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Pilot Skills Development Fund – call for proposals guidelines 1 | P a g e
PILOT CALL FOR PROPOSALS FOR SKILLS DEVELOPMENT FUND ALBERTINE RWENZORI
UGA 14 027 11/AP/001
PILOT CALL FOR PROPOSAL GUIDELINES1
LAUNCHED ON 13TH DECEMBER 2016, IN FORTPORTAL
1. Introduction
This pilot Call for Proposals for Skills Development Fund (SDF) is part of the Support to Skilling Uganda Strategy (SSU) project. The SSU intervention is jointly implemented by Belgium Development Agency (BTC) and the Ministry of Education and Sports (MoES) with the kind support of the Belgian Government, European Union Emergency Trust Fund and Irish Aid. The programme focuses on supporting the 10-year “Skilling Uganda” strategic plan, that aims at making Skills Development in Uganda more demand driven through linking BTVET with the real world of work.
To address the challenge of BTVET financing, BTC is piloting a Skills Development Fund (SDF) in Albertine & rwenzori, West Nile and Karamoja. While World Bank through Private Sector Foundation Uganda (PSFU) is supporting a Skills Development Facility country wide. The learning and experience from both the fund and facility will feed into the development of a future national Skills Development Fund (SDF).
The BTC SDF has three baskets Albertine & Rwenzori, West Nile and Karamoja) whose aim is to stimulate bottom-up initiatives and partnerships between the BTVET institutions and the labour market/ private sector by supporting a series of joint ventures between training providers and the labour market. Through 1 Full detailed description to be found in the fund operations manual which is the legal reference for the operations of the fund.
Pilot Skills Development Fund – call for proposals guidelines 2 | P a g e
the supported initiatives, the fund will facilitate transition from the world of school (training institutions) to the world of work (the institutions of the private sector and the labour market).
2. Objectives and outcomes of the fund
Objectives a) To broker joint ventures between training providers and industry/enterprises in skills
development programmes. b) To stimulate concrete Skilling Uganda change processes from the grassroots levels c) To facilitate best practices in skills development d) Social targeting; supporting skills development for vulnerable youth, women and girls. e) To enhance skills development in livelihood for improved productivity.
3.0 The SDF eligibility criteria and application process
3.1 Eligible Applicants
Skills Development suppliers (Public, Private-Not-For-Profit institutions) licensed by MoES and or members of UGAPRIVI
Private sector enterprises, Business Membership Organisations (BMOs) and associations of the informal sector.
Intermediate actors; BMOs, INGOs and National NGOs with relevant knowledge and necessary experience
3.2 Requirements for eligible applicants
1. Private training providers must be members of UGAPRIVI and registered by Ministry of Education and
Sports; have adequate qualified and experienced instructors in the proposed training; have an active
bank account for the past 12 months and in-house financial capacity
2. The enterprises should be legally registered with the relevant government authorities i.e. Registrar of
Companies; have active Bank Account; a Trading License and tax clearance certificates and in-house
financial capacity; should be a member of a Business Membership Organization (BMO) or have a
supporting letter from a BMO.
3. Intermediate NGOs must be International NGOs/ National NGOS registered in Uganda, registered
CBOs with previous work experience in the thematic areas i.e. education, skills development,
This pilot call is specific to SDF Albertine and Rwenzori and targets actors in the Albertine and Rwenzori
districts of Hoima Masindi, Kabarole and Kasese. Approximately 10 grantees of maximum €20,000 for a total
basket of €200,000 are foreseen.
Only joint applications of any two of the above are eligible
Pilot Skills Development Fund – call for proposals guidelines 3 | P a g e
livelihoods, social empowerment etc.; and should have an active Bank Account, certificate of
registration from the NGO Board and in-house financial capacity;
4.0 Priority sectors
Civil Engineering (construction trades)
Mechanical and Electrical Engineering (renewable energy)
Hospitality industry
Motor vehicle Technology (MVT)
Other sectors identified through local labour market scan
5.0 Eligible Programmes and duration
Skills development programmes supporting non-skilled, semi-skilled to diploma level
Programs ranging from 1 month training to 2 years that are directed towards meeting technical
skills required in the labour market,
Expansion /Improvement of existing programs, or development and delivery of new programmes
5.1 Funding windows
Window 1: Innovative and relevant training for the labour market: focusing on pre-employment training, work based learning, in-company training, career guidance, entrepreneurial and life skills training. Window 2: Training & Entrepreneurship Development in the informal sector: This focusses on developing skills among the self-employed, workers and apprentices in the informal sector, master crafts person, micro and small enterprises and certification of skills and competencies acquired through informal and non-formal training.
Window3: Not applicable in the pilot call
Window 4: Increased absorption of vulnerable youth, women and girls in existing skills development training programmes through provision of scholarships, followed by life skills, entrepreneurial skills, coaching and start up kits.
6.0 Selection criteria for the SDF initiatives
The fund will focus on the following key elements during selection:
Relevance: Joint ventures that are oriented towards immediate employment, productivity and income generation opportunities in the formal or informal sectors.
Bottom-up Initiatives: Flexible industry driven initiatives to be nurtured for growth and expansion.
Standardization: Adherence to national and international standards and certifications that allow for recognition of prior learning and progression.
Innovation: Promotion of innovative modalities of skills development to establish a system of
Pilot Skills Development Fund – call for proposals guidelines 4 | P a g e
demand driven BTVET provision and Work-Based Learning.
Results based financing: Part of the budget will be based on results in terms of completion and employment of graduates. Final financial installments e.g. bonuses will be paid based on the achievement of certain milestones, and mainly upon the gainful employment of the graduates.
Social targeting: Supporting access of vulnerable youth to skills development for example through scholarships. These will be youth, women and girls that are marginalized from mainstream educational and training provision due to various barriers generated by economic, social, and geographic fault-lines and physical disabilities and other specific constraints.
Matching funds: Collaboration with ongoing support by other actors is encouraged.
Cost sharing: Applicants for SDF windows 1 and 2 will be expected to cost share and contribute 10% of the amount requested for. However, in-kind contribution in terms of available equipment, materials and services to implement the initiative without charge will be considered during selection.
6.1 Eligible costs
Overall, the funds will support joint ventures and Public Private Partnerships. The intervention will
support training activities and enabling environment for the above-mentioned priority sectors. The
budget will always be shared between the training providers and the private sector in the proportions of
≤ 70% and ≥ 30% respectively
The following costs are eligible in support of skills development activities: -
• Work-Based Learning activities for example cost of transportation and feeding of the trainees etcetera; • Adapting and enriching training manuals needed for skills development in private sector
establishments; • Social inclusion activities for example scholarships, life skills trainings, numeracy and literacy etcetera. • Tracing and career guidance activities; • Capacity development of staff, awareness-raising, exchange visits, job shadowing, workshops, studies
and/or consultancy with a view of capacity building; • Personal protective wear; • Insurance against accidents for trainers and trainees; • The acquisition of necessary basic raw materials, tools, teaching aids, etcetera for implementation of
the initiative. 7.0 Application and Selection Procedures
7.1 Application process
a) Information sessions SSU will hold pre-application/information workshops to give interested applicants the chance to ask questions about this call and receive guidance on how to complete the application forms. These pre-application workshops will be held as follows:
Pilot Skills Development Fund – call for proposals guidelines 5 | P a g e
District Date Time
Masindi 9th January 2017 9am-12pm
Hoima 10th January 2017 9am-12pm
Fort Portal 11th January 2017 9am-12pm
Kasese (TBC) 12th January 2017 9am-12pm
Interested applicants that would like to attend these workshops must confirm their attendance by sending the participant’s details and the organization’s name to [email protected]. Maximum of two people per organization (preferably technical and finance person) will be accepted. Participants will be expected to meet their costs of travel and mileage for this information session.
b) Preparations of applications:
Proposals must be prepared and submitted using the application form attached, relevant for this specific
call. Please note that no other forms will be accepted.
c) Selection process
Submitted applications will undergo the following selection process
Stage 1: Administrative conformity check: This aims at checking for conformity to eligibility criteria,
relevance demonstrated by use of information from the labour market scan and availability of all the
required documents.
Stage 2: Technical Appraisal: The applications that conform to the administrative requirements will be
technically appraised to ensure their relevance, quality, implementation management and value for
money.
Stage 3: Organisational assessment: Applicants meeting the technical criteria will undergo organisational
assessment to establish their capacity to implement the proposed intervention.
Stage 4: Approval: Applications that meet the criteria and have the required capacity will be reviewed by
the SDF Selection Committee for approval.
Stage 5: Grant agreement signing: The approved applicants will sign agreement with BTC which will set
the rules and guidelines for the grant.
d) Proposal submission address
Proposals may be submitted at any time after the information session responses have been shared and
before the deadline. Applicants must submit a complete proposal package by hand delivery. The
Pilot Skills Development Fund – call for proposals guidelines 6 | P a g e
package must contain all the required components, including original signatures. Please send your
proposal package to the following address before the deadline of February 7, 2017:
Kampala Office The Project Coordinator/Co-Coordinator
Support to Skilling Uganda(SSU)Project Kyadondo Road, Legacy Towers (1st Floor)
Belgian Development Agency(BTC) Lower Kololo Terrace Plot 1B P.O BOX 40131
Kampala [email protected]
www.btcctb.org
Fort portal office The Project Coordinator/Co-Coordinator Support to Skilling Uganda(SSU)Project
Belgian Development Agency (BTC) Fort Portal Field Office Boma Kakiza Rd Plot 8
Fort Portal
1
Annex 1: Grant Application
Skills Development Fund Application Form
PLEASE COMPLETE ALL SECTIONS TO ENSURE THAT YOUR APPLICATION CAN BE CONSIDERED
Instructions on how to fill this form
1. This form may be filled electronically (on a computer) or manually 2. Fill all the empty spaces /white boxes where relevant 3. In spaces with a , tick the box where relevant, skip where not applicable 4. After completing the form, remember to sign and enter the date 5. Deliver the application form to the SSU offices in the field or in Kampala 6. Upon submission, you will get a submission acknowledgement form. Keep this until you receive a
formal reply from BTC.
Steps in assessing your application
1. BTC/SSU will assess whether your application is eligible. 2. If not eligible, you will be informed within one month after submission. 3. If eligible, your application will be scored. In case your application scores above the minimum
threshold, you will be visited for a detailed technical appraisal. 4. If your application is appraised favorably, and subject to availability of funds, a recommendation to
the Selection Committee will be made for a grant award. 5. The Selection Committee will decide whether to award the grant, and for how much. 6. If you are awarded a grant, you will sign a Grant Agreement with BTC
I hereby confirm that the information provided herein is correct, complete and accurate. Please note that
BTC may check to verify the information provided in your application. If found untrue or incomplete, your
application will be disqualified.
CHECKLIST FOR GRANT APPLICATION
Please ensure that the following is provided with your grant application Submitted
(Yes/No) Official only
1 Fully filled and signed application form
2
2 Valid copy of ID of the applicant
3
If available:
Strategic plan
Certificate of registration of institution
Certificate of Registration of the enterprise
Tax clearance
2015/16 Trading License
4 If available:
Copy of recent Bank Statement
6 Proof of ownership or secure user rights (lease agreement, rent
agreement) of your operating premises.
Part A: Applicant’s profile
1. Training Provider
Name of the Institution
Ownership Public Private Faith based Community
Other: Specify:
Accreditation number and date:
Entry level for the trainees
Departments/Trades in which the institution
trains
Average unit cost of training per trade
3
Current Enrolment (per trade):
Female: Males: Total:
Capacity (per trade)
Female: Males:
Number of permanent teaching staff (per trade) Trade Females: Males Total:
Number of part time teaching staff Female: Males: Total:
Number of non-teaching staff Female: Males: Total:
Number of graduates last year (per trade) Female: Males: Total:
Number of trainees that attended non-formal
training last year (per trade)
Female: Males: Total:
Trades in which they offer non-formal training
(unit cost)
Physical Address
Town:
Contact Address: P.O Box
District:
4
Contact telephone Office: Mobile
E-mail Website
Name of Contact Person
Telephone Contact: E-mail:
Details of your bankers:
Details of any prior partnership with the private sector
Do you provide short term training for private
companies
Yes/No
If yes, please explain
2. Private Sector Company
Basic information on the company
Name of the company:
Start year of operations Number of years in operation:
Type of business Construction Hospitality Manufacturing Skills Training
Other: Specify………………………………………
Membership to any Business membership organisation: Yes No
If yes, name___________________________________________________________________
Name of the Manager/CEO/Principal:
Number of employees: ……. Females ……Males ……. Total
5
Areas of operation Districts Counties Sub counties Parishes
Physical address of the
company
Sub county:
District:
Contact address P.O. Box: District:
Contact telephone Mobile 1: Mobile 2:
Email address:
Legal status of
company
Company
Association Institution Network None
Other:
Date of registration (If registered): Authority:
Trading license Yes/No Trading license validity until:
VAT number: TIN number:
Business
premises are
Family owned Personally Owned: Leased Rented
Other:
Please attach proof of ownership/Lease/rent agreement
Details of your Bankers:
Part C: Details of the intervention to be implemented
1. i) Title of the intervention (max 15 words)
6
ii) Funding window (Tick only one window)1
Window 1 Window 2 Window 3 Window 4
2. Briefly describe your purpose and the main activities of the initiative (maximum 100 words)
3. Description of the problem addressed by the initiative (maximum 100 words)
4. In what ways is the initiative addressing the labour market needs or livelihood or local economy needs (maximum100 words)
5. Describe the intervention’s implementation strategies (maximum 70 words)
6. How and to what extent is the private sector partner involved in the planning, set-up, and operation of the initiative? (Maximum 80 words)
7. Funding window specific (Respond to the section that relates to the window under which the intervention falls)
Window 1 (maximum 100 words)
1 If the intervention is applicable to more than one window, choose most relevant window
7
Window 2 (maximum 100 words)
Window 3 Not applicable in this call
Window 4 (maximum 100 words)
8. Type of certification to be acquired on completion of the proposed training (70 words)
9. Details about other support activities in the Institution
No Partner Budget duration Type of
program/project
a
b
10. How will you continue the activity after the fund support has come to an end? (maximum 70 words)
8
11. Results and indicators2
Activities Inputs
(Resources)
Outputs
(Immediate
effects)
Outcomes
(intermediate
effects)
Impact (long
term impact)
12. Risk Management plan
2 Include number of trainees disaggregated by gender
Description of the risk Likelihood of the risk
occurrence
Expected Impact of the
risk
Actions to mitigate the
risk and reduce its
effect.
9
13. Detailed work plan
Objective Activity Time frame Expected out
puts
Indicators of
achieving outputs
Responsible
institution
Responsible person
Q1 Q2 Q3 Q4
10
14. Budget Details: (The budget should be divided as follows);
BTVET institutions ≤ 70%: and private sector ≥ 30%:
a) BTVET Institution Budget Estimates
Activity Description of
inputs
Quantity Frequency Unit price Total amount
b) Private sector actor Budget Estimates
Activity Description of
inputs
Quantity Frequency Unit price Total amount
11
c) Total Budget
Total per partner Amount
Total budget for the BTVET Institution (copy from
above)
Total budget for the private sector actor (copy
from above)
Grand total for the intervention
d) Cost sharing
Modality Amount Estimated value of
the total amount
requested
Description
Cash
In-Kind contribution
Matching funds
supported by other
actors
12
Part D: Roles, responsibilities and benefits of partners.
i) Responsibilities of the partners
Training provider Private company/organisation
ii) Benefits of the partners
Training provider Private company/organisation
13
Part E: Statement of Responsibility and validity of information
On behalf of training provider, I
hereby declare that all the
information provided in this
application is correct.
The institution agrees that the project
staff of the Support to Skilling Uganda
programme, the concerned
stakeholders, the institutions of the
private sector and the labor market
may visit, monitor and investigate for
the purpose of evaluating the
application, progress assessment,
research etc.
I herewith guarantee that the
teachers/instructors who are involved
in the initiative will be dedicated to
this task at least during the project’s
implementation.
Furthermore, I confirm that the idea
of the proposed initiative is a product
of the institution’s teachers and
students in cooperation with the
private sector institutions.
Signature of the authorized person:
_________________________
Date / /
On behalf of the private sector
company, I hereby declare that all
the information provided in this
application is correct.
The institution agrees that the
project staff of the Support to
Skilling Uganda programme, the
concerned stakeholders, the
institutions of the private sector
and the labour market may visit,
monitor and investigate for the
purpose of evaluating the
application, progress assessment,
research etc.
I herewith guarantee that the
relevant personnel involved in the
initiative will be dedicated to this
task during the implementation of
the initiative.
Furthermore, I confirm that the
idea of the proposed initiative is a
product of the company’s training
department needs in cooperation
with the BTVET institution.
Signature of the authorized
person:
_________________________
Date / /
On behalf of the intermediate
actor, I hereby declare that all the
information provided in this
application is correct.
The Organisation agrees that the
project staff of the Support to
Skilling Uganda programme, the
concerned stakeholders, the
institutions of the private sector
and the labour market may visit,
monitor and investigate for the
purpose of evaluating the
application, progress assessment,
research etc.
I guarantee that the relevant
personnel who are involved in the
initiative will be dedicated to this
task during the initiative
implementation.
Furthermore, I confirm that the
idea of the proposed initiative is a
product of the organisation’s
competencies and experience in
cooperation with the training
provider.
Signature of the authorized person:
_________________________
Date / /
14
ANNEXES
On this application duly filled Please attach the following documents, as appropriate:
Certification of registration with local or national authorities
Bylaws or Articles of Association of the applicant and any co-applicants
Copies of the applicants’ most recent financial statements.
Detailed budget
Detailed activity plan
Any other relevant documentation.
1
ANNEX 2: ADDITIONAL INFORMATION ABOUT THE SKILLS DEVELOPMENT FUND.
1 INTRODUCTION 1.1 Support to Skilling Uganda Project
The implementation of the Support to Skilling Uganda Strategy (SSU) is an intervention jointly
implemented by Belgium Development Agency (BTC) and the Ministry of Education and Sports (MoES)
with the kind support of the Belgian government, European Union Trust Fund and Irish Aid.
SSU supports the implementation of the 10-year (2012-2021) Business Technical, Vocational and Education
Training (BTVET) Strategic Plan geared towards a systemic transformation of comprehensive skills
development for employment, enhanced productivity and growth in Uganda.
The SSU is 5-year intervention (2015-2020) that will facilitate interaction between all relevant
stakeholders; at policy level, in the private sector and at BTVET institutions.
SSU will bolster the Ugandan BTVET paradigm shift into a reality by providing support to reform processes
at three levels: -
Level one (1)
The intervention supports a series of capacity building activities contributing to the reform process as
stipulated in the Skilling Uganda Strategic plan.
To ensure sustainable impact, it will follow an embedded approach in close collaboration with the Reform
Task Force and in coordination with other technical and financial partners such as the World Bank, Irish
Aid, AVSI, GiZ and others.
Level two (2)
The intervention pilots diversified funding approaches for Skills Development by designing and operating
a pilot Skills Development Fund (pSDF) in Albertine and Rwenzori (Kabarole, Kasese, Hoima and Masindi),
2
West Nile and Karamoja regions. The pSDF will empower public & private partners to implement
innovative joint ventures in Skills Development targeting the youth, refugees, women and girls through
competitive calls for proposals.
Level three (3)
The intervention translates the Skilling Uganda paradigm shift into practice, by empowering public and
private not-for-profit institutions to become modern, relevant, demand driven, flexible and qualitative
Skills Development Centres (SDCs) and ultimately support their transformation into Centres of Excellence
(CoE) for a particular trade.
At this level, management capacity of BTVET providers will be strengthened; ensure quality of training and
sustainable partnerships with economic operators in their areas of operation. The support includes
infrastructure, relevant equipment and coaching geared towards improving work-based learning practices,
assessing market relevance of training programmes, career guidance, tracing/follow up of
graduates/alumni etcetera.
1.2 Skills Development Authority (SDA) and the Skills Development Fund (SDF)
National training funds are increasingly becoming a vehicle for financing skills development in many countries. They provide an institutional framework for collecting and allocating funding to training providers. Key issues for policy dialogue during the course of the project will include the involvement of the private sector and elaboration of the relationship between the Skills Development Authority (SDA) and the SDF. The SDF aims at financing actions planned by the project and specific initiatives that will be introduced by
the training providers and their partners from the private sector through calls for proposals. The
experience gained will be translated to the national level, in order to shape and develop the national SDF
and to lobby other donors to join a basket fund as part of a transitional stage, before a training levy comes
into life.
The fund will test run initiatives that promote provision of demand driven training by increasing the linkage
between the market and training, access and quality of skills development. The SDF will be the financial
pillar of the SDA and therefore, while introducing this funding scheme as a pilot, the long-term vision
remains a sustainable financing and technical support system for skills development for the country.
Realization of the above vision will depend on the definition of an operational model between the
Government of Uganda (including MoES, MoFPED, Sector Ministries, RTF/SDA, and Business Membership
Organisations) and Development partners (international and national).
3
1.3 Positioning of the Skills Development Fund
The SDF targets training providers to ensure that they work jointly with the private sector actors in order to provide demand driven labour market relevant training. The fund will stimulate bottom up joint initiatives that inspire change in skills development. Skills Development Facility funded through World Bank and implemented by the Private Sector Foundation Uganda targets private sector actors with an aim of improving company competitiveness and productivity. The two pilots will create a learning environment for piloting skills financing. The Fund will eventually be the financing pillar of the SDA.
1.4 Objectives and results of the SDF
The SDF is to create an environment that encourages training providers to supply the skills that society
and the economy need, and facilitate collaborative public private partnerships.
The SDF will be implemented through a Grant mechanism that will broker joint bottom up ventures
between training providers and the industry/enterprises in skills development. Joint ventures that lead to
demand driven training that is based on the local labour market survey and needs of the industry.
This will require strategic partnerships between training providers for example BTVET and the private
sector actors, firms, industry associations and intermediate actors for brokering and quality assurance.
The SDF will primarily finance, the improvement of the quality and relevance of existing skills development
systems and, if relevant, the expansion of these as well as introduction of new demand driven skills. In
addition, the Fund will give priority to innovative approaches and good practices in skills development and
employment creation in both formal and informal sector especially targeting vulnerable youth, women
and girls.
Piloting of joint bottom up ventures and public private partnerships that promote work based learning will
be supported under the Fund. Skills training initiatives to be supported will be selected through a
competitive process based on the merit and labour market relevance of the initiative. The applicants will
be required to demonstrate relevance by linking the initiatives to the labour market information survey.
The performance of the fund will be measured against the following indicators: -
Improved participation of employers/private sector in skills development programmes;
Number of collaboration agreements between training providers and private sector actors;
Number of females that can access the labour market in traditionally male-oriented trades, sectors and vulnerable youth (males and females), that have joined the world of work;
Provide opportunities for learning from the pilot initiative towards the establishment of the national Skills development fund.
4
1.5 Definitions In view of the different fund baskets, windows and beneficiaries, the following definitions will apply: -
1.5.1 Funding baskets
The SDF currently has three (3) foreseen baskets with funding that has been pooled from three separate
sources as follows;
a) Skills Development Fund basket for Albertine and Rwenzori, funded by the Belgian Government; b) Skills Development Fund basket for refugees and host communities in West Nile and Kiryandongo,
supported by the European Union Trust Fund; c) Skills Development Fund for Karamoja, funded by Irish Aid.
1.5.2 Funding windows
The SDF has the following “Windows” per basket to cater for different target groups and purposes
Table 1: Windows per basket
Funding basket Windows
Skills Development Fund basket for Albertine and
Rwenzori, funded by the Belgian Government
I. Training for the formal sector II. Training for the informal sector
III. Increased provision of instant qualitative, tailor made, innovative and gender sensitive skills
IV. Social targeting
Skills Development Fund basket for refugees and
host communities in West Nile and Kiryandongo,
supported by the European Union Trust Fund
I. Increased access to relevant, qualitative skills development
II. Increase absorption of youth, women and girls in existing skills development programmes
III. Increased provision of instant qualitative, tailor made, innovative and gender sensitive skills.
Skills Development Fund for Karamoja, funded by
Irish Aid.
I. Increased access to relevant, qualitative skills development
II. Increase absorption of youth, women and girls in existing skills development programmes
5
III. Increased provision of instant qualitative, tailor made, innovative and gender sensitive skills.
1.5.3 Beneficiaries:
i) Training providers: These will be public, Private Not-for-Profit (PNFT) BTVET providers that are licensed by MoES and members of UGAPRIVI. They must be accredited by ------UBTEB or ------ DIT. (Please note that academic streams, general primary and secondary education, tertiary institutions of higher learning and Universities are not eligible for this fund.) The institution must have an active bank account for the past 12 months; have adequate qualified and
experienced teaching staff; and in-house financial capacity.
ii) Intermediate actors (only for specific calls), these will include NGOs (National and International), trade associations of informal sector enterprises, cluster organisations etcetera for brokering and quality assurance depending on the funding basket or window. The actors must be legally registered in Uganda with the Registrar of Companies, with previous work
experience in the thematic areas i.e. education, skills development, livelihoods, social empowerment;
have an active bank account; certificate of registration from the NGO Board; and in-house financial
capacity
iii) Private sector actors: These will be defined in terms of enterprises as follows; Large enterprises: with more than 100 employees and an annual turnover or assets exceeding UGX 30
billion.
Medium enterprises: with between 50 and 100 employees. Annual turnover or assets between UGX 360
million and UGX 30 billion
Small enterprises: with between 5 and 50 employees. Annual turnover or total assets up to UGX 360
million
Micro enterprises: Up to 4 employees (excluding the owner) and an annual turnover not exceeding UGX
12 million.
Note: The above definitions are benchmarked from Uganda Investment Authority (UIA)
6
The enterprises should be legally registered with the relevant government authorities i.e. Registrar of
companies; have active bank account; a trading licence and tax clearance certificates and in-house
financial capacity; should be a member of a Business Membership Organisation (BMO) or have a
supporting letter from a BMO.
1.5.4 Service providers
These will be consultancy companies or organizations/individuals to be identified through public
tendering, under ToRs satisfactory to BTC, to support;
Specific assignments for example Training Needs Assessment, specific services related to technical reviews/evaluations of proposals received for funding, including due diligence and capacity assessment of the applicants; expertise in the fields of communication and ICT; and
Physical monitoring (verification) and financial control (auditing) of grants during the course of their implementation and measurement of the results/impact of the grants in accordance with the SSU results framework.
The specific operational characteristics of the SDF from launching the request of proposals for each of the baskets and windows to the implementation and completion of approved proposals, including the guidance for the preparation of proposals, the review and selection of proposals, the entering of contracts with winning proposals, the on-site monitoring of the implementation of initiatives and the closing acts of the initiatives that have achieved their intended final targets, are fully described in this operations manual.
7
2 GENERAL PRINCIPLES OF OPERATION
2.1 Effectiveness and efficiency The SDF will ensure that value for money is achieved from the resources available. In order to maintain
this principle, all applications will be assessed against the expected economic impact. Indicative unit costs
for different types of training will be established to guide prospective applicants, and an important task
during monitoring will be, to continuously assess whether there is a reasonable balance between project
costs and the effects of the individual grants. Furthermore, the administrative set-up of the SDF will be
kept lean and should synergize with other SSU and other BTC education project activities utilized to the
extent possible.
2.2 Transparency and accountability The SDF’s resources will be managed in an open and transparent manner that provides for checks and
balances. For instance, relevant information about the selection committee’s decisions that does not
compromise applicant’s confidentiality will be made available on respective website for easy access.
A member of the Selection Committee who has an interest in a matter for consideration by the Committee
must disclose conflict of interest upon the opening of the Committee meeting session and will be ineligible
from participating in the deliberations of the Committee in respect of that matter. A member who
contravenes this ceases to be a member of the Committee.
2.3 Arm’s length principle The arm’s length principle refers to the rule that all parties to a transaction should be on an equal footing
without preferential treatment of any of the involved parties.
2.3.1 Access to information In order to facilitate transparency, all relevant decisions by the Selection Committee will be made available
on relevant website. This includes information on approved applications, size of the grant and its intended
use, and rejected applications including the reason for the rejection.
2.3.2 Expediency The SDF Unit will ensure that the approval and settlement of financial amounts is timely, without
compromising accountability or prudence. This is particularly important not only for outputs to be
delivered as per the planned schedule but also for the building of trust of both recipients and the fund’s
sponsors. Grantees should be informed about the decision by the Selection Committee within two (2)
weeks of the Committee’s meeting.
8
2.3.3 Accountability SSU will apply accurate and timely reporting to all relevant stakeholders in line with an approved reporting
format and plan. The reporting will include both progress of the implementation of supported activities
as well as financial statements. The PSC and the Fund sponsors will receive financial reports in respect to
the disbursement of the funds and are entitled to information to verify compliance with the conditions
for funding.
2.4 Do no harm principles and safeguard measures 2.4.1 Do no harm principles
All supported activities must be:
Transparent and compliant with general principles of fairness;
Not increase divisions, conflict or tension in the community or entity;
Be politically neutral;
Open and acceptable to any faith;
Be culturally acceptable; and
Be environmentally acceptable.
2.4.2 Environmental safeguard measures The SDF may attract proposals for sub-projects requiring minor construction activities (such as equipment
for innovative training). However, it is expected that those works will take place in existing facilities and
the SDF will not finance any sub-projects resulting in the involuntary acquisition of land, loss of physical
and economic assets, and/or loss of livelihoods.
However, incidents may arise such as minor refurbishment of existing buildings and installation of
workroom equipment, work that will be guided by applicable local and national laws and regulations. The
fund may also finance training equipment, technology and consulting services. The SDF is not expected to
fund construction of new infrastructure.
To ensure proper assessment and mitigation of the potential adverse environmental and social impacts
of activities financed under the SDF, the procedures of the National Environment Management
Authority (NEMA) for environmental screening will be applied.
Additionally, BTC will make an environmental/social specialist consultant available on request to provide
support to the SDF Unit to conduct environmental and social screening of pertinent applications and to
ensure that decisions taken adequately consider any environmental and social safeguard issues.
9
2.5 Gender and equity policy It is a priority of the SDF to enhance gender and social equity. Evidence shows that mentorship and support to females engaged in traditionally male oriented trades, helps them to stay in the institution, complete the course and transit to work yields impact. In line with this experience, the SDF will promote social inclusion activities to ensure access to skills development of vulnerable groups, introducing young women and adolescent girls to training in male traditionally oriented trades. The fund will encourage applications that support access of vulnerable youth to skills development for example through scholarships. The Fund intends to support youth, women and girls that are marginalized from mainstream educational and training provision due to various barriers generated by economic, social, and geographic fault-lines and physical disabilities as well as other specific constraints. Prioritization criteria for social and gender targeting are detailed in annex 6. Applicants are expected to use the criteria in annex 6 to justify their affirmative action for and additional support (through e.g. scholarships) to vulnerable youth, women and girls. In addition, the fund will target activities that enhance gender equity and participation of women in entrepreneurship and BTVET training. Activities that support or introduce women and girls to trainings in traditionally men oriented trades within the priority sectors will be targeted. All applications will be gender screened and the SDF will give priority to skills development programmes that include sizeable share of females. Priority will be given to development of training courses that are relevant for women.
2.6 Work Based Learning (WBL) According to a published literature study1 of the ETF in 2013, there is no single definition of what WBL
entails beyond the notion that it implies two characteristics: learning in a work context and learning
through practice. A distinction is typically made, however, between learning for work (e.g. during a work
placement as part of an IVET curricula) and learning at work (e.g. in-house company training) (Gray, 2001,
quoted in Nixon et al., 2006).
Seufert (2000) further points out that WBL differs from conventional training in that it involves deep and
conscious reflection on actual experience at the work place. In addition to the acquisition of specific skills
and competences, the learner’s ability to developing meta-competence and learning-to-learn skills is
becoming even more critical than learning specific tasks. This view is confirmed by Guile and Griffiths
(2001), who state that parallel to the learners’ vertical development (building the intellectual capacity to
complete a VET programme); WBL also supports their horizontal development (building the capacity to
integrate into different environments, including the world of work).
The term WBL cannot be clearly distinguished from other terms used to refer to practice-based learning
in a work context; several close (and interchangeable) synonyms are found in the literature, including
employment-based learning, on-the-job training, and enterprise-based learning and in some contexts,
workplace learning. The boundaries between these different forms of learning are often blurred and the
1 WORK-BASED LEARNING: BENEFITS AND OBSTACLES, ETF 2013
10
level of regulation and the extent to which they include a theoretical component varies. Different forms
of work-based learning have different characteristics as summarized in the table below
Table 2: Work based learning practices
WORK BASED
LEARNING IN
BTVET
Wag
e
Legi
slat
ive
Fram
e w
ork
Wo
rk-
pla
ce
bas
ed
Pro
gram
me
of
lear
nin
g
On
-th
e- jo
b
trai
nin
g
Off
-th
e- jo
b
trai
nin
g
Form
al
asse
ssm
ent
Rec
ogn
ized
cert
ific
atio
n
Du
rati
on
In U
gan
da
Traineeship Maybe No Yes No Maybe No No No Variable Maybe
Industrial
Training
No No Yes No Yes No Yes Yes 2 to 3
months/year
Yes
Internship Maybe No Yes No Maybe No No No Variable Yes
First job
experience
Maybe No Yes No No No No No Variable Yes
Apprenticeship
School based
Maybe Maybe Yes Yes Yes Yes Yes Yes Fixed Yes
Apprenticeship
Company based
money
or in
kind
Maybe Yes No Yes Yes Yes Yes Fixed Yes
Work-Based Learning is acquisition of knowledge and skills through carrying out and reflecting on tasks in
a working context. It involves career awareness and exploration, work experience, structured training,
and/or mentoring at the work site. There are Work-Based Learning activities appropriate for every grade
level to support students in developing career awareness, exploring career options, developing
appropriate workplace skills, and relating academic skills to real-world applications. (Cedefop, 2011)
Traineeships are “a work practice including an educational component which is limited in time (a few
weeks up to 6 months). The purpose of these traineeships is to help the trainee schools to work in
transition by providing the practical experience, knowledge and skills that complete his/her theoretical
education” (ETF, 2012)
Internships constitute “a form of learning in a real work situation which can either be part of a formal
education programme or be done voluntarily outside formal education, with the aim of acquiring
11
competencies through executing “real” work tasks whilst being financially compensated and having access
to according social protection” (ETF, 2012)
First job experience practice is a period of temporary student employment, within a framework of learning
objectives, in which the student takes control of the learning experiences and improves the chance of
becoming permanently employed. (ILO, 2011)
School based apprenticeships are a systematic, long-term training for a technical occupation with
alternating periods in the workplace and in an educational institution or training center, where the
employer assumes responsibility for providing the training leading to a specific occupation.
Company based apprenticeships are a systematic, long-term training for a technical occupation with
alternating periods in the workplace and in an educational institution or training centre, where the
employer assumes responsibility for providing the training leading to a specific occupation most often
there is a contractual (working/learning and labour contracts) relationship between the employer and the
apprentice. (European Commission, 2012)
Informal apprenticeship can be broadly defined as an informal system of skills transfer from a Master
Craftsperson (MC) to a young apprentice who acquires skills by way of observation, imitation and
repetition while working with the MC. The transfer of knowledge and skills is based on an agreement
(written or verbal) between MC and apprentice and law does not regulate the training. (ILO, 2013)2
2.7 Decent Work considerations
All supported initiatives must comply with the ILO Decent Work agenda and the Global Compact principles. The Decent Work agenda involves opportunities for work that is productive and delivers a fair income, security in the workplace and social protection for families, better prospects for personal development and social integration, freedom for people to express their concerns, organize and participate in the decisions that affect their lives and equality of opportunity and treatment for all women and men. The UN Global Compact principles relevant for the SDF are especially the principles related to ‘the freedom of association and the effective recognition of the right to collective bargaining’, ‘the elimination of all forms of forced and compulsory labor’, ‘the effective abolition of child labor’, ‘the elimination of discrimination in employment and occupation’, ‘the development and diffusion of environmentally friendly technologies’ and the importance of working ‘against corruption in all its forms, including extortion and bribery’.
2 The ILO defines apprenticeship in its Apprenticeship Recommendation (R60, 1939):2
“… the expression apprenticeship means any system by which an employer undertakes by contract to employ a young person and to
train him [or her] or have him [or her] trained systematically for a trade for a period the duration of which has been fixed in advance
and in the course of which the apprentice is bound to work in the employer's service.”
12
In connection with the due diligence, applicants violating these principles will be excluded from support. This includes applicants that have a track record of having violated any of the principles.
2.8 Communication strategy The main communication goal of the SDF is to create awareness and knowledge management of the Fund
and its services.
In order for the SDF to be used effectively and contribute to demand driven skills development, it is
important that relevant communication be disseminated to the stakeholders effectively and regularly
thus, need for communication initiatives on the role of SDF. There will be need to establish a
communication platform between representatives of training providers and the private sector; share
success stories and lessons learned.
The SDF communication interventions will be effective if it is target oriented, i.e. all public information
must be clearly targeted to the different audiences that the Fund will be serving, clearly differentiating
the different baskets, funding windows, and eligibility criteria. It is important to assess market needs in
terms of skills so that appropriate training programmes, are designed to ensure quality and relevance for
improved employability.
Prior to every call for proposals, the SDF will launch a sensitization campaign in order to make all potential
beneficiaries aware of the funding opportunities provided by the Fund. The campaign will integrate
communication channels such as; infomercials in the print and electronic media, road shows and
dissemination of information through associations and other relevant channels among others.
The SDF communication strategy will be developed and should consider achieving set objectives,
segmenting target audiences, channels of communication, means of verifying messaging, communication
mix, monitoring and evaluating success of the communication interventions among others.
It will be required to develop the SDF brand in accordance to the principles and guidelines of the founder
organizations.
3 STRATEGIC GUIDANCE
13
4.1 Key elements
The SDF will broker joint ventures that are undertaken by training providers such as public, private not-
for-profit BTVET institutions in partnerships with the private sector to develop, up skill, deliver trainings
and work based learning initiatives. The fund will ensure the following key elements: -
i) Relevance: The fund will support joint ventures undertaken by pubic private partnerships of skills development providers including BTVET institutions in collaboration with private sector actors, intermediate actors will broker partnerships for purposes of quality control depending on the baskets and windows. The fund activities will be oriented towards immediate employment, productivity and income generation opportunities in the formal or informal sectors.
ii) Bottom-up Initiatives: Flexible industry driven initiatives will be nurtured for growth and expansion. Adaptation of lessons learned and best practices through M &E will be highlighted.
iii) Standardization: SDF will support adherence to national standards and certification that allow recognition of prior learning and progression i.e. the Workers PAS, City & Guilds, Opito among others. Standardization and harmonization of assessments and accreditation by Directorate of Industrial Training (DIT) and other BTVET assessment bodies will be supported.
iv) Innovation: Promotion of innovative modalities of skills development through public private partnerships and establishing a system of demand driven BTVET provision that encourage work based learning and other modalities will be prioritized. There are several ways in which training programs or training concepts can be innovative, it may either cater for groups that have not been catered for before, the mode of training may be new in the local context, it may be based on new models in financing, for example through income-generation or partnerships between the training provider and a company, or the actual content of the training may be novel and aligned to the needs of the market due to technological advancements among others.
v) Social targeting: Support access of vulnerable youth to skills development for example through scholarships. These will be youth, women and girls that are marginalized from mainstream education and training provision due to various barriers generated by economic, social, and geographic fault-lines and
physical disabilities and other specific constraints. vi) Results based financing: Part of the budget will be based on results in terms of completion and
employment of graduates. Financial installments will be paid based on the achievement of certain milestones, and mainly upon the gainful employment of the graduates.
vii) Learning: As a pilot fund, documentation/knowledge management and transfer of experience gained will be undertaken to inform policy dialogue for the SDF. To facilitate input and obtaining feedback, a knowledge sharing platform for BTVET and private sector stakeholders will be set up to contribute to high level discussions and scenario development around pooled funding for skills development. Through this platform, lessons learned and success stories will be shared among the stakeholders.
viii) Partnerships and leveraging: The proposed effort should effectively leverage additional external resources that may be available for implementation.
ix) In-kind contribution: Applicants that make in kind contribution in terms of available equipment, materials and services to implement the initiative without charge will have added advantage.
14
4.2 Target programmes: Training programmes will vary from 10-hour training to 2 years programmes that are direc19/10/2016ted
at meeting technical skills required in the labour market, either improvements of existing programmes,
expansion of existing programmes or development and delivery of new programmes.
4.3 Target sectors The SDF will target skills development from non skilled, semi-skilled levels up to level 33 as per the Uganda
Vocational Qualifications Framework (UVQF) in the relevant trades based on the local labour market
forecasting, for example the Workforce Skills Development Strategy and Plan (2015-2025) by World Bank
that sets out the activities required to close the gap between skills demand and supply in Oil & Gas and
related sectors; and BTC Labour market information survey, western Uganda4.
4.4 Eligibility of Costs Detailed information on target activities are under each basket in section 4.5. Overall, the fund will
support joint ventures and public private partnerships. The intervention budget will always be shared
between the training providers and the private sector in the proportions of ≤ 70% and ≥ 30%
respectively.
a) Eligible costs The following costs are eligible: -
• The acquisition of necessary basic raw materials, tools, teaching aids, etcetera for implementation of the initiative;
• Training, awareness-raising, study trips, job shadowing, workshops, studies and/or consultancy with a view of capacity building;
• Insurance against accidents for trainers and trainees; • Personal Protective wear; • Basic learning/ materials for trainees • Adapting and enriching training manuals needed for skills development in private sector
establishments; • Social inclusion activities; • Tracing and career guidance activities; • Work based learning activities
3 http://dituganda.org/qualifications-standards/ 4 Available upon request
15
b) Ineligible costs
The Fund does not support the following types of activities and associated costs: -
• Infrastructure except in very exceptional cases; • Seminars and conferences designed to stimulate discussions and/or keep participants abreast of the
latest trends in skills upgrading; • Absentee payment of staff attending training programs; • Workshops and conferences for political, spiritual and social enhancement; • Professional training programs, involving the upgrading of personnel such as doctors, lawyers,
accountants and architects; • Postgraduate training programs, involving the pursuance of higher education leading to the award of
an advanced diploma, graduate diploma, degree or post degree qualification; • Salaries for existing training or teaching staff for BTVET institutions and for enterprise personnel with
exception of proven additional work based on the need, schemes of work, lesson plans, time sheets etcetera.
4.5 ‘Operational details’ of the baskets and windows
The fund currently has the following three baskets from three different sources targeting different groups. It will
pilot financing skills development in different environment, which in the long term; will be handed over to the
SDA as the financing pillar. The SDF in the long run shall be a government owned instrument, funded through
government budget, donor contributions and private sector contributions (training levy): -
a) Skills Development Fund basket for Albertine and Rwenzori, funded by the Belgian Government b) Skills Development Fund basket for refugees and host communities in West Nile and Kiryandongo,
supported by the European Union Trust Fund c) Skills Development Fund for Karamoja, funded by Irish Aid.
16
Each of the above baskets has different windows as detailed in the following section;
Skills Development Fund basket for Albertine and Rwenzori, funded by the Belgian Government
This basket is implemented in the Albertine and Rwenzori region covering the districts of Hoima, Kabarole, Kasese
and Masindi. The fund aims at directly benefiting at least 80% youth, 30% women and girls.
Basket volume: 2,000,000 € for 2016-2020
Priority sectors:
Civil Engineering (brick making and concrete practice, carpentry and joinery, masonry, plumbing, steel fixing, plastering, painting and decoration, scaffolding)
Mechanical and electrical engineering (motor vehicle mechanics, fitting, welding and electricity)
Hospitality industry (tourism, accommodation and catering)
Target applicants: Training providers specifically public and private not-for-profit BTVET providers in joint
ventures with either private sector companies or Business Membership Organisations.
Depending on the window, intermediate actors with relevant knowledge and necessary experience in managing
implementation of skills development projects are expected to undertake joint ventures in line with skilling
Uganda with any of the following entities
Private sector partner/BMO;
Training providers and;
Business Development Services (BDS) providers.
The basket windows:
This fund basket has the following four windows:
17
Window 1: Innovative and relevant training for the formal labour market will focus on pre-employment training,
work based learning, in-company training, career guidance, entrepreneurial and life skills.
Window 2: Training and entrepreneurship development in the informal sector will focus on developing skills
among the self-employed, workers and apprentices in the informal sector, master craftsperson, micro and small
enterprises and certification of skills and competencies acquired through informal and non-formal training.
Window 3: Increased absorption of vulnerable youth, women and girls in existing skills development training
programmes through provision of scholarships, followed by life skills, entrepreneurial skills, coaching and start-up
kits.
Window 4: Increased provision of instant, qualitative, tailor made, innovative and gender sensitive skills
development responding to identified skills gaps for the green economy, livelihood and market development.
Based on a Training Needs Asessment (TNA) among the livelihood activities/income generating activities in the
areas of operation.
4.6 Cross cutting themes
I. Life skills: To meet the holistic needs of the trainees, reduce risks that threaten to limit learning opportunities, life skills to support trainees’ ability to make informed decisions, communicate effectively, and develop coping and self-management skills that may help them lead healthy productive lives5 will be imparted. Life skills will either be pre-training (maximum of 3 months); in parallel; or preferably integrated into the skills development training components. These will include literacy and numeracy training, and additional language for specific baskets based on specifically identified needs of the trainees.
II. Entrepreneurship: Equip trainees with knowledge and skills to enhance or develop their entrepreneurial mindsets, and create awareness about entrepreneurship as a viable alternative to paid employment6.The entrepreneurship training will be in accordance to national or international standards and instruments (ILO or others)7, and a minimum of six (6) hours of individual or small group coaching.
III. Green Environment: supporting and conservation of the environment through reduction in environmental damage, increased energy security, resource efficiency and resilience to climate change.
5 UNICEF, Electronic Resource: http://www.unicef.org/lifeskills/index_7308.ttml 6 UNESCO. http://www.unevoc.unesco.org/fileadmin/up/2013_epub_revisiting_global_trends_in_tvet_chapter8.pdf 7 Such as the National youth entrepreneurship training package developed by the Ministry of Gender, Labour and Social Development and ILO
18
IV. Occupational Health and safety: Training that integrates occupational health and safety issues in the behaviours and practices from job analysis to execution.
V. Social inclusion: Skills that stimulate and support integration into the labour market. These include numeracy and literacy to empower trainees especially those in the informal sector to be responsive to the changing market and support successful self-employment.
VI. Start-up kits: Achieving sustainable livelihood upon graduation requires access to proper materials and capital, enabling graduates to overcome capital constraints, through start up kits, social capital through groups and linking them to financing will promote entry into the labour market.
VII. Digitalisation for development: Integrating technology in skills development to promote adaptability and flexibility.
VIII. Master crafts Training: Training/upgrading master craft persons for improved workplace based learning. The master crafts from the private sector will be trained in pedagogical skills while instructors from training institutions will upgrade in technical skills.
IX. Work based learning: This is acquisition of knowledge and skills through carrying out and reflecting on tasks in a working context. It is career awareness and exploration, hands on, work experience, structured training, and/or mentoring at the work site. It allows students to “taste” and “live” the actual job and working conditions whilst allowing employers to test and train their future employees. Every grade level has appropriate learning activities to support students in developing career awareness,
exploring career options, developing appropriate workplace skills, and relating academic skills to real
world applications. Apprenticeships and all types of dual training and learning are crucial to overcome
skills mismatch and irrelevant practical training. Industrial training may also present opportunity for
trainees that perform well to be retained in a more permanent position. Each training shall encompass a
work-based learning component, either in company through internships or apprenticeships, or in a
“simulated” work environment provided by the training institution or another partner of the training
institution.
19
4.0 PROCEDURES FOR PROCESSING PROPOSALS
4.1. Application Process
Meets administrative
check
Meets Criteria
Call for proposal
announcement
Submission of
applications
Administrative check
by the SDF unit
Technical appraisal
by a consultant
Meets capacity
requirements
Selection Committee
reviews and approves
SDF unit processing
Grant agreement
signing
Implementation PSC for information
Verification &
capacity assesment
Information
sessions
Call for proposal
announcement
Call for proposal
announcement
Pilot Skills Development Fund – call for proposals 20 | P a g e
The Pilot Skills Development Fund Albertine Rwenzori
€ Budget: 2,000,000€ Period: 2016-2020 Location: Albertine Rwenzori
FROM THEORY TO PRACTICE The BTC Skills Development Fund (SDF) aims to stimulate bottom-up initiatives and
partnerships between the BTVET institutions and the labor market. By supporting a series
of joint ventures between training providers and the labor market, the fund will facilitate
transition from the world of training (training institutions) to the world of work (the
institutions of the private sector and the labour market). Its objectives are
a) To broker joint ventures between training providers and industry/enterprises in
skills development programmes.
b) To stimulate Skilling Uganda change processes from the grassroots levels
c) To facilitate best practices in skills development
d) Social targeting: supporting skills development for vulnerable youth, women
and girls
e) To enhance skills development in livelihood for improved productivity
CONTEXT Support to the Implementation of the Skilling Uganda Strategy (SSU) is a cooperation
between the Belgian Development Agency and the Ugandan Ministry of Education and
Sports. The SSU program focuses on supporting the “Skilling Uganda” 10-year strategic
plan, making Skills Development in Uganda more demand driven by linking education
with the world of work.
BTC and World Bank are financing skills development interventions. The World Bank-funded
Skills Development Facility is implemented by the Private Sector Foundation Uganda (PSFU)
country wide. Its goals is to improve the competitiveness of private sector companies by
enhancing their skills development. The BTC powered Skills Development Fund (SDF) has
three different baskets targeting the areas of Karamoja, West Nile, Albertine and the
Rwenzori regions. The Albertine and Rwenzori region basket targets the districts of Hoima,
Kabarole, Kasese and Masindi. The learning and experience from these two interventions
will shape the development of the national Skills Development Fund.
WHO CAN APPLY? Skills Development suppliers (Public, Private-Not-For-Profit
institutions) licensed by MoES and members of UGAPRIVI
Private sector enterprises, Business Membership
Organisations (BMOs) and associations of the informal
sector.
Intermediate actors; BMOs, INGOs and National NGOs
with relevant knowledge and necessary experience
Priority sectors are
Mechanical and Electrical engineering
(renewable energy)
Civil Engineering (construction trades)
Hospitality industry
Motor vehicle Technology
Livelihood activities and other income
generating activities relevant to local economic sectors
FUNDING WINDOWS
CALLS FOR PROPOSALS WILL BE ISSUED WITH GUIDELINES AND DEADLINES; APPLICANTS
NEED TO SUBMIT A COMPLETE PROPOSAL PACKAGE IN LINE WITH THE GUIDELINES
If you have questions about the fund, please contact us at [email protected] or at
Window 1: Innovative and relevant training
for the formal sector
Focus on pre-employment in company
training, work based learning, career
guidance and entrepreneurial and life skills
training for the formal sector.
Window 2: Training & Entrepreneurship
Development in the informal sector. Focus on
developing skills among self-employed, workers
and apprentices in the informal sector, master
crafts and micro- or small enterprises. Accent on
certification of skills and competencies from
informal training.
Window 3: Focus on increased qualitative,
innovative and gender sensitive skills
development responding to skills gaps in
value chains for the green economy,
livelihood & market development.
Window 4: Focus on an increased participation of
vulnerable youth, women and girls in existing skills
training programs, through the provision of
scholarships, followed by life skills, entrepreneurial
skills, coaching and start up kits.
Kampala Office
Support to Skilling Uganda(SSU)project
Kyadondo Road, Legacy Towers (1st Floor)
Belgian Development Agency(BTC)
Lower Kololo Terrace Plot 1B. P.O BOX 40131
KampalaKampala
www.btcctb.org
Fort Portal field office
Support to Skilling Uganda(SSU)project
Belgian Development Agency (BTC)
Boma Kakiza Rd Plot 8
Fort Portal
Fort Portal