United Nations International Childrens Emergency Fund Tender

Skills Supply And Demand-side Assessment – A Situation Analysis Of Ashanti Region & Skills Supply And Demand-side Assessment – A Situation Analysis Of Ashanti Region   It Is Expected That The Service Provider Assesses The Supply (what Skills Are Available And Being Offered) And Demand-side (what Skills Are Needed) For Technical And Vocational Skills In Ashanti Region. The Result Of The Assignment Should Be A Better Understanding Of Unicef Ghana And Stakeholders On The Skills Supply-side In Ashanti Region E.g. Availability And Accessibility Of Functional Formal And Informal, Public And Private Tvet Providers, The Offered Occupational Training Programmes (in Particular Competency-based Trainings [cbt]), Enrollment, Drop-outs And Completion Figures, Quality Of Formal Public And Private Tvet Providers E.g. Infrastructure, Inputs, Materials, Teaching And Learning Practices, Private Sector / Industry Partnerships (e.g. Work-experience Learning [wel]). It Is Also About A Better Understanding Of The Skills Demand-side In Ashanti Region E.g. Major Economic Sectors / Value Chains In The Region, Type And Nature Of The Private Sector (formal, Informal, Micro/small/medium/large-sized; Domestic And Or Foreign Owned), Their Recruitment Procedures And Demand For Skills At Different Levels Against The National Tvet Qualification Framework (ntvetqf). Lastly, Combining The Supply- And Demand-side To Assess The Skills Gap / Mismatch In Ashanti Region Defined As A Mismatch Between The Skills That Employers Rely Upon In Their Employees, And The Skills That Job Seekers Possess And Provide Policy & Programmatic Recommendations To Unicef And Or Stakeholders Of The Educational Sector: Tvet Service, Ctvet, Private Tvet Providers To Address The Mismatch In Ashanti Region At Micro, Meso And Macro-levels.   In Addition To The Assessment Itself, The Service Provider Will Also Compile A Report On The Methodical Approach Applied In Developing The Assessment, Giving Details On Indicators, Calculation Of Variables And Formulae That Were Applied In The Development Process Of The Assessment. This Report Will Be Made Accessible To Stakeholders Of The Educational Sector And Support The Ongoing Capacity Building In Areas Of Tvet Reporting And Research. This Report Can Be Considered A “working Document”. The Overall Report Should Provide A Deeper Contextual And Situational Understanding For Effective And Impactful Policy And Programmatic Reforms Processes And Interventions.