PLEASE REFER TO UPDATED TOR ATTACHMENT (11/06/2021)

Skills for Prosperity in South East Asia Programme (SfP-SEA) – Malaysia
Terms of Reference (TOR) for
International Consultant - Integration of STEM-related generic skills
into TVET and skills training
(External Collaborator)

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Duty Station: Home-based (Kuala Lumpur, Malaysia if international travel
becomes feasible).
Languages Required: English
Traveling Required: Kuala Lumpur, Malaysia (subject to travel restriction)
Duration of contract: 5 months (tentatively the assignment will commence from 1 July
2021 to 31 December 2021. The date will be finalised after the
completion of the hiring process.

I. Background

The Skills for Prosperity in South East Asia Programme (SfP-SEA) aims to contribute to
increasing national capacity to achieve sustained and inclusive growth through the
enhancement of skills development and technical and vocational education and training
(TVET) systems in Malaysia, Indonesia, and the Philippines.
To achieve this objective, the programme works with government agencies, employers’
organisations, trade unions, TVET and skills institutions and other partners in Malaysia,
Indonesia and the Philippines to facilitate review and reform of the countries’ skills
development and TVET system strategies and policies. In the region, the SfP-SEA provides
opportunities for mutual learning among the three countries and the other ASEAN nations,
and beyond—not only showcasing the results of the pilots and lessons learned from the
programme but also facilitating the sharing of best practices in the region and other parts of
the world.
In Malaysia, the Programme focuses on increasing skills development and TVET systems’
readiness to meet the skills needs of the future of work and those of vulnerable groups, through
enhancing four areas of the TVET system and delivery:
● Equity: Inclusiveness in skills development and TVET systems
● Quality: Future-ready & coordinated skills development and TVET systems
● Relevance: Demand-driven skills and TVET/skills recognition
● Cost-Effectiveness: Improved skills/TVET financing models

The SfP Malaysia Project focuses on TVET inclusiveness, quality, relevance and readiness
whilst addresses skills mismatch issues in the area of critical needs for skills development and
TVET to support industry development and socio-economic progress. It intends to assist
national partners in improving policies to ensure industry-led TVET in public and private
sectors and increase employment and career progress opportunities for TVET students at
national and sub-national levels. The national and sub-national activities at two states, namely
Sabah and Kedah, will target:
● The primary beneficiaries: youths (ages 16-25) and women; and
● Other beneficiaries (vulnerable groups):
o Members of the B40
o Persons with Disabilities
o Individuals Not In Employment Education or Training (NEET)
o Small and medium-sized enterprises (SMEs)
o Workers in the informal economy
o Self-employed individuals
o individuals employed in the gig economy
Under the Quality programme area, the SfP Malaysia Project aims to strengthen generic
skills related to Science, Technology, Engineering and Mathematics (STEM) in TVET and
skills training programmes, such as skills to design and test engineering solutions in
collaboration with others, relevant to the two selected sectors, namely manufacturing (i.e.
food processing) and construction.1
These skills are transferable or portable. Therefore, the integration of these STEM skills will
help TVET/skills training programmes graduates acquire not only jobs in which they can
utilise their skills, but also career progression opportunities and job mobility even in the age
of uncertainty due to digital technology development and the COVID-19 pandemic.

II. Objective

In order to implement the project activities for the integration of STEM-related generic skills
into TVET and skills training, the SfP Malaysia seeks an international expert who is specialised
in STEM in TVET/skills training in terms of curriculum and policy development. The objectives
of this assignment are to:
 Conduct an international comparative analysis of STEM in TVET/skills training
between selected countries and Malaysia including the identification of international
trends and best practices.
 Provide technical inputs and strategic advice for designing and implementing pilot
training programmes to integrate STEM in TVET/skills training in Malaysia, based on
an in-depth understanding of international and regional trends.
 Provide technical inputs and strategic advice from international perspectives to
disseminate the results of pilot training programmes through seminars, workshops, and
policy proposals.

III. Outputs

Under the supervision of the Chief Technical Advisor and with guidance from Senior Project
Officers, regional specialists of the ILO, the international consultant is required to produce
the following outputs:
1 The ILO SfP team will define “STEM-related generic skills” together with the implementation partner
based on ILO approaches and on-going initiatives.

Output 1 – Work Plan and the Initial Outline of the Comparative Analysis on STEM in
TVET between Selected Countries and Malaysia Completed
Output 1.1 Work plan and the report outline developed.
1.1.1 Draft the Work Plan, which includes:
 Detailed plan of activities with a timeline.
 Names of external partners for relevant activities.
 Technical reporting schedule to the ILO.
1.1.2 Draft the outline of the comparative analysis report.
1.1.3 Draft the initial list of countries for comparative analysis based on consultation with
the ILO’s national implementing partner, who will be appointed separately.
Output 2 - Comparative Analysis on STEM in TVET between Selected Countries and
Malaysia Completed
Output 2.1 The interim report on the international comparative analysis developed.
2.1.1 Draft the interim report in a suitable format, which includes:
a) Overview of international and regional trends of the integration of STEM in
TVET, including STEM taxonomy, in particular in the construction and
manufacturing sectors.
b) Draft case studies about:
i) How selected countries have been integrating STEM in TVET in terms
of policy, implementation structures, curriculum development, and the
specific role of stakeholders.
ii) Achievements, challenges, and lesson learned in the selected cases.
c) The draft framework to compare the cases in selected countries with Malaysia
based on the interim results of situational and needs analysis conducted by
the national implementing partner.
2.1.2 Actively participate in consultation meetings with stakeholders and provide technical
comments from international perspectives.
2.1.3 Present the interim outputs to the SfP Malaysia team, the national implementing
partner, the inter-ministerial working group, and other key stakeholders using a
suitable presentation format (e.g., PowerPoint).
Output 2.2 The final report on the international comparative analysis developed.
2.2.1 Draft the final report in a suitable format, which includes:
a) Overview of international trends of the integration of STEM in TVET, including
STEM-related skills in the construction and manufacturing sectors.
b) STEM taxonomy based on the selected countries.
c) Case studies about:

i) How selected countries have been integrating STEM in TVET in terms
of policy, implementation structures, curriculum development, and the
specific role of stakeholders.
ii) Achievements, challenges, and lesson learned in selected cases.
d) Comparative analysis between the cases in selected countries and Malaysia.
e) Strategies for the integration of STEM in TVET/skills training in Malaysia.
2.2.2 Present the final outputs to the SfP Malaysia team, the national implementing
partner, the inter-ministerial working group, and other key stakeholders using a
suitable presentation format (e.g., PowerPoint) at internal meetings and the projectlaunching
seminar.
Output 2.3 Technical comments provided for the project activity documents from
international perspectives.
2.3.1 Provide technical inputs to the project activity documents developed by the national
partner such as the work plan and situational and needs analysis report, to design and
implement the pilot training programmes.

Output 3 – International Perspectives Provided for Designing of STEM Curriculum
Development Guidelines, Enhanced Curriculum, and Pilot Training Programmes
Output 3.1 Technical inputs on the preliminary draft of curriculum development guideline
provided from international perspectives.
3.1.1 Provide the SfP team, the national implementing partner, and other stakeholders with
written technical inputs on the basic structure of curriculum development guidelines
and lesson learned from other countries’ experiences via online workshops or
meetings.
3.1.2 Review the draft STEM curriculum development guideline submitted by the national
implementing partner and assist them to refine the draft by providing written technical
inputs from international perspectives.
3.1.3 Actively participate in consultation meetings with stakeholders and provide written
technical comments from international perspectives.
3.1.4 Provide inputs for the consultation summary notes.
Output 3. 2. Technical inputs on the outline of curriculum implementation documents
provided from international perspectives.
3.2.1 Provide the national implementing partner and the SfP team with written technical
inputs from international perspectives in the draft outline of curriculum implementation
documents required to run pilot training courses for trainees/students, which the

national implementing partner will prepare in close cooperation with selected
TVET/skills institutions. The outline should include:
a) Syllabus, which describes the structure, learning outcomes, requirements,
and target groups of modules.
b) Textbook.
c) List of other teaching materials, including handouts and any others.
d) Written instructional material (WIM), including lessons plans.
e) The instruction for trainees’ hands-on projects as a part of internship or
apprenticeship.
f) Trainee assessment documents (competency-based).
3.2.2 Provide the national implementing partner and the SfP team with written technical
inputs from international perspectives in developing the outline of model training of
trainers (ToT) programmes. The outline should include:
a) Syllabus, which describes the structure, learning outcomes, requirements,
and target groups of modules.
b) List of teaching materials, which include video training materials that can be
published in open learning systems.
c) Participant assessment documents.
3.2.3 Actively participate in consultation meetings with stakeholders, provide technical
comments from international perspectives.
3.2.4 Provide inputs for the consultation summary notes.
Output 3.3 Technical inputs provided for the final version of pilot training implementation
documents from international perspectives.
3.3.1 Provide the national implementing partner and the SfP team with written technical
inputs from international perspectives in completing:
a) The first version of curriculum development guideline for STEM in TVET.
b) The full sets of model curriculum implementation documents (listed in 3.2.1).
c) The model TOT programme documents (listed in 3.2.2).
3.3.2 Provide written technical inputs to the final project activity documents, including the
work plan and pilot implementation plan developed by the national implementing
partner, to design and implement the pilot training programmes.
3.3.3 Actively participate in consultation meetings with stakeholders, provide technical
comments from international perspectives.

Output 4 – International Perspectives Provided for the Implementation of Pilot
Training Courses on STEM in TVET
Output 4.1: Technical input provided for the implementation of the first pilot training
programmes from the international perspectives.
4.1.1 Provide the national implementing partner and the SfP team with technical inputs
from international perspectives in implementing pilot training programmes. The pilots
will be conducted by the national implementing partner with selected Malaysian
TVET/skills training institutions and will consist of:
a) Training for students/trainees, which include modules on the generic STEM
skills with hands-on projects.
b) ToT programmes.
c) Skills evaluation/assessments of students/trainees.
d) Post-training support.
4.1.2 Provide the national implementing partner and the SfP team with written technical
inputs from international perspectives in:
a) Developing action plans to improve the framework and contents of training
programmes based on the result of Pilot 1 through a participatory approach.
b) Designing and implementing tracer studies (over 6 months upon graduation
from training) at collaborating TVET/skills training institutions.
Output 4.2: Technical inputs from international perspectives provided for the consolidation
and dissemination of the results of the first pilot training.
4.2.1 Provide the national implementing partner and the SfP team with written technical
inputs from international perspectives in:
a) Refining the work plan for Pilot 2 based on key findings from Pilot 1.
b) Refining the STEM taxonomy, curriculum development guidelines, and
curriculum implementation documents, based on the internal evaluation
results.
4.2.2 Present the international comparative analysis study developed as Output 2 at a
knowledge-sharing workshop based on the findings in Pilot 1, which targets selected
TVET/skills training institutions and ministries.
Output 4.3 The final report submitted.
4.3.1. Develop and submit the brief final report with the list of deliverables submitted and the
softcopy of all of them.

IV. Indicative Timeline

The total duration of the assignment is 70 working days over 5 months with the expected
contract period from 1 July 2021 to 31 December 2021. The starting date and workdays will
be finalized after the completion of the hiring process.

<Table refer attached TOR)
Phase Output
No. of
Work
Days
Due Date
Output 1 – Work Plan and
the Initial Outline of the
Comparative Analysis on
STEM in TVET between
selected Countries and
Malaysia Completed
Output 1.1 Work plan and the report outline
developed.
2 3-Jul-21
Output 2 - Comparative
Analysis on STEM in
TVET between selected
Countries and Malaysia
Completed
Output 2.1 The interim report on the
international comparative analysis
developed.
15 23-Jul-21
Output 2.2 The final report on the
international comparative analysis
developed.
15 13-Aug-21
Output 2.3 Technical comments provided for
the project activity documents from
international perspectives.
3 20-Aug-21
Output 3 – International
Perspectives Provided for
Designing of STEM
Curriculum Development
Guidelines, Enhanced
Curriculum, and Pilot
Training Programmes
Output 3.1 Technical inputs on the
preliminary draft of curriculum development
guideline provided from international
perspectives.
5 15-Sep-21
Output 3. 2. Technical inputs on the outline
of curriculum implementation documents
provided from international perspectives.
5 22-Sep-21
Output 3.3 Technical inputs provided for the
final version of pilot training implementation
documents from international perspectives.
5 29-Sep-21
Output 4 – International
Perspectives Provided for
the Implementation of Pilot
Training Courses on
STEM in TVET
Output 4.1: Technical input provided for the
implementation of the first pilot training
programmes from the international
perspectives.
10 15-Dec-21
Output 4.2: Technical inputs from
international perspectives provided for the
consolidation and dissemination of the
results of the first pilot training
5 24-Dec-21
Output 4.3 The final report submitted 5 27-Dec-21
Total Workdays 70

V. Required Qualifications

The international consultant should have the following expertise/qualifications:
Education:
 Advanced university degree in science, technology, engineering and mathematics
(STEM), social sciences, education and public administration, with expertise in the field
of curriculum development, gender and social inclusion and TVET/skills development.
 Professional qualification in project management, monitoring, and evaluation.
Experience:
 A minimum of ten years of experience in STEM curriculum development and/or
curriculum development in TVET covering the whole curriculum cycle (from planning
to design and development to implementation, dissemination and evaluation).

 Experience in:
 Producing international comparative studies on STEM, experience in
developing international frameworks and standards preferred.
 Producing education materials in multiple formats.
 Experience in conducting TVET/skills training for master trainers, trainers and
trainees.
 Working with industry and developing education materials for TVET/skills
programmes in the construction and manufacturing sector.
 Producing high-quality quantitative and qualitative research.
 Working with Government officials involved with STEM policy development and
curriculum development.
 Producing high-quality reports in English.
 Working for international organisations.
 Managing long-term projects with demonstrated success.
 Expertise in monitoring and evaluation approaches by international
development cooperation required.
Qualifications:
 Excellent understanding of situations related to STEM competencies and industry
requirements for soft and technical skills in STEM in TVET and skills development in
Asia and/or developed countries; experience in Southeast Asia (preferred).
 Excellent understanding of gender and social inclusion issues in Southeast Asia;
understanding of Malaysian landscape (preferred).
 Solid understanding of competency-based curriculum development and international
trends in applied STEM.
 Ability to provide strategic and practical advice on applied STEM within the context of
Malaysia.
 Excellent analytical and writing skills in English.
 Excellent understanding of qualitative and quantitative research methods.
 Excellent coordination skills.
 Good communication skills in English.
 Ability to use a variety of computer applications and software to carry out data
collection and analysis.
 Ability to participate in high-level discussions with Government and Industry.
 Excellent project management skills.
 Excellent Monitoring and Evaluation skills.
 Excellent ability to provide support and advice to national implementation partners.
Languages: Excellent command of English.

VI. Application

Interested individual consultants must submit the following documents/ information to
demonstrate their qualifications:
 Curriculum Vitae.
 Proposal describing how he/she will approach and conduct the listed tasks and deliver
outputs (10 pages maximum).
 One writing sample related to STEM (e.g. policy paper, journal article, manual, etc.).
 Estimated budget (financial proposal), i.e., professional fees (daily rate and expected
number of working days) and additional expenses (e.g., transportation costs), for
completing the work.

The interested consultants are requested to submit the above documents electronically to
jmori@ilo.org and alauddinonn@ilo.org by 25 June 2021 by 4:00 pm MYT.
Short-listed candidates will be invited for the interview and will be asked to submit the report
Outline of Comparative Analysis on STEM in TVET between selected Southeast Asian
Countries and Malaysia.

VII. Contract duration

The contract will commence tentatively from 1 July 2021 – 31 December 2021. The actual
date will be finalized after the completion of the contract process.

VIII. Indicative Payment terms

Payment terms will be as follows:
 1st payment: 10% upon the delivery and acceptance of Output 1.
 2nd payment: 35% upon the delivery and acceptance of Output 2.
 3rd payment: 35% upon the delivery and acceptance of Output 3.
 4th payment: 20% upon the delivery and acceptance of Output 4.

List of Annexes
 Terms and conditions applicable to contract for services.