International labour Organization
Country Office Dar es Salaam
Deadline: 31th July 2022
Terms of Reference (ToR)
SECTORAL REVIEW STUDY AND DEVELOPMENT OF SECTOR SKILLS STRATEGY IN TANZANIA WITHIN THE FRAMEWORK OF THE SKILLS FOR TRADE AND ECONOMIC DIVERSIFICATION (STED) METHODOLOGY
These Terms of Reference (1) provide background information on the Skills Initiative for Africa (SIFA) Skills Anticipation Project, (2) outline the framework for the assignment, (3) describe the specific inputs and outputs required from the service provider and (4) list the terms and condition of the assignment.
Africa’s young population is rapidly growing and expected to double to over 830 million by 2050. If property harnessed, this increase in the working age Population has the potential to support increased productivity and stronger, More inductive economic growth across the continent. However, even though several countries in the continent registered fast economic growth over the past decades, this has not kept pace with the growing numbers of new job seekers.
While 10 to 12 million youth enter the workforce each year, only 3 million jobs are created, leaving vast numbers of youth unemployed. According to the World Bank, youths account for 60% of all of Africa’s jobless. The large number of young people who are not in education, employment, or training but also the lack of demand-oriented skills development leads to the fact that young people do not find adequate employment. This is one of the greatest challenges for the socio-economic development of Africa.
The skills development landscape in most African Countries typically consists of public and private providers and is often highly fragmented and poorly coordinated. Skills development programmes on the other hand normally lack demand-orientation and quality and neither meet labour market demand for skills nor social demand for accessible skills development that can lead to better employability. The lack of accepted labour market relevant skills development outcomes and provision standards means that comparability and quality assurance of programmes and certificates is often not possible.
This has a negative impact on the reputation of skills development and hinders articulation in the education and training system as well as labour mobility. As a result, a shortage of skilled workers and at the same time high unemployment, even among graduates from skills development programmes is a very common
Phenomenon in most African countries.
This coupled with tensions between a rapidly growing young population and the relatively low pace of job creation are cause for more determined action and partnerships for more informed skills development approaches and more and quality jobs for young African. The high number of youths not in education employment or training, and the estimated 95 million of youth in sub-Saharan
Africa who are uneducated, unemployed, or engaged in precarious jobs represent a serious challenge for African decision makers and practitioners.
The tripartite representation of International Labour Organization (ILO) agrees that countries that have succeeded in linking skills to gains in productivity, employment and development have targeted skills development policy towards three main objectives matching supply to current demand for skills.
helping workers and enterprises adjust to change building and sustaining competencies (1) for future labour market needs.
Such a strategy includes anticipating and delivering the skills that will be needed for future labour markets.
Against this background, the African Union (AU) has adopted a set of strategies to address medium and long-term aspirations for a more prosperous Africa.
Notably, the Agenda 2063, the African Youth Charter (2006); the Continental education strategy for Africa (CESA 2016-2025); the Continental TVET Strategy (2014); and an initiative to boost education, technology, and innovation (C10)
Championing Education, Science and Technology.
The Skills Initiative for Africa (SIFA) is a Project of the African Union Commission (AUC) and the African Union Development Agency (AUDA-NEPAD) supported by the German Government and European Union. It seeks to contribute toward the AU’s agenda for a more prosperous Africa. Under the EU Funded SIFA component on Skills for Youth Employability (SYEP), the AU is collaborating with the International Labour Organization (ILO) to implement Skills Anticipation capacity development interventions.
The Skills Anticipation Component aims to facilitate identification and anticipation of skills as an integral part of national labour market information systems (LMIS). The main objective of this new component is to ensure more effective matching of skills supply to skills demand in the labour markets of targeted AU Member States. Interventions under this component will contribute towards the overall SIFA objective of enhancing the employability of the African youth. The skills anticipation component is implemented in 11 African Union member states of which Tanzania is part.
This call for expressions of interest is in line with the project activity 3.25 which requires the project to undertake pilot skills anticipation surveys in selected countries. The survey will be conducted within the institutional arrangements of all the others SIFA-Skills Anticipation activities which will be implemented with the oversight and guidance of the Task Team on strengthening labour market information and skills anticipation systems in Tanzania which has the mandate to as a reference group for all SIFA-skills anticipation related
activities.
2.1 Technical guidance on Skills for Trade and Economic Diversification (STED) implementation Process
The Skills for Trade and Economic Diversification (STED) – Sector Skills Anticipation Methodology Skills for Trade and Economic Diversification (STED) is a sector level methodology that assists in the identification of skill needs and in the formation of skills development policies that help countries become more competitive in the context of open markets, and in building or maintaining a sound and diversified economic structure. Applying the diagnostic part of the STED methodology typically involves a combination of research, policy analysis, social dialogue and collaboration between stakeholders, and policy formation. The research component involves both desk review and collection of relevant data, as well as consultations with national and sectoral stakeholders.
The outcome of the STED diagnostic process és a sector skills strategy with concrete skill requirements and practical recommendations at policy, institutional, and enterprises level. The process involved in designing those recommendations contributes to raising awareness and stimulating dialogue on skills development among key stakeholders within a sector. The main objectives of a STED diagnosis include enhancing exports and economic diversification, enabling mote and better jobs, and assisting policy makers to ensure that firms find workers with the right skills, and workers acquire the skills needed to find productive employment.
The work of the Service Provider on the application of the STED diagnostic will be guided by technical inputs from the ILO experts, and from the international consultant. The international consultant who will be contracted by the main Project Office in ILO Office Pretoria will provide technical support to National Consultants in all the SIFA-Skills Anticipation Project Countries and will together with the ILO experts guide implementation of the STED skills anticipation
Methodology in Tanzania. The national Consultant will be expected to apply lessons learned from similar STED processes conducted in other countries.
The ultimate objective of this assignment is for the Consultant to develop a skills strategy for a sector that will be agreed by key stakeholders. The development of the sector skills strategy will be based on the STED methodology and will follow a clearly defined approach outlined in these Terms of Reference.
This work contributes directly to the National Skills Development Programme which aims to provide a framework for enhancement of skills development and employability in the country. It further contributes to the Tanzania Five Years Development Plan Three, specifically to objectives number; –
To strengthen the industrial economy as a basis for export-driven growth including investing in new products and markets and enabling Tanzania to become a production hub in the countries of the East, Central and Southern Africa and thus increasing the country’s
contribution to international trade.
I. To facilitate increased business start-up and private sector involvement to find the best way to promote the growth of the sector in tandem with job creation and make the sector a strong and reliable partner in development.
The assignment will be undertaken as a two-stage process involving the following: –
4.1 Sectoral Review Study
Under this component, the Service Provider will be expected to undertake the following tasks
i) In close collaboration with the National Task Team on Skills
Anticipation, identify the appropriate sectoral scope, to delineate the activities which should be considered part of the sector for purposes of the sector survey, and to agree on areas of focus within the sector.
ii) Conduct a Review Study of the targeted sector (or sub- sector which should include desk research and consultations with key stakeholders and sector players and focus group discussions.
A key step easily in this component will be to obtain agreement on the sector for the review and subsequent development of the sector skills strategy and ON a common sector definition, and boundaries on the activities to be covered by the research and diagnostic work, and in the scope of the resulting skills; strategy. In this regard, the following elements should be considered in defining sector demarcations Which products should be part of the target sector for the purposes of the work?
Should the initiative focus deeply on skills strategies for a small number of product areas, or broadly on skills strategies that might benefit enterprises and workers in the wider sector Which products should be prioritized as the focus for the Sectoral
Review Study? The intention is that the scope of the Sectoral Study
Review should be drawn more widely than the final strategy document, to ensure that partners involved in the Rapid STED workshop have flexibility on the scope of the sector skills strategy.
Which parts of the value chain should be covered in detail? (Perhaps only activities directly related to manufacturing; perhaps upstream activities such as farming, supply of inputs, or aggregation activities; and to downstream activities bridging between manufacturing activities and markets.) Should the skills need of specific parts of the value chains be covered in detail of in a more general way?
These are choices that should be made based on the priorities and needs of “the sector stakeholders, while also ensuring that the scope of the exercise is limited enough to do a good job within the available time and resources. It will be part of the robe of the consultant to inform these choices, and to facilitate and discussions with national partners.
In addition to the core parts of the sector to be covered, the Sectoral Review Study should also comment more broadly on development and skills needs of other types of business in the sector and its value chains to the extent that they contribute to the core sector’s success.
The sector review study will include the following components:
i) Sector profile and trends within for context of the national economy
ii) Analysis of the business environment, including analysis of regional and world market trends, their position in regional and world markets and drivers of change.
iii) Analysis of the system and capacity for supply of the sector’s skills needs along the entire value chain
iv) Analysis of known business challenges, gaps in business capabilities and skills gaps based on the existing literature, on consultations with sector experts
Three main types of input on these themes are required from the study:
i) A good qualitative discussion of the themes set out above.
ii) Extensive analysis of available statistics as set out under Annex I the section “Statistics”
iii) Text linking the statistics to the qualitative discussion.
4.2 Development of a Sector Skills Strategy
Under this component the Service Provider is expected to develop a skills strategy for the agreed sector. The development of the sector skills strategy will be done in a consultative and participatory manner through the following two steps: –
i) Conduct a Rapid STED Foresight Workshop
‘In collaboration with the Task Team, and with the support of ILO experts, the Service Provider will conduct a 2-days Rapid STED foresight workshop with key stakeholders and sector players (including sector enterprises) with the view to present the results of the Sectoral Review Study.
The Service Provider is expected to document the workshop proceedings, the diagnosis developed during the workshop and the conclusions and recommendations and incorporate them into the development of the skills strategy for the sector.
Develop Sector Skills Strategy Document:
The sector skills strategy will be developed based on key outcomes of the review study and on the sector visioning, diagnosis, conclusions, and recommendations agreed at the Rapid STED workshop and submit the draft strategy to ILO experts for technical review and to the National Task Team for stakeholder review. (Annex ii of the TORs presents the outline of the Sector Skills Strategy)
Based on the feedback from the ILO experts’ team and from the Project Task Team, finalize the skills strategy, and support its official submission by the National Task Teams to relevant authorities.
Note: The sectoral study will be the key input to the Rapid-STED Foresight Workshop, which will identify the skills needs of the sector, using the STED
Methodology.
Information from the sector review study will be the basis for subsequent dialogue, and skills diagnosis in the foresight workshop.
The requirements for information and data set out in this Terms of Reference are the ideal, and its recognized that not all will be available. The extended outline and template required as the first output should include an assessment of what can be achieved. The detailed information and data requirements will be finalized between the ILO, Project task team and the consultant taking account of this assessment.
1. Expected Deliverables
5.1: Intermediate deliverable:
A sector review study prepared to the satisfaction of ILO technical experts and validated by the Project Task Team
5.2: Final deliverable
A Sector Skills Strategy with clearly defined capabilities and skills gaps and the strategies for addressing the identified gaps, prepared in line with the guidelines and to the satisfaction of the project
1. Assignment Timeframe
The assignment shall commence on 01 August 2022 and shall conclude no later than 31 September 2022 after which this contract will expire. An all-inclusive lump sum consultancy fee shall be paid to the Consultant as follows:
First instalment of 20% of the fees to cover the expenses needed to initiate the assignment, upon submission of a detailed work plan indicating the time frame for the planned activities and the structure of the review study Second instalment of 20% of fees upon submission of a sector review study
Third instalment of 205 of fees after conducting the STED Foresight
workshop, presenting the findings of the sector review study, and documenting the outcomes of the foresight workshop for input into the Skills Strategy
Last instalment of 40% upon fees submission of a finalized and validated Sector Skills Strategy.
1. Required Qualifications and Experience
The Service Provider must have the following qualifications and experience: –
A University degree in economics/statistics of other equivalent qualification.
Knowledge and understanding of the labour market information systems
A basic understanding of the skills anticipation and skills development systems and its link to labour market information systems
Documented experience of undertaking analytical research and Preparing professional research reports.
Ability to work with minimum supervision
BPM
The Service Provider will work in close collaboration with designated ILO Officials in Tanzania but will ultimately report to the Chief Technical Advisor of the SIFA-Skills Anticipation Project, Ms. Naomy Lintini, based in the ILO Office, Pretoria.
The ILO invites interested service providers to submit an expression of interest with a technical proposal of how they intend to undertake the assignment. The submission should include a financial proposal with a detailed breakdown of consultancy fees and related expenses. The proposal submissions should reach the ILO no later than 31 July 2022 and should be sent to the following emails below: –
Expressions of Interest (Eol) should include:
Technical proposal:
a cover letter and a technical proposal (max. 10 pages) summarizing proposed approach and work plan.
Updated curriculum vitae(s)
evidence of similar work done and experience to undertake the assignment.
Financial proposal:
asking rate (fees) in USD per workday and estimated number of workdays required to perform the assignment. Other logistical expenditures, if applicable, must be included in the budget breakdown.
Workshops will be coordinated by the SIFA-Skills Anticipation Project, thus logistical costs associated with workshops will be covered by the ILO and should not be included in the financial proposal.
The Eol (financial and technical proposals) must reach the ILO no later than 31 July 2022 and should be sent to the emails below:
Technical Proposal: [email protected]
Confidentiality Statement and Intellectual Property of Data
All data and information received from the ILO and the stakeholders for the purpose of this assignment are to be treated confidentially and are only to be used in connection with the execution of these Terms of Reference.
All intellectual property rights arising from the execution of these Terms of
Reference are assigned to ILO according to the contract. The contents of written materials obtained and used in this contract may not be disclosed to any third parties without the express advance written authorization of the ILO.
Unsatisfactory or Incomplete Work
For the assignment, the ILO’s Standard Rules and Procedure for Ex-Col/ Service Contracts shall be applicable. In event that the service delivered is unsatisfactory of fails to conform to the conditions set out above, the ILO reserves the right, aS appropriate to interrupt it, to request that it be corrected of modified, or to refuse to accept the service.
1. Annex I: Structure of Sectoral Review Study (Outline)
1. Overview
The structure outlined here is for general guidance and may be adapted in consultation with the ILO and in agreement with the Project Task Team in Tanzania,
2. Sector definition
Quantitative profile of the sector with the above-mentioned three areas of focus (including trends and employment/occupational/qualifications data, based on statistics using the International Standard Industrial Classification (ISIC), whatever revisions available)
3. Qualitative profile of sector
Brief description and diagrams of value chains in the selected
Tanzanian sectors
Position of Tanzania in international and regional markets for the sectorial products taking account of international trade statistics, and in its own domestic market
Sector’s institutions and institutional context
Evidence of comparative advantage — (What evidence is there that certain country (you can pick one country as an example) has advantages that will allow the volume and value of production/ exports to grow?)
Desertion of the main occupations in the sector (taking account of differences between major product areas) and linking them to an analysis of the main areas of functional activity in the sector.
It should consider occupations at all levels from bow skilled elementary occupations through skilled occupations, technician level occupations, professional occupations, and at all levels of management from supervisory management to senior levels. It should take account of all major business functions,
4. Business environment
Scanning the business environment: Political, Economic, Social,
Technological, Environmental, Legal (PESTEL) factors
Main world, regional and national market trends relevant to the sector
Position in world, regional and national markets
Drivers of change
5. Policy Literature
Main policy documents on sector (including sector-specific segments of wider policy documents) key findings and recommendations, and key policy initiatives
Existing literature on skills, management. and productivity in the
Literature on existing technical cooperation work in the sector, including descriptions of main interventions, and key findings and recommendations from published reports.
The existing policy literature should be considered throughout the assignment.
6. Summarizing the analysis
Summary SWOT (strengths, weaknesses, opportunities, threats) analysis for sector based on above analysis).
7. Skills Supply Side
Description of existing TVET, university level and other provision of training and education targeted on the sector. This should focus both on initial education and training and on continuing education and training, including workplace and on-the-job training. It should cover what the main
Providers are; what courses they provide; what qualifications courses lead to; how courses are delivered (at institution, at outreach facility, at business Premises etc); course duration, target population etc. it should book at informal sources of supply, including uncertified training by businesses or master craftspeople, as well as at formal provision. To the extent that the sector is considered to encompass sector level activities, it should include training at all levels of the sector’s value chain. It should consider curricula, skills standards, and qualifications, and well as the role of the qualifications system. This section should also address the geographic reach of courses, and the extent to which they are accessible to relevant populations. ;
In looking at the skills supply side, it should describe sources of supply for each of the main occupations of the sector outlined earlier.
The focus groups undertaken for the study should include input from industry and training providers on the quality and relevance of graduates of TVET courses and of other training, interventions and should cover issues of curriculum, practical content, teaching methodologies and skills,
Certification processes, qualifications, testing and funding. This should pay attention both to technical skills and to core work skills.
should put the sector specific skills supply issues addressed into the context of the wider characteristics and constraints on TVET and on other components of the skills development system. important Issues to consider on Statistics
Gathering and presentation of statistics should be approached to working with what is practicably available and focus on what is useful over systematically
Producing a pre-determined list of charts. It is understood that not all of what is listed here will be available, and that not all of it will be necessary for analysis in any specific sector. Alternative sources of data in addition to the official sources described here should be considered especially any that are regarded by sector
Partners as informative and credible.
Trade statistics are available from international sources, such as ITC Trade Map, in addition to national sources. In some cases, the degree of disaggregation available in statistics may not be ideal for our purpose, and we should respond to this in a practical way. Most countries share very detailed Labour force survey (LFS) data with the ILO, so it may be possible to help if there is difficulty in accessing data from national sources or if it is difficult to identify the limits of what is possible with data from an LFS.
1. General note on presentation of statistics in report
Statistics/data should be presented within a Microsoft Word format report in the form of tables and/or charts. As it is likely to be necessary to edit or reformat the tables/chasts, it is important that they should be created as editable tables charts within Microsoft Word. images should not be used, as it would not be Possible to edit or reformat them. tt may be desirable to view or edit the data latest, so it is important that the Word file should include the raw data – which should not only be referenced to a separate Excel file.
Each table and chart should be properly referenced, referring to the organization from which the data came, the specific publication, database, or survey from which it came, the year when the data was published or sourced, and any additional information that may be relevant.
An Excel spreadsheet containing tabulations of all the data should also be Provided, with clear references to data sources and to the tables and charts in the report that make use of the data.
2. International market statistics ideally 10-year time series –
Main exports and imports of Tanzania
i Exports disaggregated by principal product category
Exports disaggregated by destination markets (and by principal Product category where this is helpful)
More detailed disaggregation of export data where these would be informative, for example for key destination regions or for key products
Imports disaggregated by country of origin (to illustrate import competition)
Imports disaggregated by principal product category
Imports into countries that are important export markets for the sector disaggregated by the competing countries that supply those exports
Other regional and world market developments for current key sector exports, and potential sector exports
Trade data on imports and exports of supply chain products such as industrial food processing machinery (HS 8438}, and of other relevant goods that should be selected by the national consultants).
3. Industry Statistics
ideally 10-year time series, for relevant ISIC categories, based on sources such as establishment survey results # available.
Gross output
Net output
Gross value added
Investment as share of output
Employment
statistics are available by type of enterprise (e.g, FDI versus domestically owned, or industrial park versus non-industrial park, size) this would also be valued. ;
There may be other statistics that are applicable. These should be reflected to the extent that they illuminate the operation of the sector in ways likely to be televant to skills needs.
4. Labour Market Statistics
Labour Force Survey – Employment Time Series and Profiling Occupations and
Qualifications of Employees
Labour Force Surveys (LFS) are a key source of data for sector skills studies internationally. Sample sizes are likely to limit the level of resolution at which reliable estimates of employment for specific groups can be obtained from them. The national statistical office at so conducts a range of other surveys that may provide an alternative source of data for which time series may be available. It will therefore be important both to make the best use of labour force survey data, and to also make good use of any data from other surveys that cover the same topics. |Key types of data ideally required (within the limitations of what is feasible) are
Employment in the sector (from enterprise surveys or from labour
force or household surveys}
Sector employment disaggregated by sex of employees
Percentage share of employment in the sector by occupation at 1-digit (SCO level (usually an extraction from unpublished Labour Force Survey data undertaken by national statistical office, or by technical team using LFS data files held by ILO STATISTICS)
Percentage share of employment by occupation at 1-digit ISCO level disaggregated by sex
Yi Trend in employment change by 1-digit ISCO occupation
Ki. Age composition of employment by 1-digit ISCO and sex
i List of principle occupations at detailed level (2, 3 or 4-digit ISCO) with percentage share of employment
Xi Wage/earnings data and its change compared to the national average
i Data on nature of employment relationship, such as full time versus
Part time, and permanent versus temporary or seasonal
5. Map of Existing Actions on Skills for the Sector
The report should list and describe existing actions on skills for the sector by
government, industry, providers of education and training and development
partners.
6 Skills Supply Data
There should be an effort to estimate, even if imprecisely, the supply of trained
workers from training in companies and from informal provision.
Data on courses leading to relevant qualifications is wanted, ideally with a time
series on both on the flow of graduates and the stock of trainees/students.
This should cover the main parts of the education and training system that
service the sector, including initial education and training, education and
training for the unemployed, and continuing education and training. It should
cover TVET, apprenticeship and higher education levels, and should be analyzed
by subject area and level of qualification. Where feasible, it should also be analyzed by sex.
there is a lack of existing statistics on the supply of graduates from relevant
formal courses, a small survey of the most relevant courses could be considered.
The following are types of data that would ideally be collected.
7. Labour Market Evidence
There should be an assessment of labour market evidence on the match
between the demand for skills and the supply of skills at all levels for the sector.
This could take account of factors such as for example: labour turnover; trends
in pay; vacancies; evidence on satisfaction of employers and of employees; or
employment of key workers recruited from others countries.
Skills Demand Forecasting
There should be a basic model of skills demand produced that can later be
Modified based on feedback from the workshop discussions. This should
aim to project the value of future output and exports, and to project future
employment based on this and on a view on future labour productivity. This
should be disaggregated by occupation based on evidence on the occupational
composition of employment. Annual demand for skills arising from growth in
employment by occupation should be estimated based on this. An endeavor
should be made to abo estimate annual demand arising from the need to replace workers who leave employment in the sector within the limits of available data.
The sector skills strategy is anticipated to be 20-25 pages long and to summarize the results, the analysis, and strategizing undertaken through sectoral review study and in the Rapid STED Workshop, into a consolidated form as a concise skills strategy for the sector.
The proposed structure for the sector skills strategy is the following:
1. Introduction:
i The need for a sector skills strategy
ii Sector definition and scope
iii, Sector skills strategy aims and scope
2. Short profile and situation analysis for the sector and subsectors
i. Economic and workforce profile
i Drivers of change, enablers and key major trends and their likely impact on employment.
3. Profile of major occupations and key skills in the sector (includes occupational map with major skills areas for each)
4. The supply of skills:
i. Key institutions, formal programs and qualifications relevant to the sector
i. Enrolments and completion data for relevant courses by region and providers if available
iii, Work Based Learning (nature and scope), and other informal and non-formal sources of skills supply (vendors, different line ministries, civil society etc)
5. Supply side challenges and constraints:
i National skills policy and strategy
ji Governance and stakeholder coordination
iii, Funding
iv. Relevance of curriculum and qualifications
v. Delivery and assessment practices
vii Access to training
vii Industry-institute linkages and support for workplace
learning
6. Sector Vision for the future, in both qualitative and quantitative terms
7. Gaps in sectors capabilities and inventory of skills (at different
occupational levets) needed to achieve the sector vision.
i} What skills are needed and at what level
8 Recommendations (short term, medium term, and long term) on
Strategies to meet priority skills needs and gaps
i) What skills development and supply strategies are needed
i) Who should defiver them?
9. Recommendations on meeting system-level priorities for the sector:
i) national skills policy and strategy
i) governance and stakeholder coordination
iii} delivery and assessment practices
iv) access to training
v) industry-institute linkages and support for workplace leaning
10. What to do Next: Responsibilities of actors and action/implementation plan (short and midterm plan)
The strategy will aim to be a national strategy for the sector and will aim to inform development support requirements towards skills needs of the sector.
