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TVET Experts
at
Maxwell Stamp Ltd.
(Anywhere)
Maxwell Stamp is a world-leading international economics consultancy firm. Maxwell Stamp Plc, UK is headquartered in London, and within the Maxwell Stamp group we have permanent operating subsidiaries and joint ventures in Bangladesh (Dhaka), United Arab Emirates (Abu Dhabi), Kenya (Nairobi), Saudi Arabia (Riyadh), United States (Washington DC), Ethiopia (Addis Ababa) and Australia (Adelaide). Our wide range of clients includes national and regional governments, international organisations, NGOs and public and private sector companies.
Maxwell Stamp Ltd. is now looking for Chinese National TVET Experts for its ADB financed project in China titled “TA-9381 PRC: Consulting Firm for TVET Capacity Development: Guangxi Modern Technical and Vocational Education and Training Development Program (49308-002)’’. This is a 13 months project expected to be commenced from June-2018.
The objective of the assignment is to strengthen the capacity of Guangxi Education Department (GED) and municipal and county education bureaus in GZAR to provide guidance and supervision for TVET institutions in the areas of quality assurance; practical and in-company training mechanisms for TVET teachers; TVET groups comprising sector- or industry-relevant TVET institutions, enterprises, and research institutes; modern apprenticeship programs; and cooperation between TVET institutions and enterprises in GZAR and ASEAN countries. The consulting firm is expected to prepare and organize workshops, questionnaires, interviews, focus group discussions, and international study visits in collaboration with GED and its Program Management Office (PMO) while carrying out the assignment. It will organize training, workshops, and other activities to present and disseminate the TA outputs to relevant stakeholders. The consulting firm may purchase information and communication technology equipment in accordance with ADB’s Procurement Guidelines (2015, as amended from time to time) and such equipment will be turned over to the executing agency upon completion of the TA activities.
Three National experts are required for this TA as mentioned below:
1. TVET Quality Specialist/ Team Leader (4 PM)
2. Industry Partnership Specialist (3 PM)
3. Regional Cooperation Specialist (3 PM)
Job Descriptions for the National TVET Experts are as follows:
1. TVET Quality Specialist/ Team Leader (4 PM):
The national TVET quality specialist should have (i) at least 8 years of experience with assisting the government in developing and implementing policy and institutional frameworks for quality assurance systems for TVET (institutions, programs, system-level) and TVET teacher training, especially practical and in-company training; (ii) a graduate degree in education and/or training administration, business administration, or other relevant disciplines; (iii) knowledge and/or experience of the TVET system in advanced economies; and (iv) proficiency in oral and written English. The specialists will carry out the following tasks:
(i) review national and provincial policies, guidelines, institutional arrangements, and tools used for internal and external quality assurance systems for secondary TVET schools and tertiary TVET colleges;
(ii) conduct a desk review of internal and external quality assurance systems in advanced economies relevant to the PRC’s systems;
(iii) review the existing national and provincial guidelines for internal quality assurance system for secondary TVET schools and tertiary TVET colleges, including assessment procedures, assessment standards and criteria, evidence guides, information system, and any external assessment envisaged, and suggest essential quality standards and criteria to focus on and tools to assess those quality elements;
(iv) prepare training materials and organize training for secondary TVET schools and tertiary TVET colleges on internal quality assurance system with emphasis on essential quality standards and criteria to focus on, and tools to assess those quality elements;
(v) provide support for and monitor the establishment of internal quality assurance system and quality improvement activities at secondary TVET schools and tertiary TVET colleges;
(vi) collect and review available methodologies and tools to collect data on employment outcomes, measure improvements in literacy, numeracy, and other transferable skills in the PRC and advanced economies relevant to the PRC context;
(vii) recommend mechanisms to collect data on employment outcomes, measure improvements in literacy, numeracy, and other transferable skills at the provincial level;
(viii) recommend new approaches to quality improvement such as teacher observation methods;
(ix) review the existing institutions and mechanisms for training TVET teachers at the national, provincial, municipal, and county levels, including those for practical and in-company training;
(x) review policy, legal, and institutional arrangements for training of TVET teachers, including those for practical and in-company training, in the PRC and advanced economies relevant to the PRC context;
(xi) recommend improved mechanisms for TVET teacher training, especially, those for practical and in-company training at the county level.
As the team leader, the national TVET quality specialist will ensure (i) close communication and coordination in carrying out the assignment with PMO and GED; (ii) coordination and collaboration with the consultant engaged by KfW in activities related to industry partnerships in TVET; (iii) the timely completion and submission of milestone reports with clearly defined team inputs; and (iv) the efficient preparation and organization of workshops, questionnaires, interviews, focus group discussions, and international study visits in collaboration with PMO and GED.
2. Industry Partnership Specialist (3 PM):
The national industry partnership specialist should have (i) at least 8 years of experience with developing and managing partnership programs between TVET institutions and enterprises; (ii) a graduate degree in engineering, applied science, business administration, or other relevant disciplines; (iii) knowledge and/or experience of the TVET system in advanced economies; (iv) preferably, knowledge and experience of TVET groups and/or modern apprenticeship programs; and (v) proficiency in oral and written English. The specialists will carry out the following tasks:
(i) review national and provincial policy, legal, and regulatory frameworks and financing for TVET groups;
(ii) collect and review cases of various types of TVET groups in GZAR and other provinces in terms of governance, functions, and capacity in facilitating school-enterprise cooperation and employer and industry engagement in the development and delivery of TVET;
(iii) conduct a desk review of institutions and mechanisms for facilitating school-enterprise cooperation and employer and industry engagement in the development and delivery of TVET in advanced economies relevant to the PRC context;
(iv) develop a methodology, tools, and workplan to conduct a survey of various types of TVET groups in GZAR to examine the governance and operating procedures, functioning, achievements, and challenges;
(v) present and discuss findings of the survey on various types of TVET groups at workshops;
(vi) assist selected TVET groups in developing capacity development plans;
(vii) provide support for and monitor the implementation of capacity development plans by selected TVET groups; organize training for selected TVET groups;
(viii) review national and provincial policy, legal and regulatory frameworks and financing mechanisms for modern apprenticeship programs;
(ix) collect and review cases of various types of apprenticeship programs in GZAR and other provinces in terms of governance, operational mechanisms and procedures, and financing;
(x) develop a methodology, tools, and workplan to conduct interviews and focus group discussions with students, teachers, and enterprises who have been involved or are willing to participate in modern apprenticeship programs;
(xi) present and discuss findings of the interviews and focus group discussions on modern apprenticeship programs at workshops;
(xii) develop recommendations for detailed operational guidelines for modern apprenticeship programs.
3. Regional Cooperation Specialist (3 PM):
The national specialist should have (i) at least 8 years of experience with developing and managing cross-border partnership training arrangements between TVET institution and enterprises in the PRC and ASEAN countries; (ii) a graduate degree in education and/or training administration, business administration, or other relevant disciplines; and (iii) proficiency in oral and written English. The specialists will carry out the following tasks:
(i) review policy, legal, and regulatory frameworks; institutional arrangements; and financing mechanisms for cooperation activities between TVET institutions and enterprises in GZAR and ASEAN countries, and between TVET institutions and enterprises in GZAR and advanced economies;
(ii) (ii) collect and review cases of cooperation activities between TVET institutions and enterprises in the PRC and ASEAN countries in terms of institutional arrangements, financing mechanisms, achievements, and challenges;
(iii) (iii) conduct a desk review of cross-border partnership training arrangements between TVET institutions and enterprises in advanced economies relevant to the PRC context;
(iv) (iv) develop a methodology, tools, and workplan to take stock of existing cooperation activities between TVET institutions and enterprises in GZAR and ASEAN countries, and review relevant experiences of TVET institutions and enterprises in GZAR;
(v) (v) present and discuss findings of the stock taking of existing cooperation activities between TVET institutions and enterprises in GZAR and ASEAN countries, and the review of relevant experiences of TVET institutions and enterprises in GZAR at workshops;
(vi) (vi) based on the above, prepare concepts and procedures to develop new cooperation models between TVET institutions and enterprises in GZAR and ASEAN countries, including fund or other incentive mechanisms and their operational procedures, and present and discuss them at workshops with relevant stakeholders;
(vii) develop a methodology and workplan to prepare long-term strategy and plans to promote cross-border partnership training arrangements between TVET institutions and enterprises in GZAR and ASEAN countries;
(viii) assist GED and selected TVET institutions in developing long-term strategy and plans to promote cross-border partnership training arrangements between TVET institutions and enterprises in GZAR and ASEAN countries;
(ix) prepare a standard template for partnership agreement and assist selected TVET institutions and enterprises in GZAR in establishing long-term partnership arrangements with TVET institutions in ASEAN countries;2
(x) recommend mechanisms for monitoring skills and knowledge transfer activities of TVET institutions in GZAR which have partner TVET institutions and enterprises in ASEAN countries;
(xi) assist GED in establishing a mechanism for monitoring skills and knowledge transfer activities of TVET institutions in GZAR which have partner TVET institutions and enterprises in ASEAN countries;
(xii) assist selected TVET institutions in GZAR in collecting and establishing baseline disaggregated by sex, country, course of study, etc.;
(xiii) prepare training materials and organize training for staff of GED and selected TVET institutions on the development and management of cross-border partnership training arrangements.
Maxwell Stamp Ltd. is now looking for Chinese National TVET Experts for its ADB financed project in China titled “TA-9381 PRC: Consulting Firm for TVET Capacity Development: Guangxi Modern Technical and Vocational Education and Training Development Program (49308-002)’’. This is a 13 months project expected to be commenced from June-2018.
The objective of the assignment is to strengthen the capacity of Guangxi Education Department (GED) and municipal and county education bureaus in GZAR to provide guidance and supervision for TVET institutions in the areas of quality assurance; practical and in-company training mechanisms for TVET teachers; TVET groups comprising sector- or industry-relevant TVET institutions, enterprises, and research institutes; modern apprenticeship programs; and cooperation between TVET institutions and enterprises in GZAR and ASEAN countries. The consulting firm is expected to prepare and organize workshops, questionnaires, interviews, focus group discussions, and international study visits in collaboration with GED and its Program Management Office (PMO) while carrying out the assignment. It will organize training, workshops, and other activities to present and disseminate the TA outputs to relevant stakeholders. The consulting firm may purchase information and communication technology equipment in accordance with ADB’s Procurement Guidelines (2015, as amended from time to time) and such equipment will be turned over to the executing agency upon completion of the TA activities.
Three National experts are required for this TA as mentioned below:
1. TVET Quality Specialist/ Team Leader (4 PM)
2. Industry Partnership Specialist (3 PM)
3. Regional Cooperation Specialist (3 PM)
Job Descriptions for the National TVET Experts are as follows:
1. TVET Quality Specialist/ Team Leader (4 PM):
The national TVET quality specialist should have (i) at least 8 years of experience with assisting the government in developing and implementing policy and institutional frameworks for quality assurance systems for TVET (institutions, programs, system-level) and TVET teacher training, especially practical and in-company training; (ii) a graduate degree in education and/or training administration, business administration, or other relevant disciplines; (iii) knowledge and/or experience of the TVET system in advanced economies; and (iv) proficiency in oral and written English. The specialists will carry out the following tasks:
(i) review national and provincial policies, guidelines, institutional arrangements, and tools used for internal and external quality assurance systems for secondary TVET schools and tertiary TVET colleges;
(ii) conduct a desk review of internal and external quality assurance systems in advanced economies relevant to the PRC’s systems;
(iii) review the existing national and provincial guidelines for internal quality assurance system for secondary TVET schools and tertiary TVET colleges, including assessment procedures, assessment standards and criteria, evidence guides, information system, and any external assessment envisaged, and suggest essential quality standards and criteria to focus on and tools to assess those quality elements;
(iv) prepare training materials and organize training for secondary TVET schools and tertiary TVET colleges on internal quality assurance system with emphasis on essential quality standards and criteria to focus on, and tools to assess those quality elements;
(v) provide support for and monitor the establishment of internal quality assurance system and quality improvement activities at secondary TVET schools and tertiary TVET colleges;
(vi) collect and review available methodologies and tools to collect data on employment outcomes, measure improvements in literacy, numeracy, and other transferable skills in the PRC and advanced economies relevant to the PRC context;
(vii) recommend mechanisms to collect data on employment outcomes, measure improvements in literacy, numeracy, and other transferable skills at the provincial level;
(viii) recommend new approaches to quality improvement such as teacher observation methods;
(ix) review the existing institutions and mechanisms for training TVET teachers at the national, provincial, municipal, and county levels, including those for practical and in-company training;
(x) review policy, legal, and institutional arrangements for training of TVET teachers, including those for practical and in-company training, in the PRC and advanced economies relevant to the PRC context;
(xi) recommend improved mechanisms for TVET teacher training, especially, those for practical and in-company training at the county level.
As the team leader, the national TVET quality specialist will ensure (i) close communication and coordination in carrying out the assignment with PMO and GED; (ii) coordination and collaboration with the consultant engaged by KfW in activities related to industry partnerships in TVET; (iii) the timely completion and submission of milestone reports with clearly defined team inputs; and (iv) the efficient preparation and organization of workshops, questionnaires, interviews, focus group discussions, and international study visits in collaboration with PMO and GED.
2. Industry Partnership Specialist (3 PM):
The national industry partnership specialist should have (i) at least 8 years of experience with developing and managing partnership programs between TVET institutions and enterprises; (ii) a graduate degree in engineering, applied science, business administration, or other relevant disciplines; (iii) knowledge and/or experience of the TVET system in advanced economies; (iv) preferably, knowledge and experience of TVET groups and/or modern apprenticeship programs; and (v) proficiency in oral and written English. The specialists will carry out the following tasks:
(i) review national and provincial policy, legal, and regulatory frameworks and financing for TVET groups;
(ii) collect and review cases of various types of TVET groups in GZAR and other provinces in terms of governance, functions, and capacity in facilitating school-enterprise cooperation and employer and industry engagement in the development and delivery of TVET;
(iii) conduct a desk review of institutions and mechanisms for facilitating school-enterprise cooperation and employer and industry engagement in the development and delivery of TVET in advanced economies relevant to the PRC context;
(iv) develop a methodology, tools, and workplan to conduct a survey of various types of TVET groups in GZAR to examine the governance and operating procedures, functioning, achievements, and challenges;
(v) present and discuss findings of the survey on various types of TVET groups at workshops;
(vi) assist selected TVET groups in developing capacity development plans;
(vii) provide support for and monitor the implementation of capacity development plans by selected TVET groups; organize training for selected TVET groups;
(viii) review national and provincial policy, legal and regulatory frameworks and financing mechanisms for modern apprenticeship programs;
(ix) collect and review cases of various types of apprenticeship programs in GZAR and other provinces in terms of governance, operational mechanisms and procedures, and financing;
(x) develop a methodology, tools, and workplan to conduct interviews and focus group discussions with students, teachers, and enterprises who have been involved or are willing to participate in modern apprenticeship programs;
(xi) present and discuss findings of the interviews and focus group discussions on modern apprenticeship programs at workshops;
(xii) develop recommendations for detailed operational guidelines for modern apprenticeship programs.
3. Regional Cooperation Specialist (3 PM):
The national specialist should have (i) at least 8 years of experience with developing and managing cross-border partnership training arrangements between TVET institution and enterprises in the PRC and ASEAN countries; (ii) a graduate degree in education and/or training administration, business administration, or other relevant disciplines; and (iii) proficiency in oral and written English. The specialists will carry out the following tasks:
(i) review policy, legal, and regulatory frameworks; institutional arrangements; and financing mechanisms for cooperation activities between TVET institutions and enterprises in GZAR and ASEAN countries, and between TVET institutions and enterprises in GZAR and advanced economies;
(ii) (ii) collect and review cases of cooperation activities between TVET institutions and enterprises in the PRC and ASEAN countries in terms of institutional arrangements, financing mechanisms, achievements, and challenges;
(iii) (iii) conduct a desk review of cross-border partnership training arrangements between TVET institutions and enterprises in advanced economies relevant to the PRC context;
(iv) (iv) develop a methodology, tools, and workplan to take stock of existing cooperation activities between TVET institutions and enterprises in GZAR and ASEAN countries, and review relevant experiences of TVET institutions and enterprises in GZAR;
(v) (v) present and discuss findings of the stock taking of existing cooperation activities between TVET institutions and enterprises in GZAR and ASEAN countries, and the review of relevant experiences of TVET institutions and enterprises in GZAR at workshops;
(vi) (vi) based on the above, prepare concepts and procedures to develop new cooperation models between TVET institutions and enterprises in GZAR and ASEAN countries, including fund or other incentive mechanisms and their operational procedures, and present and discuss them at workshops with relevant stakeholders;
(vii) develop a methodology and workplan to prepare long-term strategy and plans to promote cross-border partnership training arrangements between TVET institutions and enterprises in GZAR and ASEAN countries;
(viii) assist GED and selected TVET institutions in developing long-term strategy and plans to promote cross-border partnership training arrangements between TVET institutions and enterprises in GZAR and ASEAN countries;
(ix) prepare a standard template for partnership agreement and assist selected TVET institutions and enterprises in GZAR in establishing long-term partnership arrangements with TVET institutions in ASEAN countries;2
(x) recommend mechanisms for monitoring skills and knowledge transfer activities of TVET institutions in GZAR which have partner TVET institutions and enterprises in ASEAN countries;
(xi) assist GED in establishing a mechanism for monitoring skills and knowledge transfer activities of TVET institutions in GZAR which have partner TVET institutions and enterprises in ASEAN countries;
(xii) assist selected TVET institutions in GZAR in collecting and establishing baseline disaggregated by sex, country, course of study, etc.;
(xiii) prepare training materials and organize training for staff of GED and selected TVET institutions on the development and management of cross-border partnership training arrangements.
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Published at 27-Mar-2018
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Viewed: 4658 times