs through: (a) providing training grants to training providers for training activities; and (b) construction, rehabilitation and equipping of training facilities. The Component 2 and 3 Coordinator would lead implementation of activities under this subcomponent, including by:
  • Preparation of guidelines and funding agreements for the administration of block grants and civil works proposals supported by the project to enable training providers to develop TVET and skills development programs
  • Support for the establishment and work of an evaluation committee put in place to evaluate proposals for block grants/civil works.
  • Consultations with training providers and other stakeholders
  • With procurement support from CIU, managing procurement activities in support of construction, rehabilitation and equipping of training facilities.
• Subcomponent 2.2: Equitable access to TVET training and to skills development programs. This subcomponent will support the expansion of the existing financial and in-kind support to students participating in programs developed under subcomponent 2.1. The subcomponent will finance the construction and/or rehabilitation of dormitories in Majuro for TVET students from outer islands. For short skills development programs, the project will support the expansion of the stipends that NTC currently provides to enrolled trainees conditional on attendance. The project will also support the supply of childcare services (finance venues, material, and caregiver fees and training) to encourage female participation in training. The Component 2 and 3 Coordinator would lead implementation of activities under this subcomponent, including by:
• Ensuring support is provided so that Outer Island students are enrolled in TVET skills development programs
• Developing effective mechanisms for payment of stipends for participants in short-term skills development programs
• Working with stakeholders to facilitate the development of daycare services with support from the project
• With procurement support from CIU, managing procurement activities in support of construction and rehabilitation of dormitories.

Technical Coordination of Component 3 Activities: Strengthening the institutions for workforce development. This component aims to strengthen workforce planning, recognition of skills, and employment services with a view to improving labor market outcomes for Marshallese at home and abroad.

• Subcomponent 3.1: Improved labor market information. The subcomponent will facilitate and support the training of NTC staff to carry out collection and analysis of labor market information, including data sharing with stakeholders, through technical assistance and equipping such staff with relevant hardware and software. The Component 2 and 3 Coordinator would lead implementation of activities under this subcomponent, including by:
• Managing TA in support of and assisting with the development of a database system, including collection of data and analysis
• Ensuring relevant stakeholders (both users and providers of information) are engaged in the development of the database
• Managing TA in support of and assisting with capacity building of NTC staff in relation to data collection and analysis

• Subcomponent 3.2: Career counselling and job matching services. The subcomponent will support the enhancement of career counselling and employment services targeting students and jobseekers through: (a) developing and adapting relevant tools for academic and career guidance and job coaching; (b) rehabilitating and improving of employment center and outreach facilities; (c) equipping such center and with relevant hardware, software, materials and furnishings; (d) training, networking and coaching of career counsellors; and (e) communications and awareness raising strategies and associated resources, including career fairs. Academic and career counselling will be offered in all public elementary and secondary schools, at CMI and USP, as well as in NTC’s employment centers. The Component 2 and 3 Coordinator would lead implementation of activities under this subcomponent, including by:
• Managing TA in support of the activities described above
• Assisting the Employment Preparation Program and its services through providing support to ensure expansion of services
• Coordinating a pool of counselors and ensure career counseling services are expanded and reach more clients
• Together with PIU M&E staff, ensuring monitoring and evaluation is conducted and provide ideas on improving these services

• Subcomponent 3.3: Recognition of Prior Learning. The subcomponent will support the establishment of a system for recognition of prior learning (RPL) through: (a) technical assistance to develop the system; (b) communication campaign to raise awareness on the value and existence of RPL; and (c) assessment costs associated with RPL for selected individuals. The Component 2 and 3 Coordinator would lead implementation of activities under this subcomponent, including by:
• Managing TA in support of the establishment of a RPL system
• Coordination with key stakeholders, including training providers and employers (including on Kwajalein)
• Preparing a communications campaign in support of RPL as appropriate

• Subcomponent 3.4: Work placement program. The subcomponent will support work placements through (a) technical assistance to design a work placement program; (b) providing a work placement payment to work placement beneficiaries; and (c) the M&E of such program. The work placement payment will be paid by NTC directly to jobseekers who are provided with a work placement. In order to maximize the development of soft skills among beneficiaries, the work placement program will be linked to compulsory classes/short coursework on soft skills that are provided by NTC. The Component 2 and 3 Coordinator would lead implementation of activities under this subcomponent, including by:
• Managing TA in support of the establishment of a work placement program
• Establishing rules for the program
• Arranging the provision of training to program beneficiaries
• Coordination with key stakeholders, including employers
• Together with PIU M&E staff, ensuring monitoring and evaluation is conducted

• Fiduciary (financial management, procurement, safeguards) aspects related to component 2 and 3: Support fiduciary activities required to achieve the project objectives under components 2 and 2, including:
  • Providing technical input into the preparation of Terms of Reference (TORs)
  • Participate in evaluation committee for procuring services and goods
  • Keeping track of disbursement
  • Undertaking disbursement projections and monitoring disbursement dates of activities.

• Consultation and coordination with stakeholders: Working alongside the project manager undertaking regular consultation and coordination with relevant stakeholders, including the Project Steering Committee, the World Bank, NTC, PSS, training providers, and employers. This includes:
  • Assisting the project manager in the organization of regular meetings of the Project Steering Committee, and provision of regular updates on the progress of project activities.
  • Assistance with the organization of implementation support missions, including a mid-term and final review of the project.

• Overall:
  • Work as part of a team (the PIU) to ensure coordination and successful holistic implementation of all activities, across all 4 components, that contribute to the whole project.
  • Work with the project manager to support efficient performance of PIU staff in view of their job description.
  • Supporting the project manager to ensure that all commitments stipulated in the project’s legal documents including audits and other financial and technical reporting are met as required.

Deliverables

The deliverables of the coordinator will include, but not be limited to, the following (with a focus on components 2 and 3 activities):

• Annual work plans and budget plans
• Contribution to Financial Forecasts
• Contribution to the half yearly and annual progress reports as requested by the Financing Agreement
• Timely delivery of financial management and procurement reports for activities
• Monthly progress report and report for the Mid-term review of the project
• Drafting of sections of the Project Operations Manual
• High quality and timely implementation of activities
• Terms of references and technical specification documents
• Presentations for meetings including Project Steering Committee meetings

1. Qualification and Experience

Mandatory

• Associate or Bachelors level degree (with a major in a relevant discipline such as Social Sciences, Social Services, Education, Management, Business, Finance, or Procurement or similar areas of expertise in social sectors
• At least 5 years management experience in the Education, TVET, and the RMI training sector
• Experience working with private and public sector related programs or projects and have an understanding of  NTC and its various programs.
• Strong interpersonal skills and ability to function effectively in multi-disciplinary teams within a matrix management environment.
• Excellent written and oral communication skills and the ability to tailor messages so that they resonate with the difference audiences they encounter.
• Fluency in Marshallese and English
• Good knowledge of productivity softwaresuites such as Microsoft Word, Outlook and Excel and ability to use these applications to perform tasks on the job.

Desired

• Knowledge of the vocational skills and training sector is desirable;
• Experience in working in the Education and Skills area;
• Knowledge of general principles of procurement, financial management, and safeguards requirements, policies, and practices;
• Demonstrated ability to work as part of a multidisciplinary team, to work collaboratively to achieve goals, to develop work plan, resource plan, budget, operation manual, to plan multiple activities simultaneously, to prioritize of tasks to meet deadlines, resource allocation to meet budget and quality expectations, to identify complex issues and to respond and handle accordingly;
• Work experience that demonstrates project management experience including development of work plans, budgets, monitoring and evaluation plans to determine program results and monitor impact;
• Experience working with development partners such as WB, ADB, JICA, EU/EIB.

1. Reporting and duration

The Coordinator will report directly to the Project Manager and be under his/her supervision. S/he will also report to the Director of NTC when required to.

The contract will be for 2 years with the possibility of renewing if performance is satisfactory.

Annex 1. Project Description

Component 1: Access to and quality of foundational and vocational secondary education. This component aims to improve the acquisition of foundational skills (English and Math), market-relevant skills, and practical skills of all secondary school students. The component also aims to address specific needs of students from outer islands.

Subcomponent 1.1: Foundational skills in secondary schools. This subcomponent will support the use of differentiated instruction strategies and tutoring through: (a) developing or adapting student assessments, pedagogical strategies, guidelines and training materials; (b) equipping schools with relevant teaching materials and equipment including provision and maintenance of computer hardware and software; (c) delivering tutoring outside of school hours; and (d) training and coaching of teachers. A range of pedagogical strategies and tools will be developed, with a focus on math and English and targeting the specific needs of individual or group of students (teaching at the right level). The strategies and tools used will include individual assessments, differentiated pedagogical plans, flipped classrooms pedagogical approaches, computer-based adaptive software, ability grouping, and tutoring outside of school hours. The new approaches will promote teaching that is better aligned with each student’s needs so that students having fell behind can catch up while performing students can continue at their own pace. For the most at-risk students, the model will also include the use of tutoring or remedial instruction. Tutoring will be identified in the pedagogical plans of students who needs it and will be delivered outside of regular school hours (evening, weekend or during school breaks) by college-level students who will do this as part of their community service requirements.

Subcomponent 1.2: Vocational and island skills in secondary schools. This subcomponent will support the design and delivery of vocational and island skills training program in public secondary schools including: (a) developing and revising curricula; (b) equipping schools with relevant materials, equipment, and tools and upgrading facilities and classrooms; (c) the training and coaching of teachers; and (e) recruiting of external technical experts and master craftsman in the development of curriculum and delivery of training.  The “vocational track” will equip students with skills relevant to the labor market and provide credentials as part of the newly established education and training pathways. Curriculum development/revisions will be carried out in collaboration with employers, CMI and USP to ensure clear pathways (with advanced placement credits when possible) and alignment with work readiness standards and competencies. The “island skills track” will equip students with practical skills relevant to being successfully self-employed while living on an outer island where formal employment is limited. Teachers of vocational and island skills courses will be existing qualified teachers (supported by MOEST) and will benefit from the support of technical experts and master craftsman in their field (recruited under the project). Experts and master craftsman will be trained as trainers (pedagogical skills) while qualified teachers will be trained in the specific vocational field they will teach. Vocational and island skills programs will both lead to a regular secondary school diploma giving access to post-secondary education and training opportunities.

Subcomponent 1.3: Equitable access to secondary education. This subcomponent will support improvements in secondary school accommodation for outer islands students through: (a) constructing or renovating secondary school dormitories; (b) technical assistance to improve policies and processes for service provision for such accommodation including in relation to supervision and support arrangements for students; and (c) developing criteria and processes for allocation of accommodation to students. Only students from outer islands with no relative where the school is located will be eligible to live in the dormitories.

Component 2: Access to and quality of technical and vocational skills development. This component aims to increase equitable access to quality and relevant (i) TVET programs (of 1- or 2-years duration) leading to college-level certificate or diploma and (ii) short (less than a year) skills development courses.

Subcomponent 2.1: Market-relevant TVET and skills development programs. This subcomponent will support the design and delivery of demand-driven skills development programs through: (a) providing training grants to training providers for training activities; and (b) construction, rehabilitation and equipping of training facilities. The offering of demand-driven TVET college-level programs and skills development courses targeting secondary school graduates and out-of-school jobseekers (with and without secondary school diploma) will be improved and expanded. Programs will be embedded in clear education and career pathways and aligned with labor market needs with training providers being required and incentivized, through the result-based agreements, to seek input from employers when planning courses and will include explicit focus on developing soft skills and other general workforce readiness attributes such as problem solving, communication skills, and work ethic. Training providers will receive block grants (training grants), after submitting a proposal, being selected, and signing results-based contracts or memorandum of understanding (MOUs) with NTC for developing and/or delivering the training programs. Proposals will be assessed by an evaluation committee put in place for this purpose. In addition to representatives from MOEST (PSS, NTC, etc.), the evaluation committee will include employers (public and/or private). The proposals will be assessed against pre-defined criteria and standards. Selection criteria will include demonstrating adequate plans for (i) involving employers in the identification of key competencies and skills and in the development of the curricula; (ii) integrating workplace practice (internship/practicum); (iii) obtaining accreditation by a relevant authority (likely to be, but not necessarily, the various commissions that fall under WASC in the U.S.); and (iv) providing post-training support to graduates to help them find a position or be successfully self-employed. The MOU/contract will among, other things, outline what the grant financing will be used for, the result-based conditions for payment, how funding will be accounted, and the verification process for use of the funds and achievement of results, in addition to the fiduciary requirements set out in the Financing Agreement and in accordance with further detail set out in the Training Grant Guidelines. Results will include some inputs, outputs, and outcomes (including related to employment). To help manage the risk transferred to providers, the MOU/contracts will include adequate payment amounts and schedule, additional financial incentives to include disadvantaged groups, joint agreement on and verification of results, and complementary support to build capacity (if needed).

Subcomponent 2.2: Equitable access to TVET training and to skills development programs. This subcomponent will support the expansion of the existing financial and in-kind support to students participating in programs developed under subcomponent 2.1. For accredited TVET programs, the Pell grant will continue to cover tuition fees as well as indirect costs such as meals and transport. However, students from outer islands who face additional accommodation-related costs will receive additional support in the form of subsidized accommodation. The subcomponent will finance the construction and/or rehabilitation of dormitories in Majuro for TVET students from outer islands. For short skills development programs, given that Pell grants are not available, the project will support the expansion of the stipends that NTC currently provides to enrolled trainees conditional on attendance. The project will finance this stipend for all the additional students enrolled, no matter their origins. Finally, the project will support the supply of childcare services (finance venues, material, and caregiver fees and training) to encourage female participation.

Component 3: Strengthening the institutions for workforce development. This component aims to strengthen workforce planning, recognition of skills, and employment services with a view to improving labor market outcomes for Marshallese at home and abroad.

Subcomponent 3.1: Improved labor market information. The subcomponent will facilitate and support the training of NTC staff to carry out collection and analysis of labor market information, including data sharing with stakeholders, through technical assistance and equipping such staff with relevant hardware and software. This will help to address skills mismatches, thereby contributing to an improved understanding of employer demand (jobs available or expected) and skills gaps in the Marshallese economy.

Subcomponent 3.2: Career counselling and job matching services. The subcomponent will support the enhancement of career counselling and employment services targeting students and jobseekers through: (a) developing and adapting relevant tools for academic and career guidance and job coaching; (b) rehabilitating and improving of employment center and outreach facilities; (c) equipping such center and with relevant hardware, software, materials and furnishings; (d) training, networking and coaching of career counsellors; and (e) communications and awareness raising strategies and associated resources, including career fairs. Academic and career counselling will be offered in all public elementary and secondary schools, at CMI and USP, as well as in NTC’s employment centers. Counsellors will guide students in their academic and career choices (selecting secondary school track, post-secondary programs, applying to scholarships, internships, etc.), organize career fairs, and provide intensive job coaching and referral services for jobseekers. Training will be delivered, a network of counsellors will be established, and regular coaching will be offered from lead counsellors employed by NTC.

Subcomponent 3.3: Recognition of Prior Learning. The subcomponent will support the establishment of a system for recognition of prior learning (RPL) through: (a) technical assistance to develop the system; (b) communication campaign to raise awareness on the value and existence of RPL; and (c) assessment costs associated with RPL for selected individuals. Through the RPL for vocational occupations, workers who have skills learned on the job but are without a formal qualification will receive assistance to have their skills recognized. The RPL system will be based on occupational standards to be developed alongside the establishment of a national skills and qualifications framework and priority will be given to specific occupations that are identified by NTC through consultation with employers, job seekers, training providers, and analysis undertaken as part of subcomponent 3.1. It will detail arrangements for certification of assessors, where appropriate replicating systems used in the U.S. to reduce costs and improve outcomes for Marshallese migrants. RPL will be delivered by NTC and training providers such as CMI. Establishment of such an RPL system will aim to support career progression and employment of workers/job seekers with relevant skills, while also facilitating entry into study programs at TVET institutions. RPL is considered especially important for workers from Ebeye who are employed on the Kwajalein military base, where lack of formal qualifications limits both wages earned and career progression.

Subcomponent 3.4: Work placement program. The subcomponent will support work placements through (a) technical assistance to design a work placement program; (b) providing a work placement payment to work placement beneficiaries; and (c) the M&E of such program. The subsidized work placement program will give jobseekers remunerated industry-relevant work experience while at the same time providing employers with incentives to trial employment of jobseekers without experience. The work placement payment will be paid by NTC directly to jobseekers who are provided with a work placement. The program will be designed in consultation with employers, with a view to maximizing its impact on ongoing employment. It is envisaged that wage placement payments will decline over time as those undertaking a work placement gain experience, and that a voucher system may be used to increase choice for participating jobseekers. Employers participating in the program will be required to pay the (increasing) difference between the work placement payment and the agreed-upon wage rate. This requirement, which will be defined according to the duration of the work placements, will be clearly specified in the contract the employers will signed with NTC. In order to maximize the development of soft skills among beneficiaries, the work placement program will be linked to compulsory classes/short coursework on soft skills that are provided by NTC. NTC will also establish a robust monitoring framework to ensure that the benefits to jobseekers are maximized and employers meet their obligations under the scheme.

Component 4. Project Implementation Support, Planning, Capacity Building, and Monitoring and Evaluation. This component will provide technical and operational assistance on Project implementation and management and selected cross-cutting planning, capacity building, and M&E activities. The project will finance long-term consultants (one project manager, two component coordinators, one program assistant), short-term consultancy services on cross-cutting topics (including on preparing for the end of the CFA, communication, etc.), the establishment of an M&E system and database for PSS and NTC, surveys and data analysis, as well as supplies, transport, travel, meetings, etc.

Response to COVID-19.  While the COVID pandemic has not led to school closures (in the absence of cases in the country) and presents less of a threat than in other PICs – RMI is less reliant on tourism, and a recent assessment of impacts to date by the U.S. Graduate School found modest employment impacts – impacts will undoubtedly still be significant. Particularly relevant to RMI is likely to be the impact on private and public employers’ capacity to recruit foreigners. Several activities within the Project will support the country’s COVID-19 (or future disaster/pandemic) preparedness efforts in the education sector and assist with those economic and social impacts that may be felt from COVID-19. These will be built into the different components (rather than being isolated in a COVID-specific component) and will include the following: (i) education technology (remote learning) as well as support to teachers for closing learning gaps which would help the response in the case of schools closure and are also deeply needed to respond to challenges already present in the education system; (ii) skills and tools of counsellors to address any social impacts that may emerge from social distancing or other containment measures which will be embedded in the overall training for counsellors (in addition to the training and tools focused on career guidance); and (iii) prioritization of vocational training programs to support skills needed for resilience against emergencies (health, natural disasters, etc.), and for economic recovery efforts in the medium term which will be embedded in the call for proposals to training providers.