Consultant TVET Curricula & Assessment – BLOOM Programme – 8 octobre 2026

Contexte

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.

Missions et responsabilités

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.

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.

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.

Profil recherché

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.
• Determine whether existing curricula and training materials should be revised, adapted, enriched, supplemented, or newly developed, and design or strengthen competency-based, industry-validated, and labour market-responsive curriculum and training packages for the four priority trades.
• Generate a comprehensive gap analysis report summarizing curriculum weaknesses, institutional and systemic barriers, and actionable recommendations.

Specific Objectives (Scope):

• 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.
• 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.
• Specific Objective 8: Assess instructors’ knowledge, skills, and practices in applying gender-responsive, disability-inclusive, and learner-centered teaching methodologies.
• Specific Objective 9: Evaluate the availability and utilization of inclusive teaching resources, assessment approaches, and support mechanisms that address the diverse needs of female students, persons with disabilities, and other vulnerable learners.
• Specific Objective 10: Identify capacity-building needs of instructors and institutional staff to strengthen GEDSI-responsive training delivery.
• Specific Objective 11: Assess the accessibility of institutional infrastructure, facilities, and learning environments for people with disabilities in accordance with national and international accessibility standards.
• Specific Objective 12: Identify physical, communication, and administrative barriers that may limit equitable access, participation, retention, and completion of training by different vulnerable groups.
• Specific Objective 13: Recommend practical measures to improve institutional accessibility and inclusiveness for all learners.
• Specific Objective 14: Assess the institutional capacity to deliver training programs in identified priority sectors, including curriculum relevance, instructor qualifications, training resources, and industry linkages.
• Specific Objective 15: Evaluate the alignment of existing courses with labour market demand, emerging industry trends, and competency requirements identified through the Labour Market Assessment.
• Specific Objective 16: Identify strengths, gaps, and opportunities for strengthening the quality and effectiveness of priority-sector training programs.
• Specific Objective 17: Assess institutional readiness to recruit, enroll, support, and retain BLOOM project-supported students, particularly vulnerable youth, adolescent girls and young women, and persons with disabilities.
• Specific Objective 18: Evaluate the availability of learner support systems, including career guidance, psychosocial support, mentorship, safeguarding mechanisms, and academic accommodations.
• Specific Objective 19: Assess the capacity of institutions to facilitate work-based learning, internships, apprenticeships, and job placement opportunities for BLOOM-supported students.
• Specific Objective 20: Identify institutional, operational, and resource requirements necessary for successful integration and graduation of BLOOM project beneficiaries.
• Specific Objective 21: Assess the adequacy of existing quality assurance, monitoring, assessment, and certification systems used by participating TVET institutions to support competency-based training delivery.
• Specific Objective 23: Assess existing employer engagement, industry partnerships, work-based learning arrangements, internships, apprenticeships, mentorship opportunities, and job placement mechanisms linked to the four priority trades.

Conditions et avantages

The assignment is supported by the BLOOM Programme, focusing primarily on public TVET institutions while including private TVET institutions for comparative analysis, promising practices, and lessons generation.

Dossier de candidature

• Desk review of existing curricula and training materials for the four priority trades, occupational standards, competency/qualification frameworks (national curriculum, participating public and private TVET institutions).
• Evidence on employability, gender equality, disability inclusion, and digital integration.

Comment postuler

The consultant will undertake key tasks to diagnose 4 selected TVET institutions across 6 assessment dimensions, identify curriculum and institutional gaps, and strengthen or develop competency-based curriculum packages for the four priority trades identified by the BLOOM Programme. Please follow standard procurement guidelines associated with the BLOOM Programme to submit applications.