Organisation:
World Vision
Location:
Somalia
Deadline:
2026-10-15T00:00:00+00:00
- Background
The BLOOM Programme is committed to improving livelihoods, economic resilience, and employment outcomes for young people through enhanced access to quality, inclusive, and market-responsive skills development opportunities. As part of this commitment, a Labour Market Assessment (LMA) was undertaken to identify occupations and sectors with the greatest potential for employment, self-employment, and enterprise development.
The LMA findings highlighted a number of occupational areas with strong labour market demand. To ensure a focused and realistic approach to skills development investment, BLOOM has prioritized four trades that demonstrate significant opportunities for youth employment and entrepreneurship, including opportunities for young women, persons with disabilities, and other marginalized populations. The programme intends to support selected TVET institutions to deliver high-quality training in these priority trades and strengthen links between training and employment outcomes.
While training opportunities exist in the selected occupational areas, the relevance, inclusiveness, and quality of existing curricula require closer assessment against current and emerging labour market needs. In particular, the review should examine whether curricula adequately respond to employer expectations and evolving technologies, while integrating employability and soft skills, entrepreneurship, digital literacy, green skills and environmentally sustainable practices. The assessment should also identify curriculum and delivery barriers that may limit access, participation, completion, and transition to employment or self-employment for young women and girls, persons with disabilities, and other marginalized learners. The BLOOM Programme therefore intends to engage a qualified consultant or consultancy firm to undertake a broader, sequenced assignment that begins with a diagnosis of selected TVET institutions across five interrelated dimensions: existing curriculum review and labour market alignment; TVET infrastructure and institutional capacity; instructor competencies; quality assurance and inclusive training systems; and partnerships, labour market linkages, and employability.
The consultant will assess existing training provision, identify curriculum and institutional gaps, determine whether priority-sector curricula should be strengthened or newly developed, and evaluate the readiness of selected TVET institutions to deliver inclusive, market-responsive, competency-based training. Based on these findings, the consultant will strengthen existing curricula where appropriate and develop supplementary or new competency-based curricula and associated training packages where clear gaps are identified. Particular attention will be given to integrating technical competencies, employability skills, entrepreneurship, digital skills, financial literacy, green skills, gender equality, disability inclusion, life skills, learner protection, employer linkages, work-based learning, and the competencies needed for both wage and self-employment.
- Purpose of the Assignment
The purpose of this consultancy is to review existing curricula and training materials for the four priority trades identified through the BLOOM Labour Market Assessment (LMA) and stakeholder validation, assess their relevance to current and emerging labour market needs, identify technical and cross-cutting competency gaps, and determine whether existing curricula should be revised, adapted, supplemented, or newly developed. In parallel, the consultancy will assess the capacity and readiness of 4 selected TVET institutions (two public and two private) to deliver inclusive, market-responsive, competency-based training in these sectors, including infrastructure, workshops, tools and equipment, ICT and learning materials, instructor competencies, GESI-responsive pedagogy and policies, disability inclusion, learner protection, quality assurance, assessment and certification systems, student support, governance, employer linkages, work-based learning, and relevant partnerships. As BLOOM’s institutional strengthening interventions will focus primarily on public TVET institutions, the assessment findings and final recommendations should place particular emphasis on the needs, capacities, and improvement priorities of the two public institutions. The inclusion of private TVET institutions is intended to provide comparative analysis, identify promising practices, and generate lessons that may inform the strengthening of public TVET provision. The findings will inform practical recommendations to ensure that participating TVET institutions can deliver quality, inclusive, and employment-oriented training aligned with labour market and industry needs.
The four priority occupational areas identified through the LMA validation process are:
Digital Economy and Multimedia
– with a focus on graphic design, photography, and videography. Phone repair is considered particularly relevant to the Burco context.
Traditional Services – Beautification
– including henna, makeup, and beauty services.
Renewable Energy
– with a focus on off-grid solar photovoltaic (PV) installation and maintenance.
Light Construction
– including plumbing, painting, and decoration, with masonry and carpentry.
These sectors were selected based on their potential to generate employment, self-employment, and enterprise development opportunities for young people, including women, persons with disabilities, and other marginalized groups.
The assignment is expected to result in a set of competency-based curriculum and training packages for the four priority trades. These packages should be aligned with labour market needs, informed and validated by employers and relevant government/TVET authorities, and consistent with applicable national TVET frameworks. They should be practical for delivery by participating TVET institutions and should include, as relevant to each trade:
competency-based curricula and learning outcomes;
trainer guides, learner materials, and assessment tools;
integration of employability and soft skills, digital competencies, and green-economy skills;
gender-responsive and disability-inclusive approaches to training design, delivery, and assessment; and
practical recommendations to support implementation by participating TVET institutions.
- Objectives of the Assignment
Overall Objective
Conduct a comprehensive assessment of existing curricula and 4 selected TVET institutions to evaluate curriculum relevance, labour market alignment, institutional and infrastructure capacity, instructor competence, assessment and certification systems, quality assurance mechanisms, inclusive training systems, learner support and industry linkages. The assessment will identify curriculum, institutional and systemic gaps and constraints affecting the delivery of inclusive and market-responsive training in the four priority TVET trades under the BLOOM Programme.
Based on the assessment findings, the consultant will determine whether existing curricula and training materials should be revised, adapted, enriched, supplemented, or newly developed, and will design or strengthen competency-based, industry-validated, and labour market-responsive curriculum and training packages for the four priority trades.
The assessment will generate a comprehensive gap analysis report summarizing curriculum weaknesses, institutional and systemic barriers, and actionable recommendations. The findings will provide the evidence base for developing prioritized curriculum integration outcomes and action plans, including recommendations on how gender equality, disability inclusion, employability, social and emotional learning (SEL), digital skills, green skills, entrepreneurship, financial literacy, life skills and learner protection can be integrated into TVET curricula and teaching practices, assessment approaches and institutional delivery systems.
Specific Objectives
Scope
Specific objectives
Curriculum Relevance, Labour Market Alignment and Training Package Development
Specific Objective 1:
Review existing curricula, training materials, learning outcomes, assessment tools, and training packages for each of the four priority trades to assess their relevance, quality, inclusiveness, and alignment with labour market needs, occupational standards, and national TVET frameworks.
Specific Objective 2:
Identify technical, employability, digital, green, entrepreneurship, financial literacy, life skills, learner protection, and SEL competency gaps that need to be integrated into the curricula and teaching practices for each priority trade.
Specific Objective 3:
Determine whether existing curricula and training materials should be revised, adapted, enriched, supplemented, or newly developed based on the gap analysis and stakeholder consultations.
Specific Objective 4:
Develop prioritized curriculum integration outcomes and action plans, for each trade, that specify the competencies, content, pedagogy, learning materials, assessment approaches, and institutional measures required for inclusive, competency-based, and labour market- responsive training delivery.
- Equipment and Infrastructure
Specific Objective 5:
Assess the adequacy, quality, functionality, and industry relevance of training equipment, workshops, laboratories, and learning facilities required for delivering priority-sector TVET programs.
Specific Objective 6:
Evaluate the extent to which existing infrastructure meets occupational safety, training quality, and practical learning requirements aligned with labour market needs.
Specific Objective 7:
Identify equipment and infrastructure gaps that may constrain the delivery of competency-based training and recommend areas for investment and upgrading.
3.GEDSI Organizational capacity Assessment
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