Development of Competency-Based Technical and Vocational Education and Training Curriculum for South Sudan

• Question 1. Should the consultancy cover all trades under the occupational standards (Levels 1–4), or will UNESCO/the Ministry prioritize a subset of trades? Additionally, clarification is needed on the distinction between proficiency sub-levels (1–3) and Levels (1–4). Currently we only have occupational Standards (OS) for the seven priority trades that have been finalized. The development of additional occupation standards for five trades will be part of this assignment. The consultant will therefore be responsible for developing and finalizing the OS for the additional trades in collaboration with the Ministry of Education and relevant stakeholders, ensuring alignment with national TVET requirements and international best practices. AND Specifically, could you please confirm: (1) Are the five additional trades currently under development included within the scope of this consultancy? No, there is no ongoing development of the OS for the five additional trades, and the development of these standards will be part of this consultancy’s deliverables. The trades will be identified by the Ministry in line with the labor market study findings. (2) For which trades the competency-based curricula are expected to be developed under this assignment? Currently we have OS for seven (7) priority trades listed in TOR Section 2 (Building Construction, Carpentry, Welding, Tailoring, Electrical, Automobile, Plumbing), and additional OS for five trades yet to be identified by the Ministry for which the competence based curriculum is required. (3) How many curricula are expected to be produced in total? Overall, 12 curricular are expected to be produced.(7+5) (4) Shall the consultant develop a. one curriculum per trade covering proficiency sub-levels 1–3 and Levels 1–4, OR b. separate curricula for each level within each trade? a) Curricula for proficiency sub-level 1-3 b) Separate curricula for each 12 trades for the 7 + 5 trades for each of the level 1-4 within each trade

Closing date is now 31 March 2026

Request for Clarity and Responses We acknowledge receipt of the Solicitation Documents for Reference RFP.JUBA.2026.03.003 and confirm our intention to submit a proposal. To ensure our submission is fully responsive and aligned with UNESCO's expectations, we respectfully request clarification on the following points: A. TECHNICAL SCOPE & METHODOLOGY 1. TOR Section 2 & 3.a.2 Occupational Standards Availability: Of the seven (7) priority trades listed in TOR Section 2 (Building Construction, Carpentry, Welding, Tailoring, Electrical, Automobile, and Plumbing), which Occupational Standards are finalized and accessible at contract signature? Are draft standards available for the five (5) additional trades under development? The Occupational Standards (OS) for the seven priority trades have already been finalized, and copies may be made accessible to the consultant. However, there are currently no draft OS for the five additional trades. The development of these standards will form part of this consultancy’s deliverables. The consultant will therefore be responsible for developing, validating, and finalizing the OS for the additional trades in collaboration with the Ministry of Education and relevant stakeholders, ensuring alignment with national TVET requirements and international best practices. 2. TOR Section 5.d Pilot Testing Institutions: Will UNESCO/Ministry provide a pre-identified shortlist of TVET institutions (urban/rural mix) for the Micro-Pilot Testing (TOR 5.d), or is the bidder expected to propose institutions? If proposed, what selection criteria should be applied? The number of TVET institutions to be included in the pilot testing phase will be determined by the Ministry of Education upon finalization of the selection criteria. The institutions will be strategically distributed across multiple states, rather than being concentrated solely in Juba, to ensure broader representation and applicability of the pilot outcomes. 3. TOR Section 8 Language & Translation Support: The TOR requires English proficiency and notes Juba Arabic as an advantage. Should bidders budget for professional translation/interpretation services for community-level consultations, or will UNESCO/Ministry provide this support? The current focus of the consultancy is on developing and finalizing the English version of the materials. Therefore, bidders are not required to budget for professional translation into Juba Arabic, as this will be undertaken under a separate arrangement at a later stage. B. STAKEHOLDER ENGAGEMENT & LOGISTICS 4. TOR Section 5.c Stakeholder Contact Lists: Will UNESCO/Ministry provide validated contact lists for private sector employers, CSOs, and state-level TVET focal points to facilitate inclusive consultations (TOR 5.c.2), or is the bidder expected to develop these independently? Once selected, the consultant will collaborate with the Ministry of Education and the Chamber of Commerce to develop a comprehensive list of stakeholders, including relevant details. This stakeholder list will be incorporated into the inception report to guide project planning and engagement activities. 5. Annex V, Clause 3 Validation Workshop Logistics: For the National Validation Workshop (TOR 5.c.1), will UNESCO cover venue, catering, and hybrid technology costs, or should these be included in the bidder's Financial Proposal under "Other Expenses"? The logistics related to the Phase 3 validation workshops will be the responsibility of UNESCO, not the consulting firm. Therefore, bidders are not required to include costs for venue hire, catering, or participant logistics in their financial proposals. However, the consultant will be expected to provide technical support during the workshops as needed. C. REPORTING & COMPLIANCE 6. TOR Section 7 Counterpart Staff Assignment: Will the Ministry of General Education and Instruction assign a dedicated focal point to support this assignment, and what level of administrative/logistical support can bidders reasonably expect? The Ministry of Education, together with the National TVET Ad Hoc Coordination Committee (Sub-Committee for Curriculum), will provide the necessary oversight and support for the assignment. Administrative assistance—including coordinating appointments, preparing introductory letters, and setting up meetings—will also be facilitated by the Ministry and the Committee to ensure smooth implementation of project activities.

Request for Clarifications and Responses: I am writing on behalf of ..... regarding the Request for Proposal (RFP) for the Development of Competency-Based TVET Curriculum for South Sudan. Having reviewed the Terms of Reference (TOR), our team is very interested in submitting a proposal. However, to ensure our technical and financial submissions are as accurate and robust as possible, we would appreciate clarification on the following points: 1. Scope of Trades/Occupations The TOR mentions "various trades" across proficiency sub-levels 1-3 and Levels 1-4. To allow for precise resource allocation, could you specify the exact number and list of trades/occupations to be covered under this consultancy? The exact number and specific list of trades/occupations to be covered under this consultancy will be determined by the Ministry of Education in line with the finalized selection criteria. At this stage, the TOR refers broadly to “various trades” across proficiency sub-levels 1–3 and levels 1–4. The consultant will be expected to work within this framework and adapt resources and plans once the final list of trades is confirmed. 2. Occupational Standards (OS) Are the National Occupational Standards for these trades already developed and validated by the Ministry, or is the development of the OS part of this consultancy’s deliverables? The Occupational Standards (OS) for the seven priority trades have already been finalized, and copies may be made accessible to the consultant. However, there are currently no draft OS for the five additional trades, and the development of these standards will be part of this consultancy’s deliverables. The consultant will therefore be responsible for developing, validating, and finalizing the OS for the additional trades in collaboration with the Ministry of Education and relevant stakeholders, ensuring alignment with national TVET requirements and international best practices. 3. Pilot Testing Logistics Regarding Phase 4 (Pilot Testing), how many TVET institutions have been earmarked for the pilot phase, and are these institutions located primarily in Juba or across multiple states? This information is vital for our logistical and security planning. The number of TVET institutions to be included in the pilot testing phase will be determined by the Ministry of Education upon finalization of the selection criteria. The institutions will be strategically distributed across multiple states, rather than being concentrated solely in Juba, to ensure broader representation and applicability of the pilot outcomes. 4. Team Composition and Residency The RFP emphasizes familiarity with the South Sudanese ecosystem. While our lead consultants are international experts, does UNESCO require the consulting firm to have a physical registered presence in South Sudan, or is a project-based presence (through local partners or consultants) sufficient? A consulting firm is not required to have a registered presence in South Sudan; however, it must possess a valid registration certificate in its country of origin. While a physical presence in the country is not mandatory, firms are expected to demonstrate strong familiarity with the South Sudanese context and operating environment. 5. Implementation Timeline Does UNESCO have a preferred duration for this project (e.g., 6 months vs. 12 months)? Knowing the anticipated "go-live" date for the new curriculum would help us align our work plan with your institutional milestones. The prescribed duration for the implementation of this project is estimated to be between 16 – 18 weeks. However, the proposed timeline is expected to be determined by the consulting firm, based on a realistic assessment of the scope of work, methodology, and deliverables. 6. Stakeholder Consultations Will UNESCO and the Ministry be responsible for the venue and invitation logistics for the Phase 3 validation workshops, or should the consultant include the full costs of hosting these events (catering, venue hire, stakeholder transport) within the financial proposal The logistics related to the Phase 3 validation workshops will be the responsibility of UNESCO, not the consulting firm. Therefore, bidders are not required to include costs for venue hire, catering, or participant logistics in their financial proposals. However, the consultant will be expected to provide technical support during the workshops as needed.