TVET specialist at Expertise France: ( Deadline 23 May 2022)

Tasks

• Analyse the relevance of the existing and planned courses and their qualitative characteristics in IPRC Kitabi and IPRC Karongi: job suitability; educational modalities; educational facilities, training of trainers, etc…

The courses concerned are tourism, nature conservation and forestry at IPRC Kitabi and horticulture and aquaculture at IPRC Karongi.

• Propose/argue the possible adaptations in relation to the previous analysis
• Establish, in connection with the previous points, the technical and pedagogical design of these programmes at IPRC Kitabi and IPRC Karongi: pedagogical modalities and their deployment; human resources (available/to be recruited, to be strengthened); parameters of the programmes in terms of number of learners, size of class-groups, number of hours of training, hourly workload of teachers, distribution of the training areas and modalities, material conditions and equipment, etc.

This analysis provides a framework for infrastructure design (led in parallel by a firm of experts)

• Establish a detailed list of professional equipment, furniture and computer equipment needed in IPRCs and TVET schools concerned in Nyamagabe and Karongi districts
• Draw up the outline of training/capacity building actions to be carried out in IPRCs and TVET schools concerned in Nyamagabe and Karongi districts for teachers, administrative and management staff
• All these analyses (relevance of the programmes and adaptations, technical and pedagogical sizing of IPRCs, equipment of IPRCs and TVETs, capacity building within IPRCs and TVETs, etc.) should be carried out in close collaboration with appropriate focus groups of professionals, trainers, IPRC managers, etc.
• Define the actions to be carried out and the resources to be mobilised (goods, services, technical assistance, etc. excluding infrastructure) to strengthen the relevance of the training programmes, provide the technical and pedagogical design of IPRC Kitabi and IPRC Karongi, provide the equipment for the IPRCs and TVET schools concerned and support capacity building in the IPRCs and TVET schools concerned.

These elements aim to feed the action plan of the future project

Make an inventory of the actions carried out by the other partners within the project’s perimeter and promote synergies.

• Identify the key players and stakeholders in the action plan as well as their roles and responsibilities.

These elements aim to feed the intervention scheme of the future project.

• Budget the actions and inputs proposed in the action plan

Also evaluate the additional and recurrent operating costs generated by the action plan

• Propose the indicators, implementation hypotheses, implementation schedule and procurement plan for the actions proposed of the future project.

These elements aim to feed the logical framework and the operational design of the future project.

Required experience

• Bachelor degree (or equivalent level diploma) in education, social science or similar field;
• Successful experience of at least 5 years in setting up vocational training projects/programmes;
• Professional experience or vocational training experience in nature conservation, forestry, horticulture and aquaculture sectors would be an asset
• Experience in setting up projects funded by international donors would be an asset.

Required skills

• Excellent command of office equipment, especially Excel and Word;
• Excellent command of English (written and oral);
• A good command of French would be an asset ;
• Writing skills;
• Initiative, autonomy and responsiveness;
• Adaptability ;
• Analysis and synthesis skills;
• Organizational skills and thoroughness;
• Communication, coordination and teamwork skills;
• Ability in andragogy / capacity building;
• Interpersonal skills, sense of diplomacy.