Technical Assistance Support to Implementation of National Qualifications Framework in Azerbaijan Service Contract N ENI/2017/391915 Technical Assistance Service Contract EuropeAid/138339/DH/SER/AZ Terms of Reference for Non-Key Junior Expertise Assignment Title of Junior Non-Key Expert (JNKE-3), Development of Study Programmes and Curricula assignment Request No. 004 1. Background Background of the programme Background & rationale of the assignment Azerbaijan is an upper-middle-income country, which had a GDP per capita of US$ 7,986 in 2014. As a result of strong growth and targeted social assistance programmes, the poverty rate dropped significantly, from around 50% in 2000 to 5% in 2014. While the share of GDP of the non-oil sectors increased from 45% to 68.5% during the years 2009 to 2015, the oil and gas sector in 2015 contributed 31.2% to GDP and 94% to Azerbaijan s exports. Due to the sharp decline of the oil price at international markets from mid-2014 onwards, GDP/capita in USD has almost halved since then. This new situation may mark another turning point and threaten the consolidation of gains made so far. It also makes further reforms of the Azerbaijan economy an absolute and urgent necessity. Azerbaijan has developed strategic relations with the EU within the Eastern Partnership Initiative (EaP) and through specific agreements that give attention to reforming and strengthening the country s public sector and administration. Importantly, a long-term objective of EU-Azerbaijani relations has been to increase the knowledge about the EU, its institutions, its decision-making processes, economic integration and legal systems. On 6 December 2016, the President approved strategic roadmaps for 6 Priority Production & Services Sectors (Oil & Gas, Agriculture, SME, Heavy Industry, Tourism, Logistics & Trade), 2 Priority Social Sectors (Affordable housing, Vocational Training), and 3 Economic Infrastructure Sectors (Financial services, Telecommunication, Utilities). Road maps focus on short, medium and long-term development until 2025 and will require a well-qualified human-resource base. To support these goals the education and training system will need to undergo substantial changes, improving not only the formal education system but strengthening as well the adult learning provision and creating more lifelong opportunities. 2. Description of the assignment 2.1 Overall To enhance the quality and relevance of the education and training system in Azerbaijan project objective supporting economic diversification, creating opportunities for lifelong learning, and fulfilling the Education development Strategy in line with European and international best practice. 2.2 Specific project objectives and related results Results related to specific objective 1: Support effective mechanism for NQF implementation 1.1. Capacity of the NQF Secretariat to act for the NQF Coordination body strengthened; 1.2. Roles of the implementing bodies clearly identified, adequate involvement of stakeholders ensured and new roles attributed; 1.3. Laws and regulations applying to education and training are consistent with NQF goals; 1.4. Co-ordination of policy across Ministries (especially Education and Labour) created and maintained; 1.5. The capacities of the stakeholders to play their role in the functional NQF are supported. Results related to specific objective 2: Introduce relevant education standards in pilot sectors 2.1. Occupational mapping of 3 out of the 8 priority sectors completed and 24 occupations divided over levels 3-7 of the NQF selected for testing;
2.2. Guidelines for developing education standards from occupational standards developed; 2.3. At least 12 standard developers trained and guidance materials developed; 2.4. State Educational Standards for 24 occupations over levels 3-7 of the NQF with a structure for a learning-outcome-based approach revised and agreed with the Beneficiary. Results related to specific objective 3: Ensure education standards support competency based education provision 3.1. Guidance materials for developing study programmes from education standards prepared, curriculum developers from relevant national institutions and providers trained, alternative pathways and work-based learning integrated; 3.2. Study programmes, learning outcome based curricula and pedagogical and assessment guidance for IVET, College Education, Higher Education and adult learning for the abovementioned 24 education standards (2.3) developed; 3.3. Teachers/trainers from selected education providers for approximately 12 study programmes covering VET, College, HE and adult learning trained; 3.4. 12 Study programmes tested and evaluated; guidance materials reviewed and improved accordingly. Results related to specific objectives 4: Improve access to lifelong learning through flexible provision, alternative pathways and validation of non-formal and informal learning 4.1. National stakeholders (decision makers, potential implementers) familiarised with European best practice in validation of non-formal and informal learning; 4.2. Concept paper for the validation of Non-Formal and Informal Learning developed in cooperation with Ministry of Education, the VET Agency, the Ministry of Labour and Social Policy and stakeholders from the world of work; 4.3. Guidelines for the validation of Non-Formal and Informal Learning developed and tested for two profiles using existing VET qualifications or qualification standards. Counsellors, assessors and validators/qa experts for validation of non-formal/ informal learning (VNFIL) pilot trained; 4.4. Exploration study on the potential for more flexible lifelong provision and assessment in Azerbaijan with (1) review of existing examples in the country (2) scoping of potential initiatives that could be developed within priority sectors and (3) recommendations for the improving the flexibility of provision agreed focusing on regulatory and practical requirements; 4.5. Credit transfer from Sub-Bachelor to Bachelor programmes developed and tested. Results related to specific objectives 5: Improve QA of assessment and certification processes 5.1 New regulations, methodologies and guidelines for improving assessment in line with international good practice developed and agreed with the Beneficiary; 5.2 New assessment approaches in IVET, for sub-bachelor and HE qualifications tested; 5.3 Guidelines for the internal and external QA of assessment and certification processes, including the QA for VNFIL developed; 5.4 Standards for assessors and for validators and a training programme tested. Results related to specific objectives 6: Effective information and guidance for employers/sectors, providers and learners to use the NQF 6.1 NQF Advocacy Strategy to communicate with the public so as to enable people in the country to make more informed choices relating to qualifications, providers, career and learning paths, and education, training and development in general developed and implementation started; 6.2 Structure of the National Register (including databases of qualifications, units, accredited institutions and accredited study programmes) and criteria and procedures for the inclusion of
2.3 Requested services & objectives of the assignment qualifications / units, accredited institutions and study programmes developed and agreed with the Beneficiary; 6.3 At least 24 state education standards for priority sectors covering levels 3-7 of the NQF based on the 24 occupations brought into register; 6.4 Employers, students and families and education providers and assessment centres have access to a NQF Website with targeted information with links to the national NQF register and the register of occupational standards; 6.5 National career guidance practices are enhanced by a review, agreed concept for a national system of career information, guidance and counselling system including recommendations and an implementation plan and a proposal for a national career website is developed. Requested services: The Junior Non-Key Expert is required initially to support Inception Period activities, in particular: a) briefing of KEs on the Azerbaijani context of expected project activities under Result 3 b) supporting KEs in accessing relevant information sources for the development of Inception Report proposals c) developing proposals for the organisation of training under the project, as to be included in the Inception Report d) supporting KEs in the development of proposals for the establishment of working relationships (including the constitution and functioning of Working Groups), as to be included in the Inception Report e) supporting TL in the development of a feasible timetable for project activities The subsequent activities will be in accordance with the finalised planned Activity schedule developed as part of the Inception Report. These activities will include: a) support to organisation of a Study Programmes and Curricula Working Group b) support to review of existing outcomes-based curricula IVET, College Education, HE and Adult Learning c) support to recommendations for alignment of existing approaches d) support to development of methodology and guidance materials for design of study programmes and curricula e) support to development of a training programme for programme/curricula developers f) train programme/curriculum developers from relevant national institutions g) support to development of study programmes, curricula, pedagogical and assessment guidance for 24 education standards h) support to obtaining approval for the developed programmes/curricula i) support to development of teaching materials for 12 of the 24 programmes/curricula j) support to obtaining approval for the developed teaching materials k) support to development of guidelines for implementation of the new programmes/curricula l) ) support to development of a toolkit for monitoring and evaluation of the new programmes/curricula m) support to development of training programme and materials for teachers/trainers implementing the new programmes/curricula n) support to selection of training providers/companies to participate in a pilot o) train teachers/trainers/mentors in companies p) support to piloting of programmes, including work placement schemes q) support to establishment of peer support network r) support to evaluation of study programmes s) support to review and improvement of guidance materials
Overall objectives of this assignment: The JNKE will work with the Project throughout the project period. The JNKE will work closely with, and report, to TL/KE1 and KE2. In addition, the JNKE will coordinate and liaise with various relevant stakeholder groups to regularly update them on progress and key milestones which are achieved during the lifetime of the Project. S/he will fulfil these tasks in the frame of Component 3, paying attention to all relevant links to other project activities, particularly regarding assessment under Component 5. The JNKE will contribute to Specific objectives of this assignment: In close collaboration with the project TL (KE1) and KE2, the JNKE will participate in implementation of the following tasks: 2.4 Required outputs organisation of a Study Programmes and Curricula Working Group review of existing outcomes-based curricula IVET, College Education, HE and Adult Learning development of recommendations for alignment of existing approaches development of methodology and guidance materials for design of study programmes and curricula development of a training programme for programme/curricula developers training of programme/curriculum developers from relevant national institutions development of study programmes, curricula, pedagogical and assessment guidance for 24 education standards obtaining approval for the developed programmes/curricula coordination of development of teaching materials for 12 of the 24 programmes/curricula obtaining approval for the developed teaching materials development of guidelines for implementation of the new programmes/curricula development of a toolkit for monitoring and evaluation of the new programmes/curricula development of training programme and materials for teachers/trainers implementing the new programmes/curricula selection of training providers/companies to participate in a pilot training of teachers/trainers/mentors in companies piloting of programmes, including work placement schemes establishment of peer support network evaluation of study programmes review and improvement of guidance materials other relevant activities as reflected in any revised workplans and/or identified by TL/KE1 The JNKE will contribute to achieving the assignment objectives by providing support to the KE2 in preparation of the following deliverables. Deliverables: SPCW Workplan Report on analysis and review of existing learning outcome based study programmes/curricula for IVET, College Education, HE and adult learning Recommendations for aligning approaches on learning outcome based study
programmes/curricula, and report on consultation process Guidance materials describing process and methodology for designing study programmes/ curricula Training programme implemented for study programme/curriculum developers Study programmes/curricula, pedagogical and assessment guidance for 24 programmes Approved teaching materials for 12 programmes Guidelines for implementation of the 12 programmes Toolkit for monitoring and evaluation of the new programmes Training programme and materials Cohort of teachers and other staff at implementing institutions trained Guidelines for work placement Protocol for peer visits Peer visit reports Evaluation methodology Evaluation reports Revised guidance materials Any others resulting from developments of the workplan and/or identified by the TL/KE1 3. Methodology Familiarisation of Project ToR, Regular meetings and discussions with KEs and other NKEs, research, attending meetings, making contact with key stakeholders, attending training events, sitting in on Working Group meetings. 4. Expert profile No Position Days Key qualifications 1 JNKE 500 Minimum requirements: A university degree; 3 years experience in development of Study programmes and occupational standards based curricula, preferably in the context of international standards and practice Relevant experience in developing guidance and training materials in an educational and/or employment context Extensive and recent familiarity with requirements of the education/training/labour market in Azerbaijan Fluency in written and spoken English language; Fluency in Azeri language. 5. Location and duration Preferred requirements: Experience of working as an expert on an internationally-funded project 5.1 Starting date 01.04.2018 or later 5.2 Duration Up to 450 working days (01.04.2018-22.07.2020) 5.4 Location Baku, and other locations in Azerbaijan as required 6. Reporting 6.1 Content Providing inputs to the Project reports and outputs required by the ToR.
6.2 Language English 6.3 Submission timing Initial Deliverable (support to Inception Period activity) by 14/04/2018 Remaining deliverables as per the Work Plan of the Project 7. Equipment 7.1 Equipment (laptop) will be provided by the contractor.