Organisation: World Vision
Location: Somalia
Deadline: 2026-10-15T00:00:00+00:00

1. Background

The BLOOM Programme is committed to improving livelihoods, economic resilience, and employment outcomes for young people through enhanced access to quality, inclusive, and market-responsive skills development opportunities. As part of this commitment, a Labour Market Assessment (LMA) was undertaken to identify occupations and sectors with the greatest potential for employment, self-employment, and enterprise development.

The LMA findings highlighted a number of occupational areas with strong labour market demand. To ensure a focused and realistic approach to skills development investment, BLOOM has prioritized four trades that demonstrate significant opportunities for youth employment and entrepreneurship, including opportunities for young women, persons with disabilities, and other marginalized populations. The programme intends to support selected TVET institutions to deliver high-quality training in these priority trades and strengthen links between training and employment outcomes.

While training opportunities exist in the selected occupational areas, the relevance, inclusiveness, and quality of existing curricula require closer assessment against current and emerging labour market needs. In particular, the review should examine whether curricula adequately respond to employer expectations and evolving technologies, while integrating employability and soft skills, entrepreneurship, digital literacy, green skills and environmentally sustainable practices. The assessment should also identify curriculum and delivery barriers that may limit access, participation, completion, and transition to employment or self-employment for young women and girls, persons with disabilities, and other marginalized learners. The BLOOM Programme therefore intends to engage a qualified consultant or consultancy firm to undertake a broader, sequenced assignment that begins with a diagnosis of selected TVET institutions across five interrelated dimensions: existing curriculum review and labour market alignment; TVET infrastructure and institutional capacity; instructor competencies; quality assurance and inclusive training systems; and partnerships, labour market linkages, and employability.

The consultant will assess existing training provision, identify curriculum and institutional gaps, determine whether priority-sector curricula should be strengthened or newly developed, and evaluate the readiness of selected TVET institutions to deliver inclusive, market-responsive, competency-based training. Based on these findings, the consultant will strengthen existing curricula where appropriate and develop supplementary or new competency-based curricula and associated training packages where clear gaps are identified. Particular attention will be given to integrating technical competencies, employability skills, entrepreneurship, digital skills, financial literacy, green skills, gender equality, disability inclusion, life skills, learner protection, employer linkages, work-based learning, and the competencies needed for both wage and self-employment.

2. Purpose of the Assignment

The purpose of this consultancy is to review existing curricula and training materials for the four priority trades identified through the BLOOM Labour Market Assessment (LMA) and stakeholder validation, assess their relevance to current and emerging labour market needs, identify technical and cross-cutting competency gaps, and determine whether existing curricula should be revised, adapted, supplemented, or newly developed. In parallel, the consultancy will assess the capacity and readiness of 4 selected TVET institutions (two public and two private) to deliver inclusive, market-responsive, competency-based training in these sectors, including infrastructure, workshops, tools and equipment, ICT and learning materials, instructor competencies, GESI-responsive pedagogy and policies, disability inclusion, learner protection, quality assurance, assessment and certification systems, student support, governance, employer linkages, work-based learning, and relevant partnerships. As BLOOM’s institutional strengthening interventions will focus primarily on public TVET institutions, the assessment findings and final recommendations should place particular emphasis on the needs, capacities, and improvement priorities of the two public institutions. The inclusion of private TVET institutions is intended to provide comparative analysis, identify promising practices, and generate lessons that may inform the strengthening of public TVET provision. The findings will inform practical recommendations to ensure that participating TVET institutions can deliver quality, inclusive, and employment-oriented training aligned with labour market and industry needs.

The four priority occupational areas identified through the LMA validation process are:

Digital Economy and Multimedia – with a focus on graphic design, photography, and videography. Phone repair is considered particularly relevant to the Burco context.
Traditional Services – Beautification – including henna, makeup, and beauty services.
Renewable Energy – with a focus on off-grid solar photovoltaic (PV) installation and maintenance.
Light Construction – including plumbing, painting, and decoration, with masonry and carpentry.

These sectors were selected based on their potential to generate employment, self-employment, and enterprise development opportunities for young people, including women, persons with disabilities, and other marginalized groups.

The assignment is expected to result in a set of competency-based curriculum and training packages for the four priority trades. These packages should be aligned with labour market needs, informed and validated by employers and relevant government/TVET authorities, and consistent with applicable national TVET frameworks. They should be practical for delivery by participating TVET institutions and should include, as relevant to each trade:

competency-based curricula and learning outcomes;
trainer guides, learner materials, and assessment tools;
integration of employability and soft skills, digital competencies, and green-economy skills;
gender-responsive and disability-inclusive approaches to training design, delivery, and assessment; and
practical recommendations to support implementation by participating TVET institutions.

3. Objectives of the Assignment

Overall Objective

Conduct a comprehensive assessment of existing curricula and 4 selected TVET institutions to evaluate curriculum relevance, labour market alignment, institutional and infrastructure capacity, instructor competence, assessment and certification systems, quality assurance mechanisms, inclusive training systems, learner support and industry linkages. The assessment will identify curriculum, institutional and systemic gaps and constraints affecting the delivery of inclusive and market-responsive training in the four priority TVET trades under the BLOOM Programme.

Based on the assessment findings, the consultant will determine whether existing curricula and training materials should be revised, adapted, enriched, supplemented, or newly developed, and will design or strengthen competency-based, industry-validated, and labour market-responsive curriculum and training packages for the four priority trades.

The assessment will generate a comprehensive gap analysis report summarizing curriculum weaknesses, institutional and systemic barriers, and actionable recommendations. The findings will provide the evidence base for developing prioritized curriculum integration outcomes and action plans, including recommendations on how gender equality, disability inclusion, employability, social and emotional learning (SEL), digital skills, green skills, entrepreneurship, financial literacy, life skills and learner protection can be integrated into TVET curricula and teaching practices, assessment approaches and institutional delivery systems.

Specific Objectives

Scope

Specific objectives

Curriculum Relevance, Labour Market Alignment and Training Package Development

Specific Objective 1: Review existing curricula, training materials, learning outcomes, assessment tools, and training packages for each of the four priority trades to assess their relevance, quality, inclusiveness, and alignment with labour market needs, occupational standards, and national TVET frameworks.
Specific Objective 2: Identify technical, employability, digital, green, entrepreneurship, financial literacy, life skills, learner protection, and SEL competency gaps that need to be integrated into the curricula and teaching practices for each priority trade.
Specific Objective 3: Determine whether existing curricula and training materials should be revised, adapted, enriched, supplemented, or newly developed based on the gap analysis and stakeholder consultations.
Specific Objective 4: Develop prioritized curriculum integration outcomes and action plans, for each trade, that specify the competencies, content, pedagogy, learning materials, assessment approaches, and institutional measures required for inclusive, competency-based, and labour market- responsive training delivery.

2. Equipment and Infrastructure

Specific Objective 5: Assess the adequacy, quality, functionality, and industry relevance of training equipment, workshops, laboratories, and learning facilities required for delivering priority-sector TVET programs.

Specific Objective 6: Evaluate the extent to which existing infrastructure meets occupational safety, training quality, and practical learning requirements aligned with labour market needs.

Specific Objective 7: Identify equipment and infrastructure gaps that may constrain the delivery of competency-based training and recommend areas for investment and upgrading.

3.GEDSI Organizational capacity Assessment

a) Instructors’ Competencies to Deliver Gender-Responsive and Disability-Inclusive Pedagogy

Specific Objective 8: Assess instructors’ knowledge, skills, and practices in applying gender-responsive, disability-inclusive, and learner-centered teaching methodologies.

Specific Objective 9: Evaluate the availability and utilization of inclusive teaching resources, assessment approaches, and support mechanisms that address the diverse needs of female students, persons with disabilities, and other vulnerable learners.

Specific Objective 10: Identify capacity-building needs of instructors and institutional staff to strengthen GEDSI-responsive training delivery.

b) Infrastructure Accessibility

Specific Objective 11: Assess the accessibility of institutional infrastructure, facilities, and learning environments for people with disabilities in accordance with national and international accessibility standards.

Specific Objective 12: Identify physical, communication, and administrative barriers that may limit equitable access, participation, retention, and completion of training by different vulnerable groups.

Specific Objective 13: Recommend practical measures to improve institutional accessibility and inclusiveness for all learners

4.Technical Capacity to Deliver Priority-Sector Courses

Specific Objective 14: Assess the institutional capacity to deliver training programs in identified priority sectors, including curriculum relevance, instructor qualifications, training resources, and industry linkages.

Specific Objective 15: Evaluate the alignment of existing courses with labour market demand, emerging industry trends, and competency requirements identified through the Labour Market Assessment.

Specific Objective 16: Identify strengths, gaps, and opportunities for strengthening the quality and effectiveness of priority-sector training programs.

5. Readiness to Integrate BLOOM Project-Supported Students

Specific Objective 17: Assess institutional readiness to recruit, enroll, support, and retain BLOOM project-supported students, particularly vulnerable youth, adolescent girls and young women, and persons with disabilities.

Specific Objective 18: Evaluate the availability of learner support systems, including career guidance, psychosocial support, mentorship, safeguarding mechanisms, and academic accommodations.

Specific Objective 19: Assess the capacity of institutions to facilitate work-based learning, internships, apprenticeships, and job placement opportunities for BLOOM-supported students.

Specific Objective 20: Identify institutional, operational, and resource requirements necessary for successful integration and graduation of BLOOM project beneficiaries.

6.Quality Assurance, Assessment, Certification and Industry Linkages

Specific Objective 21: Assess the adequacy of existing quality assurance, monitoring, assessment, and certification systems used by participating TVET institutions to support competency-based training delivery.
Specific Objective 23: Assess existing employer engagement, industry partnerships, work-based learning arrangements, internships, apprenticeships, mentorship opportunities, and job placement mechanisms linked to the four priority trades.

4. Scope of the Assignment

The consultant will undertake the following key tasks to diagnose 4 selected TVET institutions across the 6 assessment dimensions, identify curriculum and institutional gaps, and strengthen or develop competency-based curriculum packages for the four priority trades identified by the BLOOM Programme:
Desk Review and Stakeholder Consultations: The consultant will review existing curricula and training materials for the four priority trades, including occupational standards and competency/qualification frameworks with a specific focus on the national curriculum and the curricula and training packages currently used by the two participating public TVET institutions as well as curricula used by the participating private institutions where relevant for comparison and benchmarking with those used by the public centers, and relevant evidence on employability, gender equality, disability inclusion, digital skills, and green-economy skills. The consultant will also consult relevant ministries/TVET authorities, participating TVET institutions, employers, industry associations, instructors, graduates, young women and girls, and persons with disabilities and other relevant stakeholders to validate curriculum gaps, occupational requirements, institutional constraints and practical priorities for curriculum enrichment and delivery.
Institutional Capacity and Readiness Assessment: The consultant will assess the capacity and readiness of selected TVET institutions to deliver quality, inclusive, competency-based, and market-responsive training in the four priority trades. This will include reviewing infrastructure, workshops, tools and equipment, ICT and learning resources, instructor competencies, learner support services, accessibility, safeguarding and learner protection systems, quality assurance mechanisms, assessment and certification practices, governance arrangements, and institutional capacity to support BLOOM project-supported students, including vulnerable youth, adolescent girls and young women, and persons with disabilities.
Occupational and Curriculum Gap Analysis: For each priority trade, the consultant will assess existing curricula and training provision against labour market evidence, occupational standards and industry/ employer requirements. The analysis will identify gaps in technical and occupational competencies; gender responsiveness; disability accommodation and accessibility; employability and soft skills; digital and green skills; assessment approaches; and the institutional capacity, equipment, learning resources, and instructor competencies required for effective delivery. The analysis should clearly distinguish what can be revised or enriched within existing curricula from content or training packages that require new or supplementary development.
Curriculum Strengthening and Development: Based on the curriculum gap analysis, institutional capacity assessment, labour market evidence and stakeholder engagement, the consultant will strengthen curriculum packages where they are relevant and develop new or supplementary content only where clear gaps are identified. This may include curricula learning outcomes, trainer guides, learner materials, practical exercises, assessment tools, and implementation guidance The content, structure, and supporting materials should be aligned relevant national qualification and certification frameworks, appropriate to the occupational requirements for each priority trade and practical for delivery by participating TVETs.
Industry Relevance and Work-Based Learning: The curriculum packages should reflect current and emerging industry needs and incorporate appropriate mechanisms for private sector engagement and work-based learning relevant to public TVETs. This may include employer participation, workplace exposure, apprenticeships, internships, mentorship opportunities, and employment linkages, where relevant and feasible.
Integration of Cross-Cutting Priorities: Gender equality and disability inclusion should be embedded across occupational competencies, learning outcomes, content, pedagogy, practical exercises, assessment, trainer guidance, and learner materials rather than treated as stand-alone modules. Curriculum packages should also integrate employability and soft skills, entrepreneurship, digital and financial literacy, workplace readiness, learner protection, and green skills/environmentally sustainable practices, with particular attention to barriers affecting marginalized young women and girls and learners with disabilities.
Quality Assurance, Assessment and Implementation Planning: The consultant will review and recommend measures to strengthen quality assurance, competency-based assessment, certification alignment, instructor development, equipment and resource planning, learner support, safeguarding, and periodic curriculum review. Recommendations should be realistic, prioritized, and linked to the institutional capacity and resources required to sustain inclusive, gender-responsive, and market-aligned TVET delivery.
Validation and Finalization: The consultant will facilitate structured validation of the curriculum gap analysis and draft curriculum packages with relevant government/TVET authorities, participating TVET institutions, employers and industry representatives, and representatives of intended learner groups. Feedback will be incorporated into the final products. The final recommendations and implementation roadmap should specify the institutional capacity, instructor development, equipment/resources, quality assurance, employer engagement, and periodic curriculum-review actions needed to sustain inclusive, gender-responsive, market-aligned delivery.

5. Methodology

The consultant is expected to adopt a participatory, evidence-based, and inclusive methodology.

The methodology shall combine desk review, structured curriculum benchmarking, a census assessment of 4 BLOOM-selected TVET institutions in Hargeisa and Burao, structured facility observations, learner and instructor surveys or scoring tools, key informant interviews (KIIs), focus group discussions (FGDs), employer and private-sector consultations, and validation workshops. Institution-level sampling is not permitted: every institution selected by BLOOM shall be assessed. Sampling shall apply only to respondents within those institutions and to external stakeholders including a minimum of 12 FGDs (2-3 per institution) with current learners, learners nearing completion, recent graduates, young women in or considering non-traditional trades, and parents/community representatives; learner surveys administered to at least 20 learners per institution (or all eligible learners where enrolment is lower); and a minimum of 30 KIIs, comprising at least two KIIs in each TVET institution (with management and instructional staff) and at least 8 additional KIIs with relevant TVET authorities, employers, industry associations, and private-sector representatives.

The methodology should ensure meaningful participation of employers, industry representatives, women, youth, persons with disabilities, TVET instructors, and government stakeholders throughout all phases of the assignment. The consultant should apply gender-responsive, disability-inclusive, conflict-sensitive, and do-no-harm principles in sampling, facilitation, data collection, analysis, validation, and reporting.

Phase 1: Inception, Desk Review and Tool Development

During the inception phase, the consultant shall refine the detailed analytical approach while retaining the minimum coverage and sample requirements prescribed in this TOR. The inception report shall include a detailed work plan; institution and respondent sampling matrix; curriculum review framework; stakeholder engagement plan; data-analysis and triangulation plan; quality assurance procedures; ethical safeguards; and the complete data-collection tool package. BLOOM must review and provide written approval of the inception report and all tools before any primary data collection begins. The consultant shall review relevant documents, including:
- BLOOM Labour Market Assessment
- BLOOM Gender Equality Analysis (GEA)national TVET policies, strategies and curriculum frameworks;
- Occupational standards and qualification frameworks (VQF)
Required data-collection tools: The consultant shall develop and use, at minimum: (i) a document review matrix; (ii) a curriculum review and benchmarking matrix for each priority trade; (iii) a TVET institutional capacity, facility, equipment, occupational safety and accessibility observation checklist with a transparent scoring rubric; (iv) a structured instructor competency and practice assessment tool; (v) a short structured learner survey or scoring tool; (vi) separate KII guides tailored to TVET management, instructors and support staff, government/TVET authorities, employers and industry actors, and organizations representing women, youth and persons with disabilities; (vii) separate FGD guides for current learners, learners nearing completion, graduates, young women in non-traditional trades, and parents/community representatives; (viii) an employer validation tool; and (ix) consent, assent, referral and data-protection protocols. Tools shall be disaggregated as relevant by sex, age, disability, location, institution, trade and learner status.
Tool review and piloting: Draft tools shall be submitted with the inception report, reviewed by BLOOM and relevant technical counterparts, piloted in a setting comparable to the selected institutions, revised in response to feedback, and approved in writing before fieldwork. No substantive change to the approved sample or tools may be made without prior written agreement from BLOOM.

Phase 2: Curriculum Review

The consultant shall undertake a structured curriculum review for all available curricula and training materials relevant to each of the four priority trades. The review shall determine, at module and competency level, whether current curricula are sufficient, require revision or enrichment, need supplementary materials, or require new development. The consultant may propose the detailed analytical technique, but shall apply the minimum standards, reference points and decision criteria below.
Curriculum mapping and reference points: Map existing curricula, learning outcomes, training modules, trainer guides, learner materials, practical exercises and assessment tools against applicable Somaliland/Somalia TVET policies and strategies; the Vocational Qualifications Framework (VQF); relevant national occupational, qualification, assessment and certification standards; BLOOM Labour Market Assessment findings; current employer and industry competency requirements; relevant occupational health and safety, environmental and manufacturer standards; and, where national guidance is incomplete, appropriate regional or international competency-based TVET good practice.
Labour market and occupational alignment: Review the extent to which curricula reflect current and emerging industry requirements, employer expectations, practical workplace tasks, employment and self-employment pathways, enterprise development opportunities, and work-based learning needs.
Competency and content gap analysis: For every priority trade, produce a module-by-module gap matrix covering technical and occupational competencies, sequencing and duration, theory-practice balance, practical workplace tasks, employability and soft skills, entrepreneurship, digital skills, financial literacy, green skills, life skills, social and emotional learning (SEL), learner protection and workplace readiness. The analysis shall also specify implications for instructor competence, tools and equipment, consumables, learning resources, work-based learning and assessment.
GEDSI and inclusion review: Assess whether curriculum content, images and language; teaching methods and materials; practical exercises; assessment approaches; entry requirements; timetabling; reasonable accommodation; and delivery arrangements are gender-responsive, disability-inclusive, accessible, safe and appropriate for vulnerable youth, adolescent girls and young women, persons with disabilities and other marginalized learners. The review shall identify barriers and practical adaptations for each trade, including participation of young women in non-traditional trades.
Assessment and certification review: Examine whether assessment tools and certification pathways are competency-based, practical, inclusive, and aligned with relevant national qualification and certification frameworks.
Curriculum improvement decisions: Apply clear, evidence-based criteria to classify each curriculum component as retain, revise, enrich, supplement or develop anew. For every decision, identify the evidence, affected competency or module, required learning outcomes and content, pedagogy, trainer guidance, learner materials, practical exercises, assessment method, equipment/resource implications and responsible validation authority. Recommendations shall distinguish essential minimum changes from desirable future improvements.

Phase 3: Primary Data Collection

The consultant shall undertake primary data collection with TVET and labour-market stakeholders to complement the desk review and provide evidence for the curriculum and institutional gap analysis. The assessment shall cover 4 TVET institution selected by BLOOM in Hargeisa and Burao (2 in Hargeisa and 2 in Burao both public and private). At each institution, the consultant shall complete the institutional/facility observation, review all available curricula and institutional records relevant to the four priority occupational areas, interview management and relevant staff, and administer the structured learner sample. The proposal shall cost this full institutional coverage and shall not substitute a sample of institutions.
Key Informant Interviews (KIIs): Conduct a minimum of 30 KIIs across the two locations. Coverage shall include, at minimum: one senior management or head-of-institution interview in every selected TVET institution; instructors representing each priority trade offered by the institution; learner support, safeguarding, inclusion or career-services staff; at least 4 government/TVET authority representatives; at least 8 employers, business owners, industry associations or work-based-learning partners across the four occupational areas; and at least two representatives of organizations of persons with disabilities, women or youth. BLOOM and the consultant may add respondents during inception, but shall not reduce these minimum categories or the total without written approval.
Focus Group Discussions (FGDs): Conduct a minimum of 12 FGDs, normally with 6-8 participants per group and separated where necessary to enable safe and candid participation. The minimum composition shall be: four FGDs with current learners (young women and young men represented separately in each location); two FGDs with learners nearing completion; two FGDs with recent graduates, including employed, self-employed and unemployed graduates where feasible; two FGDs specifically with young women enrolled in or considering non-traditional trades; and two FGDs with parents/community representatives, including perspectives on disability inclusion. Persons with disabilities shall be purposefully included across learner and graduate groups, with accessible facilitation and reasonable accommodation. Final allocation by institution, trade, sex and disability shall be agreed in the inception report without reducing the minimum total
.Current TVET students: learning experience, teaching quality, equipment, inclusiveness, career aspirations and access to support services.
TVET alumni: transition to employment/self-employment, relevance of skills, skills gaps, and barriers to employment, including green jobs.
Community/parent representatives: perceptions of TVET, factors affecting enrolment and completion, and socio-cultural barriers, particularly for AGYW and youth with disabilities.
Structured learner sample: In addition to FGDs, administer a short-structured survey or scoring tool to at least 20 current learners in each selected institution, distributed across the priority trades offered and, as far as feasible, balanced by sex and inclusive of learners with disabilities. Where an institution has fewer than 20 eligible learners, include all eligible learners. The final respondent matrix shall show planned and achieved samples by institution, location, trade, sex, age, disability and learner status.
Instructor coverage: Apply the structured instructor competency and practice tool to all instructors delivering the priority trades in the selected institutions where feasible. If the number is too large for a census, the inception report shall propose a purposive sample that covers every priority trade offered, both locations, women instructors where available, and differing levels of experience; BLOOM approval is required before sampling.
Institutional Observations: Structured observations will assess the condition and adequacy of TVET facilities, equipment and learning environments, including:
Classrooms and practical workshops.
Training equipment relevant to priority sectors, green and digital skills
Sanitation, hygiene and student welfare facilities.
Health, safety and safeguarding measures.
Accessibility and inclusion for PwDs.
Teaching and learning resources.
Career guidance, student support and referral arrangements

6. Deliverables

The consultant shall produce the following deliverables:

1. Inception Report – Methodology, work plan, stakeholder engagement approach, quality assurance measures, and curriculum development framework. (Week 2)

2. Institutional and Curriculum Gap Assessment Report – Occupational Analysis and Curriculum Gap Assessment Report presenting findings on labour market needs, occupational standards, curriculum relevance, TVET institutional capacity, training quality and employability, alongside gender, disability, and social inclusion considerations, with recommendations to enrich, adapt, supplement, or develop curricula for priority trades (Week 5)

3. Draft Curriculum Package for Four Priority Trades – Draft competency-based curricula, trainer guides, learner materials, and assessment tools for the four priority trades (Week 10)

4. Validation Workshop Report and Revised Curriculum Package – Summary of validation findings and stakeholder feedback, with revised curriculum packages. (Week 13)

5. Final Curriculum Package and Implementation Roadmap – Final curriculum packages, training and assessment materials, and an implementation roadmap for delivery, quality assurance, and curriculum review (Week 16)

7. Duration of the Assignment

The consultancy is expected to be completed within 16 weeks from the date of contract signature.

More Details to be provided in the full ToR upon Expression of Interest.

We hereby invite Expression of Interest from registered, approved and reputable consultants to provide above-named services to World Vision Somalia.

How to Apply

Interested bidders must be registered to provide consultancy services in their respective countries.
Request for Proposal documents will be available Free of Charge to all interested bidders who express interest by filling the form provided in this link https://forms.cloud.microsoft/r/DTTi466A2S by 5:00 PM Thursday 15th October 2026.
Instructions for submission of completed proposals shall be indicated on the Request for Proposal document.
Nothing in this Expression of Interest shall be construed to give rise to contractual obligations with World Vision.
World Vision, may at its absolute discretion, suspend or defer this EOI process.

“World Vision reserves the right to accept or reject any Bid and is not bound to give reasons for its decision”