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JOB SUMMARY |
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| Company | World Univers... |
| Industry | NGO/IGO/INGO |
| Category | Education |
| Location | Ghana |
| Job Status | Contractor/Co... |
| Salary | GH¢ |
| Education | Qualified |
| Experience | N/A |
| Job Expires | Jul 14, 2025 |
| Contact | ... |
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Company Profile WUSC (World University Service of Canada) is a Canadian non-profit organization working to create a better world for all young people. We bring together a diverse network of students, volunteers, schools, governments, and businesses who share this vision. Together, we develop solutions in education, economic opportunities, and empowerment to overcome inequality and exclusion for youth around the world, particularly young women and young refugees. WUSC currently works in 25 countries across Africa, Asia, the Middle East, and Latin America, with an annual budget of approximately CAD $40 million. We have over 90 staff in our Ottawa office, and over 200 people overseas implementing 16 development projects in collaboration with donors such as Global Affairs Canada, the UK Department for International Development (DFID), the World Bank, the Asian Development Bank, Mastercard Foundation and the African Development Bank. Job Description Terms of Reference - Consultant Accelerating Change Through InnoVation In Agricultural TVET (ACTIVATE)
Accelerating Change Through InnoVation in Agricultural TVET (ACTIVATE) The Accelerating Change Through InnoVation in Agricultural TVET (ACTIVATE) program is a 5-year project funded by the Mastercard Foundation, which aims to improve the well-being and resilience of young women and men by strengthening an industry-led demand-driven Agriculture Technical and Vocational Education and Training (ATVET) system nationwide in Ghana. Using an inclusive market systems approach, the program blends education and skills training while building collaboration and linkages among key stakeholders such as public and private actors, academia, and agriculture value chain actors. Over the course of five years, this program will respond to key challenges facing the Agriculture and Adjacent sectors (defined as sectors that are directly or indirectly aligned with agriculture such as ICT and logistics) including:
The project will reduce gender specific barriers, elevate the voice and aspirations of youth and integrate a strong inclusivity lens, with respect to gender and disability. The project’s ultimate goal is “Improvement in well-being and resilience of young women and men as a result of strengthened ATVET Systems, quality education and industry relevant skills training in agriculture and adjacent sectors”. In order for the program to successfully facilitate these positive impacts, the interventions of WUSC and its partners will focus on multiple actors across the agriculture and adjacent sectors, with the aim of effecting change at the individual, community, and systems level. For example, youth will have increased access to more innovative and inclusive ATVET institutes as a result of activities to improve the quality of instruction and curriculum (individual). As a result of access to quality education, youth will be well prepared to enter and contribute to the workforce, thereby adding income streams for their families (community). Finally, through the program’s prioritization of capacity building of local entities in gender-responsive approaches and participatory decision-making, the program is creating the right conditions for youth to thrive within the agriculture and adjacent sectors (systems). The project will have a total reach of over 80,340 individuals out of which 79,360 will be youth aged 15 to 35 years old with 85% youth in work and 70% young women. As well as stronger and resilient ATVET Institutions, changes in practices of ATVET organizations, improved coordination, and confident youth with enhanced skills are expected results. PROJECT IMPLEMENTATION STRUCTURE & RATIONALE Ghana’s agriculture sector, which currently contributes 23% of GDP and is the country’s largest employer, holds significant potential to be a key driver for employment and economic opportunities for young women and men in Ghana. Critical to achieving this potential is a well-functioning agriculture education and training sector where ATVETs in particular are enabled to deliver high quality education and demand-driven skills development and technical training that lead to job creation and employability in the sector. A key challenge to transformation of ATVET is the shift from a training approach that prioritized research and extension skills for government employment, to a model that focuses on employability within the private sector and on developing entrepreneurial capacities of students. There is a critical need to ensure that the ATVET curriculum is reflective of private sector demands, gender transformative and social inclusion-responsive, climate smart and reflects youth aspirations in order to equip students with current and future skills required by the labour force. As part of Output 1211: Accreditation of CBT curricula facilitated and Output 1212: Non-formal modular and short-course offered by ATVET providers, in particular offered to out-of-school youth, a team of curriculum development experts is required to develop CBT short courses based on the project selected agriculture value chain. This will include an assessment of existing CBT curricula with respect to market relevance, accreditation status, and content gaps. Under Output 1213: Review and Development of agripreneurship with climate considerations within ATVET curricula.. This responds to the need to ensure that ATVET learners– at both formal and informal institutes – require a comprehensive set of skills that reflect not only agricultural knowledge, but also business skills that will position them to thrive in the agribusiness sector, as well as a practical understanding of how to integrate increasingly relevant climate change considerations into their work. OBJECTIVE OF ASSIGNMENT The objective of the technical support to be provided by the Consultant is to improve ATVET value chain specific programs through reviewing and updating of CBT curriculum aligned with the National TVET Qualification Frameworks (NTVETQF) Level 1-4. This review will focus exclusively on trade areas and opportunities identified by the project, drawing on the findings of the Labour Market Assessment report. It will also consider existing CBT programs that are aligned with the project’s focus but are either expired or developed and pending approval. The assignment is derived from two distinct output areas, each with corresponding tasks to be undertaken by the consultant, as outlined below Output 1211: Accreditation of CBT curricula facilitated
Output 1213: Integration of agripreneurship and climate considerations within ATVET curricula supported
SCOPE OF WORK (SoW) The ACTIVATE Project through the labour market assessment identified specific agriculture value chains that aim to enhance the skills and knowledge necessary for individuals within the agricultural field. The project proposes the reviewing and updating of 13 CBT curriculum development under the NTVETQF, which includes 9 ATVET and 2 Agripreneurship curriculum. Competences on climate change and environmental issues, climate smart agriculture, gender and inclusivity considerations, current trends and new technologies shall be integrated at the OS development stage and maintained or enhanced throughout the entire curriculum development stage. Thus, the scope of work for this consultancy assignment includes, but is not limited to, the following:
The expected deliverables are outlined below:
DELIVERABLES
Duration and Technical Team The assignment will be executed for a 6-month period, from 13th June 2025 to 20th October 2025. The consulting team should consist of a team leader, 5 Expert members and a lead for each trade area, with the exception of the tree crops that require 10 Experts, covering the 13 selected ATVET trade areas that require review and update. The total cumulative effort of the consulting team should not exceed 100 days. The successful firm or consultant is expected to establish four (4) separate teams, with each team dedicated to a specific curriculum area, as outlined below:
Required Skills or Experience The individual consultant must satisfy the following requirements. Relevant Expertise and Experience:
Educational Background:
Knowledge of Sector Opportunities:
Methodological Approach:
Proposal Development Skills:
Presentation and Communication Skills:
Project Management:
References and Track Record:
Cultural and Contextual Sensitivity:
How To Apply Proposal Submission Requirements Technical Proposal Firms/consultants interested in this assignment must submit the following documents:
Financial proposal Applicants are requested to submit a financial proposal outlining the fees and reimbursable expenses for the estimated 100 days required for the assignment. The budget should be provided in Ghana Cedis (GHS). Please note that the financial proposal should include a separate section for reimbursable expenses, covering all anticipated costs from the development to the approval of all curriculum programs Submission To apply please submit a technical and financial proposal meeting the above requirements, and a best estimate of the level of effort required by 14th July, 2025. Only shortlisted applications will be evaluated. WUSC reserves the right to evaluate and engage applicants prior to the closing date of this call. Submission link: https://wusc.bamboohr.com/careers/155 Use the Budget template in the BambooHR for your financial proposal by clicking on the link Annex A: VISION FOR TRAINING Logic Model
Component 2- Intermediate Outcome 1200 - Improved access to inclusive, quality, innovative education and industry relevant skills training for young people at the secondary, tertiary and TVET levels A key challenge to transformation of ATVET is the shift from a training approach that prioritized research and extension skills for government employment, to a model that focuses on employability within the private sector and on developing entrepreneurial capacities of students. There is a critical need to ensure that the ATVET curriculum is reflective of private sector demands, is gender-responsive, disability inclusive and reflects youth aspirations in order to equip students with current and future skills required by the labour force. As part of this, and led by CINOP, accreditation of competency-based training (CBT) curricula will be facilitated (1211) and accredited. Building on this, and based on the high costs of accreditation, the low absorption capacity of formal ATVET institutions and the recognition that the agriculture sector in Ghana is largely informal and rural-based with rural youth and women often unable to obtain formal qualifications that can lead to employment, do not have the capacity to start their own businesses, or achieve better incomes and working conditions, short courses for improved informal ATVET delivery will be developed (1212). These courses will be delivered through SE Ghana’s regional hubs, University of Ghana demonstration farms and extension centres and other partners using a modular approach. This informal training will primarily target out of school and rural youth and will be complementary to the curriculum at formal institutes. Where appropriate, certification will be provided to bridge the gap to formal education or other training opportunities. Beginning with an assessment of existing short courses, WUSC and SE Ghana will work with other partners and service providers – the University of Ghana, the Chamber of Agribusiness, FARIAD and Agriculture Training Centres (formerly Farm Institutes), with the Agriculture Sector Skills Council playing an advisory role – to improve or redevelop courses to ensure they are market driven and aligned with learner and industry needs. This will include financial support to acquire needed equipment, with a focus on the integration of digital equipment to enhance the effective delivery of content. Finally, themes of entrepreneurship and climate change will be integrated into ATVET curriculum (1213). Aligned with improving the quality and relevance of ATVET curriculum is the critical need to support ATVET instructors and training facilitators to ensure that their instructional pedagogy and technical skills are well positioned to strengthen the learning outcomes of ATVET students and ultimately contribute to a well qualified and skilled agriculture labour force, training will be provided to ATVET instructors on the delivery of market-relevant ATVET (1221). In addition to the ATVET training, including on CBT that will be provided by AAMUSTED which is skilled in this area, a key activity to support this is the facilitation of industry attachments for ATVET instructors to ensure they have the opportunity to gain practical experience and that their pedagogy reflects emerging trends in the sector. To ensure that instructors are using pedagogies that inclusively respond to the learning needs of women and men, including those with disabilities, training providers will be supported to integrate inclusive and gender-responsive practices in the delivery of ATVET (1222). Finally, training providers will receive financial and technical support to upgrade workshops and facilities (1223), with a particular focus on ensuring upgrades are carried out based on specific needs of youth, including women and those with disabilities. In addition to improved quality of technical curriculum and instructors, there is a significant need to ensure that ATVET students – those at both formal and informal institutes - have the practical and soft skills that will empower them to navigate the workforce and make them attractive to potential employers. To facilitate this, a series of interventions will be targeted to trainees. In order to improve access to formal ATVET education, WUSC will provide financial support, through a targeted scholarship scheme, for disadvantaged and underrepresented youth who would otherwise be unable to pursue formal training (1231). However, as noted above, the formal training sector cannot meet the needs of many young people, due to space constraints and long term, inflexible training. The project will support short term high quality training that is simpler for young people to access, and can provide pathways to employment or further educational opportunities. Quality short term training along specific agricultural value chains will also be provided to non-formal trainees (1232) targeting youth yet to enter the Agriculture sector (including school dropouts, school leavers, special needs groups among others), existing youth working in the sector, youth with prior training in Agriculture (ATVET graduate, Senior High School & Tertiary Agriculture students in Rural, Peri-urban and Urban communities). This training will use a modular approach where CBT curricula along Agriculture value chains are designed and delivered by occupation and in modular form to allow non-formal trainees to enter and exit at levels aligned to their required skills. Through a variety of training partners (including SE Ghana, FARIAD, the Chamber of Agribusiness, University of Ghana and others), the project expects to train 51,200 youth (70% young women) - an average of 800 youth per year per region. In addition, a limited number of trainees (approx. 3,000) starting their own agri-enterprises will be able to access seed funding grants, tools and transition packages to support the start-up of their businesses. Finally, in order to further enable a wide range of disadvantaged young people to access training, WUSC will work with Access Agriculture, in collaboration with ATVET institutions, SE Ghana, and other partners to support access to online training (1233). The project will support the translation of existing online agriculture training materials from Access Agriculture's existing platform into local languages. Local language translation will increase access to knowledge for the most disadvantaged youth; videos also show windows into the agricultural practices of other countries, including but not limited to neighboring countries in Africa. Important to the success of this work will be connecting online videos with training within ATVET institutions. To this end, the project will support teachers to better use videos in their classes and train students to produce simple videos.
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