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SNV – Netherland Development Organization, Ethiopia
Terms of Reference (ToR)
On
Evaluation of TVETCs performance in the roll out of Guided Learning On Water and Sanitation (GLOWS) on job Training Title of the Service:
Evaluation of TVETCs performance in the roll out of Guided Learning On Water and Sanitation (GLOWS) on job Training
Employment type: Short Term Consultancy
Reporting Lines: SNV Ethiopia NUWI Project
Location: As per the TOR
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Term of Reference
Introduction
Ethiopia is striving to improve access to water and sanitation through its five- year Growth and Transformation Plan (GTP 2010/11-14/15). A number of international and national development partners have joined hands with the Government of Ethiopia, in the effort to achieve the ambitious targets of the GTP and beyond.
In 2008, a study confirmed that TVETC graduates – who are at the forefront of WASH service delivery in the country – lack the necessary skills to provide the necessary local support. Subsequently SNV and its partners have tested the GLOWS approach to address capacity gaps for ex-graduates in SNNPR. After the successful pilot and phase-1 roll-outs, SNV Ethiopia in partnership with UNICEF mobilized resources for the second round roll-out of GLOWS in the four major regional states of Amhara, Oromia, SNNPR and Tigray.
Netherlands Development Organization (SNV Ethiopia) is an international organization that has been operating in Ethiopia since 1970. Currently, SNV operates in Amhara, Oromia, SNNPR and Tigray regional states to build the capacity of local actors in Agriculture Renewable Energy and WASH sectors. SNV’s core business is capacity development at sub national level and its overarching strategic approach to capacity development focuses on the job practical training and coaching, process facilitation, knowledge development and networking.
GLOWS
The Guided Learning on Water and Sanitation is a new approach introduced to develop the capacities of woreda WASH experts and private sectors (Artesian) and enable them to address local WASH issues satisfactorily. Although new, it is quickly growing in scope as well as geographic coverage, mobilizing actors at different tiers towards sustaining WASH services.
The key purposes for the GLOWS approach are:
1. to build and strengthen the knowledge and skill base of the trainees on selected WASH themes1, and provide hands-on training on operation & maintenance of water facilities, CLTSH.
2. to familiarize the concepts and skills for practical application of community facilitation to trainees
3. with the application of the knowledge/skill to help WASHCOs and Communities identify problems in their water schemes/sanitation conditions, and plan and implement remedial measures
An important aspect of the programme Guided Learning on Water and Sanitation (GLOWS) is that it adopts a problem-based approach in which participants in the training together with community members identify key water and sanitation problems and possible solutions. In this process, communities and woreda WASH staff recieve the required external support from Technical and Vocational Training Centres (TVETC), zonal and regional Water and Health offices and staff from core partners in the GLOWS programme. As a result, WASHCOs and Kebele leaders are taking up WASH issues in hand and start to take direct action on the ground that helps to improve their water supply systems, sometimes finding very creative solutions for their problems.
TEVETCs
TVET colleges are responsible for training the woreda WaSH experts and HEWs. Separate studies have confirmed that the training in these colleges mainly delivered through lectures with a strong theoretical basis yet it is designed to comprise 70% practical training[1]. In view of the lack of well-equipped workshops and poor/weak apprenticeship programs, coupled with the fact that trainers/instructors are recent university and TVETC graduates with little or no practical experience in the sector, it is unsurprising therefore that TVETC graduates struggle to support communities.
The key limitations faced by graduates in supporting WaSH services in rural settings are:
insufficient knowledge – on the most relevant water- and sanitation-related issues as they apply to the rural community context – to coach WaSHCo and influence communities
lack of technical skills to render operation, maintenance and preventive care services to water supply facilities, or train local communities on some of these aspects e.g. to identify the cause of broken or non-functional facilities, and reliably troubleshoot or maintain them (e.g. water taps, hand pumps, engines and electrical components)
lack of facilitation skills to mobilise and lead communities around their WaSH problems towards increased ownership, preventive care and better utilisation
SNV Ethiopia
SNV Ethiopia is one of the four implementing partners focusing on Woreda Capacity Development of UNICEF’s “Integrated WASH, Multiple Use Services and Community Based Nutrition for Improved Food Security and Reproductive and Sexual Health Project” in thirty woredas of the four regional states (Amhara, Oromia, SNNP and Tigray).
One of the deliverables in the above mentioned programme document calls for SNV’s support for the roll out of GLOWS through regional TVETCs. The main role of SNV in this initiative is to facilitate dialogue around critical development interventions and provide contextual expertise and extended access to the local networks needed to achieve meaningful and sustained positive impact.
This Term of Reference is prepared mainly to articulate the performance of the five TVETCs participated in the roll out of GLOWS approach. Hence, SNV is seeking to hire a service provider to conduct an evaluation of the five TVETCs [2] performance in Amhara, Oromia, Tigrai and SNNPR. The findings of this evaluation shall be used to formulate how the GLOWS can be moved further to be institutionalized in the TVETCs curriculum
Objectives
The overall objective of this assignment is to evaluate the performance of TVETCs in rolling out GLOWS on the job Training and to share their learnings, challenges and achievements to incorporate the GLOWS approach in the existing TVETCs training methodology.
The specific objectives are;
To evaluate the overall performance of the five TVETCs in the roll out of GLOWS in their respective region To document the steps and procedures involved in the 5 TVETCs To assess coaching support render by the TVET instructors To assess commitment of college management to own the program and to institutionalize GLOWS to be included on the on-going training To document initiatives taken to date to institutionalize GLOWS in the curriculum To examine achievements in improved capacity and changes on the ground To assess the views/perceptions of WASH sectors towards the tool (GLOWS) To document best practices, lessons learned & challenges
Scope of the assignment:
Region specific GLOWS implementation document is expected, which comprising the practice, challenge and impact. Specifically,
Review the key documents (i.e. agreements signed with TVETCs, reports, training materials, pictures..) Interview key informants (SNV advisors, government officials, TVETC instructors and management, GLOWS region & zone resource persons, GLOWS trainees) Assess the quality of GLOWS training led by TVETCs Document the activities done at community level and technical improvements achieved in the process. Identify and document the GLOWS modules institutionalized and/or to be incorporated in the existing TVETCs training programme Identify best practicing and lesson learnt Review the current GLOWS implementation modality using sector resource persons, SNV advisors, & TVET (benefits and drawbacks) Review curriculum for any improvement after the GLOWS Develop way forward for scale up of GLOWS training
Expected Results
Key questions and tools developed Power point presentation Clearly stated steps/ procedures of GLOWS on the job training process region specific. Report of 15-20 pages with; main findings that include process, best practices, lessons and challenges; improvement, remarks and suggestions for future developments Way forward document for scale up and institutionalization
Proposed Methodology
Developing checklist & Focus Group Discussion (FGD) points to collect the GLOWS training process procedures, best experiences, improvements, documents used, lessons, & challenges Preparing and conducting FGD at the TVETCs, Woreda (WME staffs), artisans & in the selected Villages (Executives & community representatives) one per TVETC Reviewing the assignments, community WASH assessments & action plans done by Woreda/ KebeleGLOWS trainees Conduct representative assessment on GLOWS achievements where GLOWS trainees have involved
Key informants ()
Time frame
This assignment will be started on 1st September 2015 and expected to be completed within 7 week. Please see below estimated actual number of days required for the assignment .
Note: – indicative timing (please use these to complete the matrix)
The assignment to be executed between September 1-October 2015 and requires 4 weeks between fieldwork and reporting;
The fieldwork shall take place between Sep 1 – 30 2015
The deadline for delivery submission is October 15 ,2015
Feedback will be provided before October 10 , 2015
Rectifications to the report must be submitted before Oct ober23 2015
Specific dates and venue for presentation on findings will be facilitated at a later stage before the final report submission date.
[1] Ministry of Education (2008), National Technical & Vocational Education and Training (TVET) strategy
[2] Amhara – Bahirdar polytechnic; Oromia – Kenenisa & Woliso; SNNPR – Hawassa polytechnic; Tigrai – Maichew
Interested firms should submit a renewed business/trade license and tax registration certificates together with their proposals.
SNV Ethiopia reserves the right to accept or reject any or all bids.
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