Maritime Sector Training Curriculum Development Specialist 111 views

REQUEST FOR EXPRESSIONS OF INTEREST

(INDIVIDUAL CONSULTING SERVICES)

Republic of the Marshall Islands (RMI)

Education and Skills Strengthening Project

Grant no.: IDA-D7600

Assignment Title: Maritime Sector Training Curriculum Specialist

Reference No.: MH-MOE-249456-CS-INDV

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 5 isolated islands (24 of which are inhabited) and has a total land mass of just 181 km² set in an area of over 1.9 million km² in the Pacific Ocean. The population of the RMI is estimated at 53,066^[1], of which the two largest urban centers, Majuro (the nation’s capital) and Ebeye, have populations of 28,000 and 9,614, respectively. Ensuring that the Maritime Sector in the RMI has the appropriate skills and training base is critical to the Government’s initiative to provide the industry with a more sustainable and efficient shipping service both within and between atolls and also sub regionally.

Education and Skills Strengthening Project now invites eligible individuals (“Consultants”) to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services (attach curriculum vitae with description of experience in similar assignments, similar conditions, etc.). Firms’ staff may express interest through the employing firm for the assignment and, under such situation, only the experience and qualifications of individuals shall be considered in the selection process. The criteria for selecting the Consultant are:

Mandatory: Academic Background, Relevant Experience and Specialized Competencies

• Post graduate degree in Maritime Education and Instruction or related vocational field.
• At least 10 years of experience in Maritime Education and Training;
• Experience in Maritime program and curriculum review and development
• Strong understanding of the US Community College system and accreditation requirements
• Strong oral and written communication skills in English

Desired Competencies

• Doctoral degree in Maritime Education or related vocational field.
• IMO Model Course 6.09 (Training Course for Instructors) and elements of the IMO Model Course 1.30 (on-board assessment).
• Ability to deal sensitively in multi-cultural environments and build effective working relationships with clients and colleagues.
• Experience in designing training programs in the Pacific Region.

The attention of interested Consultants (including firms) is drawn to paragraph 3.14, 3.16 and 3.17 of the World Bank’s “Procurement Regulations for IPF Borrowers” July 2016 revised November 2017 “Procurement Regulations”, setting forth the World Bank’s policy on conflict of interest.

Further information can be obtained at the address below during office hours; 0900 to 1700 hours local time.

Expressions of interest must be delivered in a written form to the address below (in person, or by e-mail) by 21 September 2021.

Julius Lucky
Director

National Training Council
ntcdr@ntcinfo.org : mel_manager@ntcinfo.org
Phone: 692 625-4521

Cc:

Malie Tarbwillin

Assistant Secretary,
Division of International Development Assistance
didadirector@gmail.com : filipesefeti@gmail.com

Phone: 692 625 5968

Republic of the Marshall Islands

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 5 isolated islands (24 of which are inhabited) and has a total land mass of just 181 km² set in an area of over 1.9 million km² in the Pacific Ocean. The population of the RMI is estimated at 58,413 in 2018, of which the two largest urban centers, Majuro (the nation’s capital) and Ebeye, have populations of 28,000 and 10,000, respectively.

Ensuring that the Maritime Sector in the RMI has the appropriate skills and training base is critical to the Government’s initiative to provide the industry with a more sustainable and efficient shipping service both within and between atolls and also sub regionally.

In recent years, collaboration between national, regional and international partners in efforts to successfully transition to a low carbon transport future has identified gaps in capacity and has highlighted an ageing workforce.  Particularly evident is adequate and appropriate training and education of those who work both on deck and engine rooms of vessels, no matter what size.

In its National Strategic Plan (2019-2021), the National Training Council (NTC) emphasizes both the need for training standards and enhanced partnerships with education institutions.  With respect to training standards, it is recognized as critical that the RMI adopts a uniform and internationally recognized Technical and Vocational Education and Training (TVET) system with clearly articulated pathways to further training. This system will benefit employers by increasing their understanding of the specific competencies required for successful completion of local training courses, thereby improving employee selection and productivity. Development of training standards will be based on a comprehensive assessment of existing RMI and overseas accreditation systems aligned with projected skills training requirements.

The Ministry of Transportation, Communication and Information Technologies (MoTC & IT) issues Merchant Seaman licenses to individuals who have undergone training courses provided by Marshall Islands Senior Marine officers and has an ‘implementing criteria’ to assess the number of qualified Seamen. With the rising number of Marshallese migrating to the US, the number of seafarers has declined rapidly, thus the Maritime and Safety Division of the MoTC & IT have stated that there is a high demand and need to have trained seafarers in the Marshall Islands to man the Marshall Island Shipping Cooperation (MISC) fleet and other Private own vessels. The number needed is for at least 20 new and qualified recruits each year as identified by the Ministry of Transportation and Communication (MoTC & IT). The need for maritime training and a system to capture the qualifications of seafarers, both deck officers and engineers, was also identified by industry stakeholders in a joint consultation with the NTC on July 9, 2019^[2].

The College of the Marshall Islands (CMI) currently offers a basic certificate in seamanship in its Maritime Training Center program (Appendix 1) used to train Fisheries Observers.  The certificate is accredited by the Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges. ACCJC requires graduates completing Career and Technical certificates and degrees demonstrate technical and professional competencies that meet employment standards and other applicable standards and preparation for external licensure and certification. The Maritime Center does not provide courses to meet the needs of the RMI shipping sector with respect to career preparation in commercial and passenger transportation, including sustainable sea transport vessels, commercial fishing boats, deep-sea sailing vessels and the workboat industry.  Cohorts are required in two areas – Deck Hands and Engine Room (Appendix 2), following internationally recognized industry career pathways (Appendix 3).

The NTC, is seeking to engage a Consultant to undertake a review of the scope, sequence and learning outcomes of the CMI’s existing Maritime Certificate program and make recommendations for adapting other curricula to the RMI namely: (i) a Certificate for Qualified Fitter or AS Degree in Marine Engineering Technology with Marine Engineering Graduates satisfying the requirements needed to earn a US Coast Guard endorsement of Qualified Member of the Engine Department (QMED), and (ii) Certificate for Qualified Bosun or AS degree in Marine Deck Technology with Marine Deck Technology/Deck Hands Graduates satisfy the requirements needed to each a US Coast Guard endorsement of Able Seaman (AB) Special.

In order to be sustainable, the pathways, program and courses shall meet the accreditation standards required by the ACCJC.

1. Objectives of the assignment

The Consultant shall provide the CMI, NTC and the MoTC & IT with documented observations, assessments, analyses and recommendations as per the scope of the consultancy identified in preparation for the RMI Education and Skills Strengthening Project (see description in annex 4). The consultant will also be required to make recommendations on how to align the curriculum to the RMI Shipping Sector Training Needs.

III. Scope of Services

1. The Consultant will review and align the scope, sequence and training outcomes of existing curricula and present a written proposal of the scope, sequence and training outcomes for consideration of CMI:
   1. From other countries, including the US and training of Bosun and Fitter from HEL;
   2. From the CMI Maritime Certificate Program.

1. Make recommendations for adapting these curricula to the RMI context in a way that is aligned with identified needs (under Appendix 1) and meet the requirements for ACCJC accreditation for courses to be delivered at the CMI, including:
   1. A course in Traditional Marshallese Navigation and Seafaring.
   2. Courses to meet the international standards of a:
      • Certificate for Navigational Watch (STWC II/4)
      • Certificate for Engineering Watch (STWC II/4)
      • Identify the progression of the curriculum to meet international standards as follows:
        • Certificate for qualified Fitter or AS degree in Marine Engineering Technology with Marine Engineering Graduates satisfying the requirements needed to earn a US Coast Guard endorsement of Qualified Member of the Engine Department (QMED).
        • Certificate for qualified Bosun or AS degree in Marine Deck Technology with Marine Deck Technology/Deck Hands Graduates satisfying the requirements needed to earn a US Coast Guard endorsement of Able Seaman (AB) Special.

1. Make recommendations on ways CMI and MoTC & IT can assist women to enter and progress through maritime careers.
2. Ensure that the curriculum addresses sustainable maritime technologies.

1. Outputs/Deliverables

Exit consultation with the CMI, MoTC & IT and the NTC and a written report documenting observations, assessments, analyses and recommendations as per the scope of the consultancy identified above.

1. Institutional and Organization Arrangements

The Consultant is being recruited by and will report to NTC. Given linkages with ongoing programs offered by CMI and the relevance of this work to the Maritime Industry Working Group, the Consultant will also be asked to consult and work closely with the President of the CMI and  theMaritime Industry Working Group, both of which will review outputs of the Consultant.  Physical location of the consultant will be arranged by the CMI.

1. Qualifications and Experience

Mandatory: Academic Background, Relevant Experience and Specialized Competencies

• Post graduate degree in Maritime Education and Instruction or related vocational field.
• At least 10 years of experience in Maritime Education and Training;
• Experience in Maritime program and curriculum review and development
• Strong understanding of the US Community College system and accreditation requirements
• Strong oral and written communication skills in English

Desired Competencies

• Doctoral degree in Maritime Education or related vocational field.
• IMO Model Course 6.09 (Training Course for Instructors) and elements of the IMO Model Course 1.30 (on-board assessment).
• Ability to deal sensitively in multi-cultural environments and build effective working relationships with clients and colleagues.
• Experience in designing training programs in the Pacific Region.

VII. Duration and Location of Assignment

The Consultant will provide approximately 60-person days (Continuous).

Government of RMI will provide documents, reports and materials related to the assignment. Government of RMI will provide office space, general office supplies and office equipment.

Appendix 1

Current CMI Program

The following programs and courses are currently available at the CMI

Appendix 2

CMI Program and course realignment to industry requirements

According to Ministry of Transport and Communications estimates, 20 students per year are required for careers in commercial and passenger transportation, including sustainable sea transport vessels, commercial fishing boats, deep-sea sailing vessels and the workboat industry.  Cohorts are required in two areas – Deck Hands and Engine Room.

Marine Engineering Technology/ : Students will learn how to operate and maintain a wide range of marine propulsion plants and equipment. This includes engines, hydraulic systems, electrical systems and refrigeration equipment.

Marine Deck Technology/: Students will learn how to perform all aspects of deck operations. This includes navigation, vessel handling, maintenance, knot work and line handling.

Both programs will include an at-sea internship.

Appendix 3

The following pathways have been identified by Dr. Michael Vahs and his Naval Architecture and Training team at Hochshule Emden Leer (HEL), University.  HEL has been assisting both GIZ with the design of Intra Lagoon and Inter Lagoon low carbon transport for the German Government funded Transitioning to Low Carbon Sea Transport project as well as the Cerulean Project, funded by Swire Shipping for the Micronesian Center for Sustainable Transport.

Appendix 4

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 trainee’s 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 Management, 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.

[1] 2011 RMI Census

[2] Fasi,U.L. Final Report (Draft) RMI National Qualifications Framework Specialist Report. IOE. October 6 2019

[3] Seafarers Training, Certification and Watchkeeping (STCW) Code—standards evaluated by observable competence criteria—focus on task-based competence.