Dr. Bahaa Khairy Saleh

PROJECT ID BMZ-NO.: 2021 68 482 (DISBURSED UNDER 2019 68 601) KFW PROCUREMENT-NO.: 511878 – RETENDER OF 509 596 Ensure smooth implementation of the project through overall management, coordination, and integration across all work packages. Prepare inception reports, annual work plans, and manage procurement strategies, involving procurement of services & goods. Oversee risk management, financial management systems, and monitoring & evaluation frameworks. Ensure compliance with international standards and the debt swap agreement. Provide high-quality and timely reporting to the Ministry of Education and Technical Education (MoETE) and KfW. Integrated green and digital skills components into curricula modernization and institutional capacity-building frameworks. Deliver technical expertise in the TVET and digitalisation sectors. Lead stakeholder engagement and facilitate collaboration with MoETE, KfW, GIZ, and other development partners. Applied digital and green technology approaches to enhance sustainability and circular economy readiness in TVET programs Prepared communication briefs, progress reports, and knowledge products for donor visibility and stakeholder dissemination Oversee staff development, capacity building, and team performance. Support strategic planning to align project interventions with sectoral priorities. Ensure effective communication, negotiation, and professional leadership to achieve successful project delivery. Supported MoETE in defining digital transformation roadmap, stakeholder engagement strategy, and monitoring framework to strengthen public-private partnerships.

Tasks and Responsibilities: The specialist will have overall responsibility for facilitating the consultancy objectives and supported by the Qualifications Harmonization Specialist (National), s/he will be responsible for: (i) providing technical input to VOD to develop a MoEYS’s and MLVT’s harmonized education and vocational training framework with action plan, including operational guidelines, on promoting learning and vocational training paths of upper secondary students; (ii) based on the approved harmonized framework and action plan, including the operational guidelines, providing technical input to VOD to design and implement partnership arrangements with training providers and industries; (iii) developing resource materials for USS Career Guidance Counsellors to support career preparation for secondary students; (iv) providing capacity building training to VoD of MoEYS on management, implementation, monitoring and reporting the approved harmonized framework and action plan, including the operational guidelines, and the materials for the career guidance counsellors; (v) collaborating with project team members where there is overlap or alignment with other elements of the project (i.e., STEM careers); (vi) performing other tasks as maybe reasonably required by the EA, IA and ADB; and (vii) ensuring the implementation of the Gender Action Plan as it relates to career preparation

Assisted in developing a national CPD framework for TVET trainers, aligned with national strategies and labor market needs. Assisted MoET, UNICEF, and stakeholders in co-developing the TVET CPD framework for Lesotho. Assisted in reviewing documents and benchmarking CPD models to shape a relevant framework for TVET. Assisted in analyzing and designing a CPD framework addressing TVET trainers’ challenges, including CBE and industry links. Assisted in assessing curriculum and institutional capacity, offering technical recommendations to MoET. Assisted in stakeholder engagement through interviews, surveys, and focus groups with TVET and industry partners. Assisted in ensuring process quality for an evidence-based, practical CPD framework for the TVET sector.

OSC supports 28 Member States in six strategic and sovereignty-enhancing sectors and these include endogenous technology and high value-added industrialization, infrastructure development, integral health, renewable energy, sustainable agriculture and Balanced and Inclusive Education. Under the direct supervision of the Chief of Section, Institutional Capacity Building & Policy Support, the Senior Specialist, TVET would be responsible for closely working with the larger SEED team and the members states on the aspects of Strengthening the TVET Educational system and Institutions working closely with the community and civil society to ensure that the 4 pillars of BIE are integrated and adequately reflected across educational system. Duties: • Build capacity of member states to review curricula, teaching methods, and learning and teaching materials, assess training needs for vocational and technical teachers and trainers related to TVET. • Assist member states in evaluating current TVET systems, including skills training, for relevance to social and economic objectives, market demands, effectiveness in meeting training objectives, and efficiency in the use of resources. • Co-develop and design tools, techniques, and processes for institutions to review their effectiveness in delivering TVET, identifying capacity gaps, challenges, and areas for improvement. • Provide support to member states in developing a TVET Qualification Framework. • Work with officials and specialists in member states to develop a roadmap to improve the TVET system to address the challenge of employability. • Support member states in developing strategies to harness the power of civil society to change perceptions and prejudices against TVET by investing in programs, campaigns, and initiatives to generate trust and confidence of parents towards TVET.

Professional examination of technical qualifications for workers in the Kingdom of Saudi Arabia Reviewing theoretical and practical question banks for 600 professions at different levels, provided that the review and auditing are to conform to the unified classification of professions and professional standards for each profession, while ensuring that the questions are directly linked to the standards and requirements of each profession. - Providing recommendations in the event that there are questions that are not related to the requirements and standards of the professions

Exchange know‑how among education and training professionals relating to innovative, effective practices and approaches. Online Community of education professionals. identify and analyse innovative trends in teaching and learning and conditions that foster and boost innovation, focussing on TVET, ICT, Programming and Web designing, Database management system and skills development, identification/recommendation of innovative demand-oriented labour market analysis instruments/indicators (LMAIs) needed in Egyptian Chinece university to better understand the current and future demands of the labour market, ICT, develop the capacity of teachers and evaluate the capacity development on preparation and revision of the new modulated curriculum, prepare the testing and evaluation mechanism linked to the newly developed training curricula, set up language, management, engineering centers and evaluate the training, advisor for the board of trustees for any subject related to education and training. Plan, designing and implementing programs in different fields. develop a reference framework for building citizens digital competencies with a clear scope of digital competency components and levels of proficiency that can be applied across different domains. Develop ICT / Programming / Web designing and RE energy short term courses, Capacity building and business. designing and building user interfaces for websites and/or web applications. An expert role in the economic policies and regulatory aspects of digital jobs.

An expert role: focus on the Occupational Standards definition/adjustment on the following subject matter: “Specialist for Application Development” as part of a broader TVET program. - Crafts Person for ICT Systems Set-up, Maintenance and Repair - Crafts Person for ICT Systems Operation and Network Administration

Development of Competence Standards for TVET Trainers and Technical Teachers -83424738 • The main objectives of the consultancy are to support the NUST TVET Department in: • Conducting stakeholder consultations with a wide array of stakeholder to identify the competence standards for TVET trainers and Technical Teachers- quality training services on the use of LMSs- Digital economy ecosystem and innovation. • Developing training needs assessment tool to determine the training needs of the TVET trainers and Technical Teachers in line with the identified competence standards for TVET trainers and Technical Teachers • Conducting training needs assessments of TVET trainers and Technical Teachers • Developing standards for TVET trainers and Technical Teachers based on the stakeholder engagement and findings of the training needs assessment/analysis. • Conducting /Developing an evaluation tool to regularly assess the skills of TVET trainers and Technical Teachers in line with the developed competence standards. Creating an Excel-based monitoring and evaluation tool for the CPD activities

• Development of Continuous Professional Development Strategy (CPD) for TVET Trainers and Technical Teachers- 83424737 • The main objectives of the consultancy are to support the NUST TVET Department with the following: • Conducting a needs assessment of the TVET Trainers (Training Providers, NTA, NUST, MHETI and Industry) • Conducting stakeholder consultations to identify suitable curriculum development model for short courses (NTA, MHETI, Industry & NUST) • Conducting a benchmarking exercise, regionally and internationally, for a CPD Training Model and Strategy • Conducting stakeholder engagement on the proposed CPD Curriculum Development Model, Training Model and Strategy. • Conducting /Creating an Excel-based monitoring and evaluation tool for the CPD activities based on identified needs and timelines for completion. Digital economy ecosystem and innovation hubs.

Prepare an appropriate methodology and working plan to conduct this assignment. • Review the Need assessment report and recommendations. • Evaluate the developed curricula of the “(Web programming, Computer Network, and Mobile computing programs) “following international standards. • Approve the Course ILOs, prerequisites, references, resources, CTA, Occupational profile, assessment “Evaluation” Plan, objectives and outlines, outcomes and outputs, theoretical and practical load, and course’s teaching model submitted by consultant. • Modifying the developed courses based on students’ and staff feedback. • Present the working plan to AQU Staff members, Partners, and steering committee on the modified curriculum. • Ensure that the level of provided services meets the TVET international standards and accreditation requirements. • Evaluation of the submitted documents according to TVET international standards. • Conduct comprehensive training for the QU academic development team about the process of international curricula accreditation. • Implement the assessment tool on specific courses to maintain the quality and relevance of the programs

Updating/developing new training packages based on the competencies and occupational requirements; Training evaluation, piloting the updated/developed training packages in TVET institutions; measuring the impact of the newly updated/developed training packages on youth employability. Mid-term evaluation. Design short term Courses for TVET sectors RMG – Constriction – Engineering – Tourism –food industries and agriculture.

MBA

Electronic and Communication Engineering