Consultancy: Conduct a situational analysis (SITAN) on micro credentials in Kenya 31 views0 applications

1.0 Introduction

The Kenya National Qualifications Authority (KNQA), established under the Kenya National Qualifications Framework (KNQF) Act, Cap 214, is tasked with coordinating and harmonizing education, training, assessment, and quality assurance of all qualifications in Kenya. Among other functions, KNQA is mandated to provide for the recognition of attainment or competencies including skills, knowledge, attitudes and values. This is achieved through development and careful implementation of requisite policies to ensure harmony and standardization of all the processes that lead to acquisition of a qualification.

The Kenya National Qualifications Framework (KNQF) is an all-encompassing system for the articulation, classification, registration, accreditation, quality assurance, and the monitoring and evaluation of national qualifications. To date, a number of national policy documents have been developed such as: Recognition of Prior Learning; Credits Accumulation and Transfer System; National Policy Framework for Accreditation System of Qualifications; Kenya National Qualifications Classification Standard; and a Policy Framework for Quality Assurance of National Qualifications. All these are critical in enabling effective implementation of the Kenya National Qualifications Framework.

In line with the 2023 – 2027 KNQA Strategic Plan and the 2024 – 2025 Annual Work Plan, emerging areas of interest in the qualifications landscape have been identified for further exploration. One of these is the growing prominence of micro-credentials and the need for guiding frameworks for their implementation, informed by evolving trends nationally, regionally, continentally, and globally.’

Introduction of micro-credentials is crucial in meeting the growing demand for flexible, short-term, industry-relevant learning pathways. Globally, countries like South Africa, Australia, Canada, and the European Union are already integrating micro-credentials into their education and qualifications systems to address employment and skill development needs and promoting lifelong learning.

In Kenya, the introduction of micro-credentials aligns with the government’s objective of enhancing skills development, improving employability, and addressing skill gaps across sectors. The integration of micro-credentials within the national education and training system will support flexible and inclusive learning, ensuring recognition across borders.

2.0 Functions of KNQA

According to the KNQF Act CAP 214; The main functions of the KNQA are to;

1. Co-ordinate and supervise the development of policies on national qualifications;
2. Develop a framework for the development of an accreditation system on qualifications;
3. Develop a system for assessment of national qualifications;
4. Develop and review inter-relationships and linkages across national qualifications in consultation with stakeholders, relevant institutions and agencies;
5. Maintain a national database of national qualifications;
6. Publish manuals, codes and guidelines on national qualifications;
7. Advice and support any person, body or institution which is responsible for the award of national qualifications;
8. Publish an annual report on the status of national qualifications;
9. Set standards and benchmarks for qualifications and competencies including skills, knowledge, attitudes and values;
10. Define the levels of qualifications and competencies;
11. Provide for the recognition of attainment or competencies including skills, knowledge, attitudes and values;
12. Facilitate linkages, credit transfers and exemptions and a vertical and horizontal mobility at all levels to enable entry, re-entry and exit;
13. Conduct research on equalization of qualifications;
14. Establish standards for harmonization and recognition of national and foreign qualifications;
15. Build confidence in the national qualifications system that contributes to the national economy;
16. Provide pathways that support the development and maintenance of flexible access to qualifications;
17. Promote the recognition of national qualifications internationally; and
18. Perform such other functions as may be provided under the act.

3.0 KNQA Strategy

3.1 Mission:

To establish and manage the KNQF aimed at promoting globally recognized and competitive qualifications for sustainable development.

3.2 Vision:

Globally Recognized and Competitive Qualifications Transforming Kenya

3.3 Goal of the Assignment

The goal of this assignment is to conduct a situational analysis (SITAN) to assess the current state, potential value, and strategic considerations surrounding micro-credentials in Kenya. The study will identify opportunities, challenges, and provide evidence-based recommendations to inform possible policy or strategic actions that may be required to align with national development priorities.

4.0 Objective of the Assignment

Through the ILO PROSPECTS programme, with support from the Ministry of Foreign Affairs of the Netherlands, the assignment aims to conduct a comprehensive situational analysis to assess the relevance and potential role of micro-credentials in Kenya’s qualifications framework by:-

1. Assessing the current strengths, potential opportunities and relevance for micro-credentials in Kenya ;
2. Assess demand, prevalence and existing practices in micro-credentials
3. Identifying gaps and challenges that would hinder, implementation and recognition of micro-credentials;
4. Analysing international trends and good practices to draw lessons, insights and recommendations relevant to Kenya;.
5. Assessing the challenges faced by stakeholders in the adoption and recognition of micro-credentials.
6. Evaluate the awareness and perception of stakeholders, both on the demand and supply side of micro-credentials.
7. Assess coherence and complementarity with existing related legislative and policy frameworks
8. Providing evidence-based recommendations to guide possible strategic interventions, including policy considerations, if necessary.

The consultant is expected to undertake an very objective assessment of the micro-credentials landscape in Kenya and provide strategic recommendations based on evidence gathered. The assignment should objectively assess whether policy development, regulatory measures, or other strategic interventions are necessary to address the findings.

5.0 The Scope

The scope of the study shall include and not limited to Policy makers; employers; employees (of varied ages); Regulators in various qualifications frameworks; education institutions and industries across the country. The scope would also analysing practices, existing trends on micro-credential beyond Kenyan boarders including within the context of skilled labour migration, just transition, new forms of work etc

6.0 Methodology

The situational analysis will serve as a fact-finding mission to assess the landscape of qualifications in Kenya and examine the relevance, applicability, and potential role of micro-credentials in the country’s education and training ecosystem. The exercise will analyse existing practices, identify gaps, and explore lessons from international experiences to inform potential regulatory recommendations. The exercise will also point out gaps and explore existing good practices from other countries to inform development of the policy.

The methodology of this assignment will involve the following:

6.1 Map out existing micro credentials spaces; existing practices in the country

1. Identify programs offered by educational providers and industries that are deemed to be micro-credentials;
2. Evaluate the appropriateness of incorporating micro credentials into the 10-level Kenya National Qualifications Framework and the respective sub-frameworks; and
3. Identify challenges, benefits and opportunities in the acceptability, and quality assurance of micro credentials.

6.2 Stakeholder Involvement and consultation

1. Conduct focused group discussions with relevant stakeholders;
2. Evaluate the demand for micro credentials among students, employers, and education providers; and
3. Engage industry players to gather perspectives on skills gaps and requirements that may inform potential regulatory considerations..

6.3 Comparative Analysis

1. Review policy documents, existing research findings and structures from countries that have effectively developed and are implementing micro credentials; and
2. Draw lessons and experience from various regulatory and implementation approaches that can be adapted in the Kenyan context.

6.4 Legal and policy Frameworks Considerations

1. Assess the current national policies on qualifications to verify the affiliation of micro credentials with existing and ongoing reforms; and
2. Identify prospective policy, legal, and monitoring adjustments/amendments required for effective implementation.

7.0 Expected Outputs / Deliverables and timelines

7.1. Deliverables

The key deliverables for the assignment are as follows:

1. An Inception report including a clear work plan with timelines.
2. Data collection tools.
3. Draft Situational analysis Report reflecting key findings from both desk review and field interviews.
4. Final Situational Analysis Report: The report should be logically structured, contain evidence-based findings, conclusions, lessons and recommendations, and should be free of information that is not relevant to the overall analysis. The report should respond in detail to the key focus areas described in section 6.
5. In addition to the comprehensive Situational Analysis Report, the Consultant shall also provide an abridged summary of the report, which will be circulated to stakeholders during a dissemination forum.
6. Participation in the dissemination workshop to present findings of the situational analysis to stakeholders.

7.2 Timelines

The assignment will involve a hybrid working arrangement for an indicative duration of 35 working days and will have the below-outlined deliverables.

The assignment will be carried out over the time period: May to September 2025.

Please note that the total level of effort (working days) indicated above should be seen as guidelines for the consultant as they develop technical and financial proposals.

Deviations from these guidelines are possible and should be justified in the proposal. Consultants are also kindly asked to specify a timeline for the deliverables.

Aside from remote work, the consultant will be required to regularly participate in physical meetings with ILO, KNQA representatives and the technical committee/stakeholders in Nairobi. In addition, physical field missions outside Nairobi might occur and would be discussed with the ILO Kenya PROSPECTS team in advance to specify if and which parts of the mission need to be done in person. Specifically, the consultant will deliver within the below timeline;

Week 1

1. Inception Report including a clear work plan with timelines – 8 days

2. Data Collection Tools (questionnaires, interview guides, etc.) – 3 days

Week 2 – 3

3. Draft Situational Analysis Report reflecting key findings from desk review and field interviews – 14 days

Week 4

4. Final Situational Analysis Report — comprehensive, structured, evidence-based findings, lessons, recommendations, and detailed response to key focus areas – 5 days

5. Abridged summary of the Situational Analysis Report for stakeholder dissemination – 2 days

Week 5

6. Participation in the dissemination workshop to present findings – 3 days

TOTAL: 35 days

8.0 Payment Terms

The ILO will only pay for services that have been performed and for deliverables that are successfully completed to the satisfaction of the ILO. The payments will be made according to the following schedule:

• The first payment of 30 per cent of the contract volume will be made upon receipt of an inception report including a clear work plan with timelines, and data collection tools to the satisfaction of the ILO and KNQA, and presentation of the invoice.
• The second payment of per cent of the contract value will be made upon receipt of the Draft Situational Analysis Report reflecting key findings from both desk review and field interviews to the satisfaction of the ILO and KNQA, and presentation of the invoice.
• The third payment of 40 per cent of the contract value will be made upon receipt of the Final Situational Analysis Report, an abridged summary of the report prepared for the dissemination forum, and participation in the dissemination workshop to present the findings of the situational analysis to stakeholders to the satisfaction of the ILO and KNQA, and presentation of the invoice.

9.0. Staffing, Roles, and Reporting

The consultant will operate under the overall supervision of The ILO Chief Technical Advisor and Director General KNQA. The consultant will work closely and coordinate with the technical committee appointed by KNQA. The ILO Kenya PROSPECTS team will offer technical support and will coordinate closely with the Regional Skills and Employment Specialist of PROSPECTS program, the Youth Employment Officer at the Regional Office for Africa and the Decent Work Skills specialist at Pretoria to facilitate mainstreaming and standardization of the approach across the project.

10.0. Specific Clauses

Throughout the course of this assignment, the consultant will report on a weekly basis to the ILO for coordination with the technical committee/KNQA and follow–up. All communication to other relevant stakeholders should be coordinated with the ILO. If it appears necessary to modify the tasks of work or exceed the time allocated, the consultant must discuss the circumstances with the ILO and obtain prior written approval. ILO may disclose the draft or final documents and/or any related information to any person and for any purpose the ILO may deem appropriate.

11.0 Requirements for the consultant

The resource person should meet the following minimum requirements:

1. Have at least a postgraduate degree in Education, Public Policy, Research, or a related field;
2. Proven experience in conducting situational analyses, policy research, and education and training sector researches; and
3. A minimum of five years’ experience in development and implementation of education and skills policies.
4. Strong analytical and report writing skills, with the ability to examine complex data, draw actionable conclusions, and prepare comprehensive, evidence-based reports, including executive summaries and recommendations for diverse stakeholders.
5. Stakeholder engagement and consultation experience, with experience of managing focused group discussion, gathering perspectives, and assessing demand across sectors, with the ability to present findings clearly and effectively.