TERMS OF REFERENCE
DEVELOPMENT OF TVET MODULAR COMPETENCY BASED EDUCATION TRAINING CURRICULUM
1. Background
SOS Children’s Villages International is the umbrella organization to which all SOS Children’s Villages including SOS Children’s Villages Somalia Association is affiliated. SOS Children’s Villages Somalia has officially been working in Somalia since 1985. SOS is currently working in 134 countries worldwide. Established in 1984, SOS Children’s Villages (CV) Somalia provides care, education, and health services for vulnerable children. SOS CV Somalia’s education initiatives are structured into four key pillars: Early Childhood Care and Development (ECD), which enhances early learning, school readiness, and child well-being; Primary and Secondary Education (EDU), ensuring inclusive and quality education for marginalized children; Employment and Entrepreneurship Training (EET), equipping youth with vocational skills and business development knowledge to promote economic empowerment; and Child and Youth Care Practitioners’ Training (CPT), which strengthens the competencies of child and youth care practitioners. This holistic framework ensures that education services are comprehensive, impact-driven, and tailored to the needs of Somali children and youth, fostering sustainable community development.
2. Project Summary
Somalia faces significant challenges, including high youth unemployment, food insecurity, and the adverse effects of climate change. To address these issues, there is a need to promote climate-smart agriculture (CSA) and renewable energy solutions, such as solar-powered stoves and solar energy systems. These interventions can create sustainable livelihoods for vulnerable youths while contributing to environmental conservation. To address these challenges, SOS CV Somalia, is implementing a 5-year TVET and youth employment project called Green Growth – Empowering Youth for a Green Future funded by SOS CV Canada and the Government of Canada.
The Ultimate outcome of the project is: Increased economic participation and resilience of disadvantaged youth within the green economy, especially for young women, in Somalia.
The Green Growth Project has 3 main intermediates outcomes.
1100 - Improved provision of quality gender-sensitive technical and vocational education, including trainings in green skills, for disadvantaged youth in Somalia
1200 - Enhanced marketable skills among disadvantaged youth, especially green skills among young women, in Ethiopia, Somalia, and Rwanda
1300 - Increased formal employment and entrepreneurship opportunities for disadvantaged youth, especially for young women in the green economy, in Somalia.
3. Study Introduction
The objective of development of Competency Based Curriculum in Somalia under the Green Growth Project is to improve access to market systems driven green skills training and employment opportunities for vulnerable and marginalized young women and men in Somalia. The TVET action will be implemented through Vocational Training Centres (VTC) and Technical Training Institutes (TTIs) for Institutional based TVET in Somalia. To deliver vocational training apprenticeships, the intervention will collaborate with private sector small and medium enterprises. SOS CV Somalia will leverage cordial working relationship with the Ministry of Education Culture and Higher Education (MoECHE) and the Ministry of Youth Affairs (MYAs), Ministry of Agriculture and Irrigation (MAI) both at federal and state levels. The project will work with stakeholders through networking, collaboration, sharing of experiences and disseminating information. To enhance visibility and advocacy, the project will work closely with the media to enhance visibility, children’s awareness and youth rights by duty bearers. Linkages will be made with the private sector at onset to develop training programs as well as take on trained youth into internships and employment throughout the duration of the project. However, the primary focus of this assignment is developing competency-based employment pathways to wage or self-employment. The project is cognizant of the fact that TVET cannot by itself ensure employment. Employment is a complex equation, where demand-driven TVET is an important element but employment-creating policies within a number of policy areas also play an important role, as does the direct involvement of the private sector. Consequently, the relationship between the TVET sub-sector and the private sector will be strengthened at all levels. The project aims to impart Skills at the Basic (Certificate) and Intermediate (Diploma) levels.
Modular Competency Based Curriculum that ensures outcomes-based syllabus that mainstream active participation of the private sector, life skills and entrepreneurship training will be developed. The project aims to impart Skills at the level of both IBTVET certificate and diploma including EBTVET. Hence the need to develop modular CBET curriculum in (4) skills set at Basic (Certificate) and Intermediate (Diploma) levels below
· Solar powered cooking stoves
· Off-grid Solar Systems
· Climate smart agriculture
· Medical waste management
4. OVERALL OBJECTIVE
EXPECTED OUTCOME: Develop modular, competency-based curricula at Basic and Intermediate levels for four (4) green skills under the Green Growth Project.
OBJECTIVES OF THE CONSULTANCY:
The main objective of this consultancy is to review, design and development of 4 green skills Modular Competence-Based Curriculum and one EBTVET Trainers guide that ensures skills training programs are relevant and satisfy quality and level of skills required by the labour market in Somalia. This includes Identifying gaps and irrelevance in the current curricula in order to align with current trends thus ensuring CBET curriculum producing highly competent TVET graduates demanded by the private sector.
Specifically, the lead Consultant shall:
a) Conduct extensive literature review and study existing documents related to TVET training curriculum including policy, strategy documents and the extent to which CBET – Modular Competency based Education and Training curriculum will contribute to industry led skills in the region.
b) Study TVET curriculum used by neighbouring countries like Kenya, Ethiopia and Uganda to ensure that the curriculum meets International and regional CBET standards and relevance.
c) Work closely with the federal and state MOECHE TVET department and the curriculum department.
d) Review the existing curriculum and develop 4 syllabi and trainer’s/trainees guides. Additionally develop 1 EBTVET guide for low literacy target groups that is focused on hands on practical vocational skills training.
e) Develop TORs with clear job descriptions for 4 subject matter local technical experts with requisite qualification and experience to lead in the development of each of the 4 skills modular competency-based curriculum
f) Lead in the recruitment of subject matter technical experts and guide the curriculum task panels at field level selected by MOECHE and development partners drawn from public and private TVET Centre’s, MOE Directorates, Private sector master craftsmen. The panels will be moderated and facilitated by the lead consultant.
g) Identify long service TVET Trainers (panel experts) as subject panels experts ensuring that CVs of experts are shared including evidence of having been a TVET Trainer in the subject area at Diploma and above for the last 7 years plus. Evidence of having been certified as a Technical Trainer in the country of origin is a must.
h) Provide formats and structure for the curriculum tasks above as captured in the inception report to the task force and lead technical field inputs, completing, drafting reviews and adaption presentation in the field.
i) Ensure that emphasis is placed on the holistic development on the CBET learner’s competency and relevancy to the market needs.
j) Ensure that entrepreneurship, business planning, life skills, job readiness skills and IT are mainstreamed in each curriculum as cross cutting topics.
k) Lead curriculum debriefing after field work and validation workshop; and incorporate all inputs and comments from the task force, stakeholders, SOS CV Somalia Program and Institutional Partnership departments
l) Present finalized drafts for reviews and final syllabi, and guides for validation and approvals as per contract.
m) Develop a comprehensive narrative report on the curriculum development with concrete suggestions on implementation of the revised curriculum.
n) Incorporate comments from the task force and stakeholders.
5. SCOPE OF WORK
The consultancy firm or individual consultant(s) will be expected to undertake the following tasks:
à Conduct a rapid desk review of existing national TVET standards, regional qualifications, and industry practice for the 4 skills value chains.
à Map competency requirements across the value chains from raw material to retail, installation, maintenance, and end-of-life management where applicable.
à Develop competency frameworks and learning outcomes for Basic and Intermediate levels for each of the skills value chain.
à Design modular units with assessment criteria, learning objectives, activities, duration, instructional materials list, trainer competency requirements, and resources for workplace-based learning, internships, and start-up incubation.
à Integrate entrepreneurship, market linkage, employability, safety, gender, inclusion, and environmental sustainability competencies into every module.
à Produce learner guides, trainer guides, and assessment tools (theoretical tests, practical checklists, workplace assessment).
à Pilot modules in at least two partner IBTVET centres or apprenticeship sites and revise based on pilot feedback.
à Deliver final curricula packages in editable digital format and provide a handover workshop and training-of-trainers session
6. METHODOLOGY AND APPROACH
The consultant(s) will employ a combination of the following research methodologies:
· Stakeholder consultation with TVET authorities, employers, industry associations, municipal waste and health authorities, NGOs, private sector solar firms, and youth representatives.
· Competency mapping using job task analysis and labour market relevance checks.
· Modular design following competency-based training principles with performance-based assessment criteria.
· Development of practical assessments and workplace assessment tools aligned to competency statements.
· Pilot delivery and formative evaluation in TVET centres and workplaces.
· Validation workshop with stakeholders for sign-off.
7. THE DELIVERABLES / OUTPUTS OF THIS ASSIGNMENT ARE:
· An inception report.
· IBTVET CBET Modular syllabi and guides: 4 skills at Basic level and 4 skills at Diploma levels.
· List of minimum training equipment, tools and materials required for each level of training for each of the 4 skills based on training syllabus.
· List of basic Personal Protective Equipment for each of the skills training at Basic and Intermediate levels
· Standard Operating Procedures for each of the skills training
· EBTVET Guide 1 no. Details to be agreed with the successful consultant.
· A narrative report detailing the process, experiences and challenges encountered while carrying out the assignment and way forward.
To qualify for this assignment, the consultant must have the following mandatory professional experience and knowledge:
v Advanced university degree in a TVET field plus Diploma or degree in Technical Trainers Training and a demonstrated experience in Curriculum Development with a reputable regional body.
v At least seven (7) years of experience in curriculum development, assessment and evaluation of curriculum, teaching and learning resources development for Technical and vocational Education.
v All TVET panel experts must be serving (10 years plus) or technical lecturers in the skills sets identified.
v Extensive experience in the use of labour market information and Market systems Development in developing Vocational education policies strategies and programs.
v Understanding of the key issues involved in vocational education and training in the region, or specifically in Somalia.
v Evidence of CVs and Academic Certificates of subject panel experts (4) number.
v Strong professional background in Certificate and Diploma TVET curriculum development.
v Show evidence of having successfully completed at least two similar assignments including policy development.
v Outstanding communication and analytical skills, with excellent command of spoken and written English
v Computer proficiency.
1. APPLICATION PROCESS
Interested and qualified consultant should submit the following to SOS CV Somalia:
· The technical proposal detailing the methodology of undertaking the assignments described in the TOR, tentative work plan as well as relevant knowledge and technical expertise of the consultant/consultants undertaking the assignment.
· The financial proposal indicates all-inclusive costs for undertaking the tasks described in this Terms of Reference (ToR) including professional fees, consultative workshops costs, stationeries and other applicable costs for effectively undertaking the assignment from inception to completion
· Company profile or CV including a minimum of 3 references
· A sample of previously conducted similar studies.
· Detailed budget breakdown based on expected daily rates covering all costs associated with the assessment
Application Procedure:
Interested applicants should send their Technical and Financial Proposals, CVs and scanned copies professional certificates of lead consultant (s) indicating telephone numbers and three referees to this email procurement@sossomalia.org Indicating with subject line of the position.
Closing date is. 10th February 2026
Child Safeguarding Policy:
SOS Children’s Villages organization is committed to safeguarding the rights of the children and therefore, is expected that every individual who joins with SOS Children’s Villages Somalia understand his/her responsibility in protecting and keeping children always safe.
Only shortlisted candidates will be contacted.
This TOR outlines only the general scope of activity and the basic tasks and responsibilities associated with this position and may be updated with a more detailed definition of tasks, responsibilities and involvement in processes.
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