Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697646632408.pdf (Bahamas)
Government of The Bahamas “Skills for Current and Future Jobs in The Bahamas (BH-L1037) Terms of Reference CONSULTANCY: Firm to Provide Pre-Apprenticeship Training in Literacy, Numeracy, Digital Skills and Soft Skills to 275 candidates I.

BACKGROUND A.

The Bank 1.1 1.2 1.3 1.4 Established in 1959, the Inter-American Development Bank (“IDB” or “Bank”) is the main source of financing for economic, social and institutional development in Latin America and the Caribbean.
It provides loans, grants, guarantees, policy advice and technical assistance to the public and private sectors of its borrowing countries.

B.

The Programme The Bank and the Government of The Bahamas (GoBH) signed the Loan Contract No.

3787/OC-BH for the execution of the investment programme “Skills for Current and Future Jobs in the Bahamas” (BH-L1037).

Objectives.
Objectives.

The general objective of the Programme is to increase the employability and quality of employment of beneficiaries, by improving access to quality jobs in The Bahamas, with particular emphasis on youth.

The specific objectives are to: (a) increase relevant skills and employability in productive jobs for Program beneficiaries; (b) improve the effectiveness of the Public Employment Services (PES); and (c) enhance the capacity of the labor market intelligence system.

Components.
Components.

The Programme has three components including: (a) Component 1: “Pre- Apprenticeships + Apprenticeship Programme + Sector Skills Councils”, targeted for the unemployed and school leavers between the ages of 16-40 years, and seeks to fulfill two main objectives.

First, to increase the relevant skills and employability of workers, and their probability of and IT/telecommunications).
Second, to promote communication between employers and training providers in such sectors with respect to skills needs, and thereby implement actions aimed at promoting relevant skills and higher labor productivity.
The component will finance the expansion of the job-readiness Pre-Apprenticeship Programme, the establishment of a nationwide (maritime, medical employment strategic services sectors three in 1 | Page TOR: Instruction & Certification in Literacy and Numeracy Training Apprenticeship Programme, the establishment of three employer-led Sector Skills Councils (SSCs), and the design and implementation of a Matching Grant Facility (MGF); (b) Component 2: “Promoting Better Job Matching”, aimed at supporting the modernization of labor intermediation services, including the provision of hardware and software capacities as well as the construction of a facility in the Department of Labor (DoL) of the Ministry of Labor and National Insurance (ML), as well as institutional strengthening activities for the Public Employment Service (PES) of The Bahamas; (c) Component 3: “Labor Markets Information System”, aimed at the development of a solid LMIS to monitor the country’s labor market performance and, in particular, through the strengthening of the Department of Statistics for the effective delivery of labor demand and supply information to aid in the decision-making process for job seekers and employers, as well as to guide the training/skills development systems.
1.5 Execution.

The GoBH has designated the ML as the Programme Executing Agency (PEA).

The ML will establish a Programme Executing Unit (PEU) within its organizational structure and under the Office of the Permanent Secretary (PS).

The PEU will be staffed with a team of technical and fiduciary staff who will conduct the Programme coordination, administration, financial management and monitoring responsibilities, among others.
The present Terms of Reference (ToR) corresponds to the contracting of a consultant for a firm to provide Pre-Apprenticeship Training in Literacy, Numeracy, Digital Skills and Soft Skills to 275 candidates.

An apprenticeship is a formal job that includes structured on-the-job training, combined with a share of related technical off-the-job training activities, to learn a skilled occupation that is certified, and industry recognized.
In the 2012 Wages and Productivity Survey, employers in The Bahamas identified, among other criteria, the following as most important in the selection of new employees: 1) specific skills and occupation specific knowledge, 2) soft skills, 3) basic skills in reading, math and reasoning skills, and 4) formal education.

Applicants to an Apprenticeship Programme must meet the minimum eligibility requirements for employment as defined by employer groups.
Industry validated pre-apprenticeship training programmes are expected to deliver candidates with the aptitude, competence, and readiness of an applicant for an Apprenticeship Programme, ensuring that minimum eligibility requirements for employment are satisfied.

Pre-Apprenticeships: - - - - provide a bridge for those who are not yet ready to participate in APs (Apprenticeship Programmes).
are short-term duration programmes (less than a year), and are considered part of the AP, as they provide basic employability, soft and functional skills and work experience to prepare individuals to be employed as an apprentice or in some cases, to directly enter an entry-level job normally feature a classroom and/or lab setting, but may also involve worksite visits, internships, job-shadowing, or other activities outside the programme’s facility, to provide exposure to the work environment for the targeted occupation(s).
vary depending on the targeted group recruited for training.

The different models include both out-of-school and in-school youth, but also adults that may need support in strengthening their skills training to find a new job.

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Objective(s) of the Assignment The overall objective of this consultancy is to develop, deliver monitor and assess a Pre-Apprenticeship Training Programme curricula for literacy, numeracy, soft skills and digital skills that are aligned to employer demands, ensuring the successful completion of 275 beneficiaries.
The training provider will provide documented evidence of: - - Internal technical capacity among team members to ensure the design, delivery, and assessment of competency-based instruction, to the standard and with the assessment measures that lead to an industry recognized credential Financial reporting structure with dedicated staff to manage the finances of the project and a financial reporting system consisting of an account management software/system.
The software should enable accounting, budgetary and financial reporting.

It will ensure professional accounting and record keeping, accurate billing of programme related charges, timely and reliable access to programme related financial information, capacity to reconcile and report programme billing on a per student basis.
- Quality assurance standards, including registration with the Ministry of Education, NAECOB, and delivery and credentialing of a internationally recognized curriculum, with training that leads to an international certification for all programme beneficiaries, and Resources to support learning and instruction.

Innovation in methodology that is learner centered, differentiated, and adapted to adult learner preferences, and styles - - National training delivery capability across a multi-island network 2.
The specific objectives of the consultancy are to: 2.1 Identify a methodology to train Pre-Apprenticeship candidates - The training provider will develop and implement an appropriate instructional methodology to prepare adult learners for an apprenticeship programme, utilizing best practices in adult learning and technical and vocational education methodology to train Pre-Apprenticeship considering: a.
Minimum employer defined standards for employability in Literacy, Numeracy, Digital and Soft Skills profiles to ensure participants fit the established criteria of Apprenticeship candidates as defined in the context of this project and the industry defined minimum eligibility criteria.
2.2 Develop a recruitment and registration strategy to enroll eligible beneficiaries into the pre- apprenticeship programme, utilizing an electronic platform to record student data 2.3 Provide a Competency-based Literacy, Numeracy, Digital and Soft Skills Curricula The training provider will provide a competency-based curriculum to prepare Pre-Apprenticeship candidates for employability and employment by identifying the framework for a competency-based soft skill education programme for a Pre-Apprenticeship candidates, providing i) a theoretical or philosophical framework of the core competencies required for employability, ii) a discussion of how competencies will be organized and how learning will be structured, and iii) a review of 3 | Page TOR: Instruction & Certification in Literacy and Numeracy Training effective andragogical principles, and principles of competency-based assessment tools and standards.
a. Competency-based Literacy, Numeracy, Digital and Soft Skills curriculum for Pre- Apprenticeship Candidates, including: i) the competencies identified by employers, ii) the standards for each competency, and iii) resources to facilitate learning in each module – including teaching resources (PPT, teacher manuals and lesson plans - ensuring that requisite manuals include screen shots that diagram and provide instructions on how to facilitate, conduct the training.
), learning resources (including books, reading materials, e-learning, and mobile learning resources with avatar, podcasts, videos, asynchronous and synchronous e- learning modules in support of blended learning), and iv) assessment measures, including pre- assessments and post assessments of each module.

b.

Methodology for ongoing curriculum review to identify opportunities for improvements and revise curriculum accordingly.
2.4 Present training plan for 2019 - Cohort 1 that outlines key dates, courses/modules, and schedules to ensure that a minimum of 275 beneficiaries successfully complete the Literacy, Numeracy, Digital and Soft Skills training programme.

This training plan will note the training schedule based on a determination of the number of courses and students to be taught.

The training provider will deliver competency-based training to increase employability among Pre- Apprenticeship Candidates through: a. b.
Lesson plans included as a part of the programme content which includes, consideration of learning competencies, specific learning objectives, learner centered activities, best practices in adult learning and opportunities for adoption based on learner abilities.

Differentiated instruction, experiential learning and e-learning strategies which engage Pre-Apprenticeship Candidates, encourage active participation in the learning environment, and promote effective facilitation techniques.
2.5 Deliver curriculum and instruction The training provider will deliver a competency-based Literacy, Numeracy, Digital and Soft Skills curriculum and demonstrate; - Capacity to apply an approved competency-based curriculum which may leverage the use of an international recognized curriculum, such as City and Guilds.
The curriculum will include: a) Lesson plans; b) Facilitator guides; c) Competency-based pre-assessments; d) Competency-based post-assessments; and e) Supporting assessments for Literacy, Numeracy, Digital and Soft Skills.

2.6 Facilitate training.
4 | Page TOR: Instruction & Certification in Literacy and Numeracy Training The training provider will facilitate the requisite 315 contact hours of training and the requisite 45 hours of job internship and will provide: a. b. c. d. e. Evidence of contact hours; Validation of internship hours Evidence of a facilitator/learner ratio that reflects programme guidelines and requirements; Copies of all learning resources, aids and instructional support to engage diverse learners in accordance with the programme requirements; and Evidence of the academic and experiential qualifications of facilitators who are familiar with the job readiness programmes and have demonstrated competence in facilitating curriculum and lesson plans to post-secondary through to adult learners.
2.7 Records management process for student information, academic verification and credentialing of competencies (demographic, all pre-assessments, mandatory post assessment, preferences on technical area of interest) in an electronic database or registration software.

The training provider will ensure accuracy in the maintenance of student records through an e- records management system which will: a.
Obtain data on student demographic profile (age, gender, ethnicity, academic incomes, zones background, socio economic, employment history, household (community of origin), academic achievements, employability and Literacy, Numeracy, Digital and Soft Skills profiles and learner competencies, and; b.

Record class attendance.

2.8 Monitor Measure and Assess student achievement, instructor effectiveness and programme delivery through an evaluation and sustainment strategy.
This is intended to ensure consistent application of all aspects of the certification’s learning concepts in the live environment (academic and behavioral) with generation of up to the minute consolidated reporting to inform evidenced-based decision making.

The training provider will measure and report student achievement by: a.
Administering all relevant and pre and post assessments in accordance with the training provider’s programme guidelines intended to assess student progress and document improvements in competence following completion of a training modules; b.

Using programme guidelines and requirements to address learning gaps identified in any pre-screener and pre-assessment and applying City and Guilds Levels 1 – 3 assessment (or similar) in the ongoing development and improvement in the overarching programme.

3.
Qualifications/expertise sought (required educational background, years of relevant work experience, other special skills or knowledge required): 3.1 The training provider’s overarching qualifications and experience will include: a) b) An internationally recognized curriculum that leads to an industry recognized certification (5) years’ experience delivering training in literacy, numeracy, soft skills, and digital skills, 5 | Page TOR: Instruction & Certification in Literacy and Numeracy Training c) d) e) f) g) h) i) j) registration with the Ministry of Education as a training provider; registration with NAECOB and approval to deliver training in the area proposed, and Instructors with expertise and relevant qualifications from accredited colleges/universities/vocational/technical institutes to deliver instruction in the designated subject area.
Demonstrated knowledge and skill in managing learning projects requiring experience working with a wide range of interagency stakeholders and focal point team members from various ministries, departments and agencies.

Demonstrated knowledge of educational administration and applied competency-based methodology.
the academic and experiential qualifications of a President/Managing Director/Academic Dean with minimum of a post graduate degree in education (PhD preferred) Experience in working with large, diverse organizations including and not limited to the public sector, and Experience in working with international organizations.

4.
4.

Deliverables: i) Deliverable 1: Work plan and schedule for the contract period of engagement, 4 months, that outlines in detail how the training provider will deliver the training programme to provide competency-based instruction and certification for beneficiaries in Literacy, Numeracy, Digital and Soft Skills.

Timeframe: 2 weeks after contract signing.

This work plan report should outline the iterative approach to achieving the specific objectives of the consultancy.
Such a work plan as a minimum should: a.

Provide a competency-based Literacy, Numeracy, Digital and Soft Skills curriculum; Present a (2019) training plan; Identify a methodology for the programme for the delivery of training; b. c. Deliver curriculum and instruction; d. Record student information, and e. Monitor student achievement, instructor effectiveness and programme delivery through an evaluation and a sustainable strategy.
ii) Deliverable 2: Summary Reports, based on Learning Management System (LMS) data or equivalent sources; Timeframe per schedule below and in accordance with course cycle PROGRESS REPORT DESCRIPTION Time and attendance, risks and mitigation, participants reactions and feedback, class schedules and sample lesson plans TIMEFRAME Weekly 6 | Page TOR: Instruction & Certification in Literacy and Numeracy Training Participant exercises/activities/test/assessment completion) Progress Report based on experiential learning Weekly iii) Deliverable 3: Cohort Final Report- Within 2 Weeks of Completion of Cohort, inclusive of a qualitative and qualitative analysis, an assessment/evaluation of certification training in the context of employability, employment as it relates to the industry employer defined criteria and the Skills for Current and Future Jobs Programme results matrix.
The report will include: a.

Participant reactions and satisfaction report b.

Results of screener and employability survey to meet or exceed baseline target of 100% completion of all questions in instrument by requisite number of students.

c. Results of pre - Literacy, Numeracy, Digital and Soft Skills survey to meet baseline target of 100% completion of all questions in instrument by requisite number of students.
d. Results of post – Literacy, Numeracy, Digital and Soft Skills survey to meet baseline target of 100% completion of all questions in instrument by requisite number of students.

e. Participant application of learning report f. Number of participants securing Apprenticeship placement aligned to Literacy, Numeracy, Digital and Soft Skills and practicum completion.

g. Feedback from employers on programme efficacy.

5.

Reporting Structure: a.


The training provider will work under the overall supervision of the Ministry of Labour’s Skills for Current and Future Jobs (SCFJ), in consultation with the Skills for Current and Future Jobs Project Manager and Component 1 Coordinator.

b.

The Skills for Current and Future Jobs (SCFJ), is also funding several related and concurrent consultancies on specific topics.
Therefore, it is important that this consultancy coordinates with, and integrates considerations from other related consultancies/studies in addition to fostering collaboration through agreements with the Ministries of Labour and Education.

6.

Payment Schedule: The period of engagement will be 16 weeks.

During this time, the training provider will deliver the Literacy, Numeracy, Digital and Soft Skills training programme and ensure that 275 beneficiaries successfully complete the course of study.
The payment schedule for the initial period of engagement will be as follows: i) 25% upon successful completion and Ministry approval of work plan.

ii) 50% upon successful completion of training 2019 Cohort #1 per 275 candidates iii) 25% on submission and acceptance of Deliverable 3 comprehensive final report.

7.
7.

Performance Evaluation as Assessed by Observation and Evaluation Documents: 7 | Page TOR: Instruction & Certification in Literacy and Numeracy Training Every week the Skills for Current and Future Jobs (SCFJ), Component 1 Coordinator will evaluate the training provider’s execution of this contract, including quality of work, adherence to Work Plans and timeframes, and indicators tracked in the Monitoring and Evaluation tools.
As detailed above, the term report should include individual curriculum and assessment methodologies, service delivery achievement over the required period of training.

Constraints to effective and efficient service delivery should be analyzed and appropriate recommendations given.

The report described above shall also include the following focused areas of evaluation: a.

Practical knowledge of and experience in the field.

b.

Ability to adapt knowledge and experience to assigned tasks.
c. Quality assurance and standards.

d. Submission of timely reports as specified.

e. Delivery of curriculum in accordance with terms of reference and work plan.

f. Documentation of enrollment, attendance, and attrition.

g. Working relationship and coordination with stakeholders, including the PES and PEU in the terms of reference and work plan, and h. Adherence to TOR and executing agency’s working regulations.

8.
8.

Skills for Current and Future Jobs (SCFJ), Programme Recourse: The Skills for Current and Future Jobs (SCFJ), Programme reserves the right to withhold all, or a portion of payment if performance is unsatisfactory, if work outputs are incomplete, not delivered, or for failure to meet deadlines, more than 40% of the students do not successfully complete the programme or at risk for non-completion by the programme mid-point mark.

9.
9.

Proposal Evaluation: The training provider’s proposal will be evaluated using a weighted scoring method based on technical and financial criteria.

10.

Obligations of Skills for Current and Future Jobs (SCFJ)Programme Project Implementation Unit: The Skills for Current and Future Jobs (SCFJ) Programme’s, Project Implementation Unit agrees to: a.

Review and provide feedback on consultancy deliverables.

b.
b.

Provide the training provider with all necessary logistical support to ensure that training provider undertakes the consultancy with reasonable efficiency.

c. Meet all the agreed cost related to the consultancy.

d. Provide relevant documents and make all necessary contacts that may be needed; and e. Guide the consultancy as needed and necessary.

11.
11.

Intellectual Property Rights: The Bahamas Government shall hold all property rights, such as copyright, patents and registered trademarks, on matters directly related to, or derived from, the work carried out through this contract.
The training provider shall avoid copyright violations on all work related to this contract 8 | Page TOR: Instruction & Certification in Literacy and Numeracy Training SKILLS FOR CURRENT AND FUTURE JOBS (SCFJ), PROGRAMME (BH-L1033) - RECOMMENDATIONS TO PERFORMANCE ASSESSMENT OF COMPETENCY-BASED LITERACY, NUMERACY, DIGITAL SKILLS AND SOFT SKILLS Objective Indicators Source Pros Cons Considerations To measure participants reaction to the training programme 1- At least 90% of participants that have completed the training responded to the survey.
2- At least 80%1 of participants are satisfied with the programme´s structure, quality and students experience.

Employability training survey (PEU´s survey) Measures the quality of the training from the recipient´s perspective.

Helps to identify improvements to the training-if needed.
To ensure the implementation of a non- cognitive test 1- 100% of trainees that completed the training programme responded the soft /non-cognitive skills assessment tool Non-cognitive test (to be defined) Measures the non-cognitive component of the training Assess reaction to content, instructor´s skills and effectiveness, and material using a Likert-scale (strongly agree/satisfied to strongly disagree/dissatisfied).
It should be implemented towards the end of training, when responses cannot be influenced but not after the trainee is no longer attached from the programme.

Usually, training agencies measure the response level –not the responses-, while services companies may have a benchmark of satisfaction.

Thus, the use of options 1 and/or 2 should be considered.

Non- response (in this case, 10%) depends on how the test is conducted (e.g.

via internet or face to face2).


A responded survey will be defined as 90% of the questions answered.

If face to face, a person will have to verify its correct completion.

If via internet, correct setting up of the survey will be critical.

Evaluating changes in non- cognitive skills is beyond the reach of this proposal’s objective.

However, it could be important to assess if the training agency implemented the survey to all trainees.
This test should be developed by evaluation experts (economists and psychometrists), the training agency, and the IDB.

1 Range may vary depending on the team´s agreement.

2 Implementation could be face to face on the last day of classroom training.

In this case, expected compliance is 100%.
9 | Page TOR: Instruction & Certification in Literacy and Numeracy Training To ensure the implementation of a non- cognitive test 2- 100% of trainees that completed the training programme responded the soft /non-cognitive skills assessment tool Non-cognitive test (to be defined) Measures the non-cognitive component of the training APPLICATIONS AND ENROLLMENT Officer/ Unit Medium Activity Ideally, it would be aligned with any other survey that the training Agency applies for the same programme and as such it would be important to have access to tools that are currently being used, if any.
Evaluating changes in non- cognitive skills is beyond the reach of this proposal’s objective.

However, it could be important to assess if the training agency implemented the survey to all trainees.

This test should be developed by evaluation experts (economists and psychometrists), the training agency, and the IDB.
Ideally, it would be aligned with any other survey that the training Agency applies for the same programme and as such it would be important to have access to tools that are currently being used, if any.
Authorization Level PEU / Training Provider Email and telephone Prior to cohort start date PEU Training Office contact Training Provider Enrollment Officer to discuss Enrollment Approval' spreadsheet and Training Provider decisions per industry / course:  Agree to timeline to provide additional information on applications receiving a "pending", and 'conditional approval' status  Obtain clear understanding of the rational for the 'denial' status and discuss any future options  Discuss instances where enrollment numbers per industry / course is too low to run the course in any given semester 10 | Page TOR: Instruction & Certification in Literacy and Numeracy Training MONITORING PRE-APPRENTICE AND INSTRUCTOR EVALUATION Officer/ Unit Medium Activity Training Provider Email Administer Kirkpatrick Level 1 Assessment or similar tool Week 8 (Midpoint) after cohort start date and Week 16 (End of Course) Confirm the Kirkpatrick Level 1 Performance Benchmark Targets or similar tool as follows:     4 out of 5 point average on ALL questions on a 5 point Likert Scale Training Provider instructor administers the standard Reaction/Satisfaction survey instrument – Kirkpatrick Level tor similar tool to all inmate cohort participants Training Provider instructor informs inmate participants to follow instructions for completing Training Provider instructor submits ALL completed Level 1 evaluations to the Registration Ofﬁce at the end of class week 5 (midpoint) alter cohort start date and week 10 (end of course Training Provider Coordinator reviews completed survey instrument and provides a Summary Report within 3 business days after receipt Training Provider / PEU Face-to- Face Kirkpatrick Level 1 as well as Kirkpatrick Level 2 similar tool Week 8 (Midpoint) after cohort start date and Week 16 (End of Course): Training Provider Coordinator arrange face to face meeting with PEU Focal Point Team to discuss Pre-Apprentice reaction and satisfaction level – Kirkpatrick Level 1 as well as Kirkpatrick Level 2 - Learning data as
 captured in “Training Provider Performance Dashboard" spreadsheet Discuss the course progress to date in the context of Kirkpatrick Level 1 - Reaction and Satisfaction and Level 2 Learning targets or results of similar measure Training Provider E-Mail Register on Department of Labour PES Portal - Week 16 (End of Course): Conﬁrm the Public Employment Services (PES) Registrar Registration Benchmark Targets as follows:     100% registration of ALL Pre-Apprentices successfully completing the programme on the Department of Labour PES portal Training Provider instructor guides the Pre-Apprentice through the process of registering themselves as unemployed and eligible for employment on the Department of Labour’s PES portal Training Provider instructor informs Pre-Apprentice participants to how to complete ALL questions online and build and or upload a current resume Training Provider Coordinator obtains conﬁrmation from the course instructor that the task is complete and completes the relevant ﬁeld in the spreadsheet as a part of formal course completion "Pre-Apprentice Performance Dashboard" Authorization Level Sign-off: Training Provider: Registrar Sign-Off: Training Provider Registrar 11 | Page TOR: Instruction & Certification in Literacy and Numeracy Training  Training Provider Coordinator submits the ‘Training Provider/PEU Pre- Apprentice Performance Dashboard" spreadsheet or similar record to the PEU Training Ofﬁcer in pdf format no later than the end of business day on Monday following the end of the last class as a part of course close out.
Training Provider / PEU Formal Course Close-Out and Lessons Learned Meeting - Week 16 (End of Course): Review and ALL course related evaluation material that includes and is not limited to: 1.

“Training Provider / PEU Enrollment Request” spreadsheet or similar document 2.

“Training Provider / PEU Pre-Apprentice Performance Dashboard" spreadsheet or similar document   3.
Summary Report of Kirkpatrick Level 1 or other evaluation tool Complete the “Lessons Learned" checklist Conﬁrm number of Pre-Apprentices successfully completing the programme and associated cost Training Provider submit relevant disbursement request form upon receipt of SCFJ Deliverable Acceptance Form 4.
Summary report of number of Pre-Apprentices successfully completing  Sign-off: Training Provider Registrar Digital Skills Training Training Provider Email Kirkpatrick Level 3 - Application or other tool 30, 60, 90 days after successful completion of 16-week course: Conﬁrm the Kirkpatrick Level 3 Performance Benchmark Targets or similar tool as follows:       4 out of 5 point average on ALL questions on a 5 point Likert Scale Training Provider Ofﬁcer administers the standard Application of Learning survey instrument – Kirkpatrick Level 3 or similar instrument to all Pre- Apprentices successfully completing the cohort Training Provider Ofﬁcer informs Pre-Apprentices to follow instructions Training Provider Officer submits to the Training Provider Coordinator ALL completed Level 3 evaluations to the Training Provider Registration Ofﬁce 30, 60 and 90 days post course completion if there were opportunities for assessing skill transfer Training Provider Officer submits to the Training Provider Coordinator report of ALL Pre-Apprentices successfully completing Digital Skills Training Training Provider Coordinator reviews completed survey instrument and creates a Summary Report within 3 business days after receipt Training Provider / PEU Face-to- face Kirkpatrick Level 3 or similar application- Application 30, 60, 90 days after successful completion of 16-week course and Lessons Learned Meeting if opportunities exist to 12 | Page TOR: Instruction & Certification in Literacy and Numeracy Training  Review Kirkpatrick Level 3 or similar Summary Report  Summary Report of Kirkpatrick Level 1 evaluation  Complete the “Lessons Learned“ checklist In addition, we recommend a list of minimum requirements to ensure the quality of the training.
Measurement will be completion of the requirements and validation by the PEU.

Minimum requirements checklist Industry validation of the curriculum by the maritime sectors.

1.

Complete and clear training programme presented before the training kick off.

2.

Trainee-presenter/monitor/inspector ratio of 30:1.

3.

Surveys and assessment tests developed and in place.

4.

5.

Preliminary tools and mechanisms set up in place for monitoring the performance of the training programme.
In other words, the agency must prove that they have the resources to monitor the progress of each trainee the entire process, even if these will be adjusted after the Pilot.

Integration plan for “drop-outs” included in the operations manual.

6.

7.

When deemed appropriate, integrate recommendations from experts.

When not, offer a clear justification.

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