CONSULTANT - Review and Strengthening of TVET Curricula in Agriculture and Related Fields 

The Organization

The Alliance of Bioversity International and the International Center for Tropical Agriculture (CIAT) delivers research-based solutions that harness agricultural biodiversity and sustainably transform food systems to improve people’s lives. The Alliance solutions address the global crises of malnutrition, climate change, biodiversity loss, and environmental degradation (https://alliancebioversityciat.org/ )

The International Institute of Tropical Agriculture (IITA)

The International Institute of Tropical Agriculture (IITA) is a not-for-profit institution that generates agricultural innovations to meet Africa’s most pressing challenges of hunger, malnutrition, poverty, and natural resource degradation. Working with various partners across sub-Saharan Africa, we improve livelihoods, enhance food and nutrition security, increase employment, and preserve natural resource integrity. IITA is a member of CGIAR, a global agriculture research partnership for a food secure future. Please visit http://www.iita.org/ for more information on IITA.

About the position

The Technical and Vocational Education and Training (TVET) sector in Kenya is undergoing significant transformation. The Ministry of Education has reaffirmed its commitment to strengthen TVET institutions to support the ongoing transition to the new Competency-Based Curriculum (CBC) . In 2023, the Ministry launched Competency-Based Education and Training (CBET) to align TVET curricula with labour market demands. The CBET modular curriculum is now fully rolled out in all public TVET institutions from May 2025. Assessment has moved from exam-based grading to competency-based evaluation.

TVET CDACC, established under the TVET Act No. 29 of 2013, is mandated to undertake the design and development of competency-based curricula, examinations, assessment and competence certification in TVET. The Council works closely with all TVET stakeholders, including industry representatives through Sector Skills Advisory Committees (SSACs).

IITA/CGIAR seeks to contribute to strengthening TVET curricula in General Agriculture, Crop and Livestock Production, Food and Nutrition Science, Food Processing, Food and Agri-Industry Laboratory Technicians, Environmental Studies, Water Management, and Climate Change.

• The Consultant will  conduct a comprehensive review of existing TVET curricula in agriculture and related fields, identify strengths, gaps, and emerging opportunities, and provide actionable recommendations for curriculum enhancement aligned with Kenya's CBET framework and industry demands
  

•  Review existing curricula in the areas of interest to identify strengths and gaps in content and proposed modes of delivery.
  Identify outdated information that requires updating and possible missing content.
• Map the Kenya Government curriculum review and updating process step-by-step, showing responsible parties, approvals required, stakeholders to be involved, and timelines.
  Elaborate how curriculum review feeds into examination and skills assessment under TVET and KNEC.
  Assess requirements for upskilling of trainers and propose cost-effective approaches.
  Identify what needs to be done to align curricula to CBET requirements.
  Define how IITA and other CGIAR institutions can be part of this process.
• Identify the TVET governance structure essential for this process, naming primary government institutions/agencies, contact persons/emails, private TVET institutions to co-opt, and required industry linkages.
  

SCOPE OF WORK, KEY TASKS, METHODOLOGY  AND DELIVERABLES

Geographic Scope

     A pilot phase targeting selected regions and TVET institutions offering programmes in:

•  General Agriculture
  
• Crop and Livestock Production
  
• Food and Nutrition Science
  
• Food Processing
  
• Food and Agri-Industry Laboratory Technicians
  
• Environmental Studies
  
• Water Management
  
• Climate Change
  

• TVET CDACC – curriculum development, assessment, and certification
  
• TVET Authority (TVETA) – regulation, quality assurance, registration and licensing of institutions, programmes and trainers
  
• Kenya National Qualifications Authority (KNQA) – Kenya National Qualifications Framework (KNQF)
  
• Kenya School of TVET (KSTVET) – training and CPD of TVET practitioner
  
• Kenya National Examinations Council (KNEC) – assessment coordination
  
• National Polytechnics – 24 institutions offering training up to Higher National Diploma level
  
• Selected Public and Private TVET institutions – a mínimum of 40 public and 10 privates
  
• Industry stakeholders – through SSACs and employer associations
  

KEY TASKS AND METHODOLOGY – Technical Proposal

Task 1: Curriculum Review and Gap Analysis

Deliverable: Comprehensive curriculum review report

Activities:

• Review existing CBET curricula in the identified subject areas.
  
• Assess content relevance, and alignment with industry needs.
  
• Identify outdated information requiring updating.
  
• Identify missing content and emerging areas (e.g., climate-smart agriculture, food safety, water management).
  
• Evaluate proposed modes of delivery for effectiveness and feasibility
  
• Conduct stakeholder consultations with trainers, industry players, and TVET CDACC officials.
  

 Task 2: Mapping of Government Curriculum Review and Updating Process

Deliverable: Process map document

Activities:

• Document the step-by-step curriculum development and review process as per TVET CDACC guidelines.
  
• Identify timelines for each step (approximately 30 working days if guidelines are followed, though period depends on the institution/organization and SSAC responsible).
  
• Identify approval authorities and documentation requirements.
  

 Task 3: Examination and Assessment Linkages

Deliverable: Assessment alignment report

Activities:

• Map how curriculum content feeds into TVET CDACC competence assessment.
  
• Elaborate on the role of KNEC in examination coordination.
  
• Document the modular CBET assessment approach.
  
• Describe the competency-based evaluation framework using qualitative descriptors.
  
• Identify the role of National Polytechnics as Qualification Awarding Bodies (QABs) .
  
• Document accreditation requirements for assessors and verifiers (three months processing time) and assessment centers (one month processing time, Kshs 50,000 initial approval).
  

 Task 4: Trainer Upskilling Assessment

Deliverable: Trainer development recommendations

Activities:

• Review of the National Policy on Continuous Professional Development (CPD) for TVET Trainers.
  
• Identify CPD requirements and frameworks.
  
• Assess trainer qualification requirements: trainers are required to hold Masters/KNQF level 9 in the technical/vocational domain and/or have a minimum of 4 years' experience as a trainer, plus an approved Training of Trainers (ToT) qualification.
  

o   Blended learning models

o   Industry partnerships for practical training.

o   CPD framework implementation through Kenya School of TVET (KSTVET) .

o   Trainer licensing requirements. (What will be required for IITA/CGIAR experts to play this knowledge transfer role to Trainers) 

Task 5: CBET Alignment Assessment

Deliverable: CBET alignment recommendations

Activities:

• Assess current curricula against CBET principles (industry-led, outcomes-based, emphasis on acquisition and demonstration of competencies).
  
• Evaluate integration with the broader CBC framework.
  
• Identify gaps in modularization.
  
• Propose revisions to ensure demand-driven curricula in the light of focus areas.
  

 Task 6: IITA/CGIAR Role Definition

Deliverable: Partnership framework document

Activities:

- Identify specific areas where IITA/CGIAR technical expertise can add value

• Agricultural research – crop improvement, biotechnology
  
• Food safety – aflatoxin  and other Food contaminate
  
• Climate-smart agriculture
  
• Environmental sustainability
  
• Soil & Water management
  
• Propose mechanisms for IITA/CGIAR participation in SSACs
  
• Define IITA/CGIAR's role in curriculum development, trainer training, and industry linkage.
  

 Task 7: Governance Structure Mapping

Deliverable: Stakeholder mapping document

Activities:

- Identify and map the TVET governance structure

- Primary Government Institutions/Agencies and their mandate

- National Polytechnics

- Private TVET Institutions

- Industry Linkages i.e. existing Sector Skills Advisory Committees (SSACs) that represent industry in curriculum development and gaps

DELIVERABLES

• Inception Report – To include a detailed work plan, methodology, data collection tools, and stakeholder list 
  
• Curriculum Review Report – A comprehensive review of existing curricula with identified strengths, gaps, outdated content, and missing information
  
• Process Map Document – A step-by-step mapping of Kenya Government curriculum review and updating process with responsible parties, approvals, stakeholders, and timelines
  
• Assessment Alignment Report – A report showing how curriculum review feeds into TVET CDACC/KNEC examination and skills assessment
  
• Trainer Development Recommendations - A report on cost-effective approaches for trainer upskilling in focus areas, aligned with CPD framework
  
• CBET Alignment Recommendations - Actions required to align curricula to CBET requirements
  
• Stakeholder Mapping Document - TVET governance structure, primary institutions/agencies, contact persons/emails, private TVET institutions to co-opt, industry partners required for focus areas
  
• Partnership Framework - How IITA/CGIAR can be part of the process
  
• Organize Validation Workshop with support from IITA
  
• Validation workshop Report - Minutes and outcomes of validation workshop
  
•  Final Comprehensive Report - All deliverables above consolidated with executive summary and recommendations
  

Financial Proposal - Submit Financial proposal broken down by deliverable as follows

• Consultant Fees i.e. professional fees
  
• Mobilization and Sensitization i.e. Stakeholder engagement, meetings, workshop
  
• Survey Administration i.e. Data collection, field visits, interviews
  
• Data Analysis - Analysis, synthesis, and interpretation
  
• Report Preparation - Drafting, editing, design, and printING
  
• Validation Workshop - Venue, Invitations & Confirmations, Participant refunds
  
• Administrative Costs - Communication, logistics, contingencies
  

Requirements

Benefits

Only short-listed candidates will be contacted.