PROJECT BACKGROUND

1. General background
The ‘PROSPECTS’ Partnership for improving prospects for host communities (HCs) and forcibly displaced persons (FDPs), was launched by the Government of the Netherlands in 2019 in response to forced displacement crises, bringing together the International Finance Corporation (IFC), the International Labour Organization (ILO), the UN Refugee Agency (UNHCR), the UN Children’s Fund (UNICEF) and the World Bank. The partnership spans eight countries affected by forced displacement, namely Egypt, Ethiopia, Iraq, Jordan, Kenya, Lebanon, Sudan, and Uganda.
It employs a holistic approach whereby each partner focuses on their area of expertise to collaboratively enhance access to education, protection schemes, decent jobs and critical infrastructure for both FDPs and HCs. As of 2024, the partnership entered its Phase II, which that aims to build on the results and draw on the lessons learned from Phase I and maximize impact.
2. PROSPECTS IN IRAQ
In Iraq, the PROSPECTS partnership aims to support national efforts to strengthen systems and develop/implement policies that promote inclusion and socio-economic development of forcibly displaced and host communities, whilst working closely with local authorities, business/private sector, and communities to identify, maximize, and realize opportunities on the ground. With a geographic focus on the Kurdistan Region and Ninawa, the partnership focuses on four pillars, namely: education and learning; economic inclusion and protection; and critical infrastructure.

Within the framework of the Education and Learning, the ILO’s focus is on supporting thousands of forcibly displaced persons and host community members to access more and better livelihoods and decent job opportunities. It is doing so through an integrated approach that support market-driven skills training; improve public employment services; implement labour intensive infrastructure projects; promote financial inclusion; and support business start-ups and micro, small, and medium-sized enterprises (MSMEs).

ASSIGNMENT BACKGROUND

For this project, work-based learning (WBL) encompasses all types of learning that occur in real-world work situations, when learners do real work leads to the production of real goods and services. These include, among others, the work-based part of formal and informal apprenticeships, cooperative education, internships, work placement, alternate training, experiential learning, and traineeships. It should include adequate remuneration.
Training providers in Iraq previously implemented several good practices related to work based post-training practices (which were disrupted by political and social upheaval) with (often adjacent) production sites including factories, farms and service providers. There are empiric evidences that these practices improved the alignment of the programmes with market needs and employment opportunities for graduates.
In 2024, the ILO estimated youth unemployment (for the cohort 15-24 years) at approximately 32% , significantly higher than the global youth unemployment standing at 13% . Many graduates in Iraq lack the technical and vocational skills demanded by employers. These figures underscore the urgent need for market-relevant skills that work-based training delivers. The ILO promotes apprenticeships and work-based learning (WBL) as key bridges between education and employment, helping youth including young displaced persons acquire in-demand competencies and transition into decent jobs, the objective of the ILO’s decent work agenda, also in line with the National Education Strategy 2022–2031.
The inclusion of forcibly displaced persons (FDPs)—including refugees, internally displaced persons (IDPs), and returnees—remains a central concern in Nineveh, Duhok and Erbil governorates. As of April 2025, Nineveh Governorate has recorded nearly 2 million returnees, the highest number in Iraq, across 8 districts and over 1,100 locations. In Duhok, approximately 211,000 displaced individuals and 90,951 Syrian Refugees are present, while Erbil hosts around 205,000 displaced individuals, and 148,373 Syrian Refugees with the majority living outside camps. These regions continue to face mounting socio-economic pressures, particularly affecting youth and women from both displaced and host communities, who often lack the market-relevant skills to access decent employment.

ASSIGNMENT OBJECTIVES

To facilitate youth and women’s transition to decent employment, the ILO intends to support the implementation of quality work-based learning (WBL) in Erbil, Duhok, and Nineveh governorates, providing young host community and FDPs with market relevant competencies (technical/professional competencies as well the core skills for life and work) that improve their employability and facilitate their transition to decent jobs.
These pilots are expected to contribute to the institutionalisation of quality work-based learning, complementing the following actions:
 Strengthening the capacities of key government and private sector stakeholders,
 Drafting a national WBL/apprenticeship framework for Iraq and the Kurdistan Region,
 Assessing opportunities for public-private partnerships to integrate WBL into development and sectoral planning processes.
The overall objectives of this assignment are:
(a) Implement inclusive pilot initiatives on the work-based learning that facilitates youth transition into decent employment in Erbil, Duhok and Nineveh governorates.
(b) Build the capacity of MOLSA, DOLSA, vocational training directorates, vocational training centres, the chambers and enterprises partners in Erbil, Duhok and Nineveh governorates on designing, implementing, and/or participating in quality work-based learning programmes.
(c) Drafting Work-Based Learning (WBL)/apprenticeship frameworks for Iraq and Kurdistan Region.
(d) Assess Public-Private Partnership potential linkages to support the integration of work-based learning into national and subnational development and sectoral planning (through policies, projects and programmes).
In line with the Quality Apprenticeship Recommendation, 2023, the quality of work-based learning will include the following elements, that will be reflected in an agreement signed by the enterprise and the learner:
 The learning is structured according to an agreed training plan / logbook that reflects established competency standards;
 Learners are aware of the occupational risks and hazards and adequately protected against them;
 Learners are adequately remunerated for their contribution to the production process, and benefit from accident and ill-health insurance;
 Learners benefit from off the job learning, they are assessed for the competencies they have gained that contribute to a recognised qualification.

SCOPE OF WORK and METHODOLOGY
ILO is seeking an NGO (Implementing Partner) to implement work-based learning (WBL) initiatives, in close coordination with government institutions and social partners, in Erbil, Duhok and Nineveh governorates in construction and its sub-sectors, agriculture and agri-food, cultural industries, renewable energy, tourism, hospitality, e-commerce and digital marketing – with a particular emphasis on green jobs. The intervention will promote training that is relevant to both market needs and aspiration of learners, in line with ILO Human Resources Convention 1975, (C142) to bridge the skills gaps in targeted sectors.

These WBL programmes will target 750 youth beneficiaries from the job seeker database (particularly those registered in the database available at MOLSA- KRI and DOLSA-Nineveh) with 40% from Iraqi host community, 30% Syrian Refugees, 30% IDPs, at least 80% of target to be Youth aged (18-24), 40% women, 2 % Persons (women and men) with Disabilities. The Implementing Partner will ensure these targets are reached for number of learners recruited, but also learners who do not drop out, learners graduating and graduates with a positive transition to and within the labour market. This will ensure the programme provides not only equitable access to these populations, but equitable benefits from the training. In addition, the WBL programmes beneficiaries could also include those who are working as part of the employment-intensive investment programme (EIIP) interventions under PROSPECTS and who are interested to receive additional skills that will increase their employability and access to longer-term job opportunities.
Under this agreement, the implementing partner is expected to recruit an international expert to draft a Work-Based Learning (WBL)/apprenticeship framework for Iraq. ILO will provide recommendations for this end. The implementing partner will facilitate the expert’s missions to Iraq and support the development, consultations, and dissemination of the proposed framework. The anticipated duration of the expert’s assignment is 40 working days, including a 20-day mission to Iraq.
Also, the Implementing Partner will be responsible for designing and delivering two capacity-building workshops, supported by ILO technical backstopping and the international consultant, to strengthen the institutional capacity of the Iraqi Federation of Industries (IFI) and its affiliated local chambers to support their members and smaller companies, TVET providers, MOLSA, DOLSA, and apprentices. In particular, the Implementing Partner will build the capacity of IFI and its chambers
 to effectively manage contractual relationships between employers and apprentices,
 to train in-company trainers on their role in work based learning, based on ILO modules,
 to facilitate coordination among key stakeholders involved in the implementation and promotion of work-based learning initiatives.
The implementation cycle of a WBL programme should consist of the following five main processes:

With ILO’s technical guidance, the Implementing Partner will undertake the following tasks:
Planning for WBL programmes
• Conduct rapid skills needs assessment and/or update the existing ones (a) to review available job vacancies and analyse and job demand, (b) to review qualifications and education profiles of the workforce, (c) identify the gaps in terms of occupations and skills for the respective sectors, (d) identify specific industries and enterprises ready for starting WBL programmes, through review of existing data and analysis and intensive consultations with Employers’ and Workers’ organizations, as well as relevant professional associations. The TORs of these skills need assessments along with the staff who will conduct it and the process for conducting, should be discussed and approved by ILO before proceeding with it.
• Establish Technical Working Groups (TWGs) and define their roles and responsibilities to design, develop, implement, and monitor the WBL training programmes. These TWGs should include at least coordinators, vocational instructors, mentors, and workplace trainers/ in-company trainers (master craft persons/MCPs assigned by the enterprises’ partners), a minimum five-day training is required for TWGs to establish them in taking above responsibilities.
• Identify the companies for the WBL programmes in the identified enterprises for the selected occupations based on the training needs of the targeted groups and the criteria agreed with ILO and its constituents .
• Design and implement the steps that should be taken for the WBL to equally benefit women, people with disabilities, and disadvantaged groups from host communities and refugees, as per target shares listed previously.
• Review relevant competency standards and propose upgrading as per the skills gap assessment, wherever relevant. If no standards are available develop occupational competency profiles in collaboration with the employers, industry experts, vocational instructors and relevant training institutions / departments (in MOLSA), with a DACUM approach, using DACUM trained facilitators in MOLSA.
Developing WBL training programmes
• Establish an initial list of critical competencies to be discussed and agreed upon with the participating enterprises/employers in WBL programmes, from the ILO Core Skills Framework and other relevant frameworks, and generate related online materials for the set competencies.
• Based on these standards, for each targeted occupation, complement existing training materials and generate new ones, either online (with Rise 360 or other platforms), or paper based. They should include presentations, quick videos, short podcasts, pictures, exercises and self-assessments organised around a competency based learning plan. They should also include test banks to be used by assessors, in line with ILO CBT manual for the region.
• Develop the training programme profile and framework (programmes’ outlines), with a list of competencies to be covered, including the needed professional/technical skills, life skills, foundation skills, underpinning knowledge, conditions and requirements, tools, and equipment, etc needed to perform each of the work processes covered in the WBL programmes.
Organising WBL training programmes
• Prepare a guide note for the recruitment of trainees for the WBL programmes based on the national rules and regulations; recruit the trainees following the pre-set admission guidelines and with full coordination with the employment services departments/units’/ centres. The ILO “Competence Profiling Tools” should be used to capture the experiences, skills, and competencies of the job seekers/potential trainees.
• Develop the WBL training plans / logbook, to track trainees’ progress.
• Negotiate a WBL agreement based on the model proposed by ILO, with Government institutions and social partners, and ensure it is implemented for participating employers and apprentices, with the logbook as an annex.
• Conduct training on the design, development, and implementation of the WBL programmes for the members of the technical working group. This should include at least six training workshops: for in-company trainers, coordinators and vocational instructors, and assessors. The agenda for these workshops and the materials will be developed in full coordination with ILO.
Delivering and monitoring WBL training programmes
• Conduct an initial face to face off-the-job training to the trainees on basic skills and knowledge, that are necessary before starting the on-the-job training. The off-the-job training could be conducted in collaboration with public training providers, and include training on basic technical skills, core skills for life and work, foundation skills, entrepreneurship skills, Occupational Safety and Health (OSH), and basic literacy and numeracy. In addition grant access to the trainees to the online materials developed, for self-paced learning.
• Provide awareness and build trainees’ skills on youth rights at work. These will be provided to the trainees through the off-the-job-training portion (as part of the training on life skills), and through the mentorship visits conducted to the trainees and workplaces by the coordinators, vocational instructors, and mentors. The needed content and information on youth right at work will be provided by ILO in close coordination with relevant trade unions.
• Monitor the WBL implementation and oversee the on-site training in the workplaces of the participating enterprises, according to the agreed training plans. Ensure quality delivery of the training programmes in terms of training quality and required protection of learners. This should include
o regular visits to the workplaces,
o mentoring the trainees on specific technical aspects
o supporting in-company trainers,
o mediating and resolving potential issues and conflicts
o organising self-assessments to be validated by in-company trainers,
o documenting progress and compliance within agreed monitoring and assessment forms,
o collecting feedback, proposing strategy changes,
o documenting lessons learnt around some key aspects agreed with ILO, for future publications.
• Provide career guidance and counselling to the trainees through the whole cycle of the WBL programmes in collaboration with the employment services centres (i.e job search skills and entrepreneurship, etc.)
• Provide trainees with stipends/ transportation fees and/or transportation means from/to the workplaces (if this is not already provided by the employers – according to the WBL agreement).
• Provide trainees with social security protection including insurance against illness and work injuries.
• Improve the work environment for trainees and support the small and micro enterprises participating in the WBL programmes, through ILO WISE interventions. This includes improving Occupational Safety and Health (OSH) , work management and workplace organisation , as well as upgrading the technical skills of the in-company trainers and existing skilled workers on emerging and market-relevant technical competencies in their specialisation as per their needs. In addition to that, provide these enterprises with some basic tools related to their work including OSH related equipment and checklists for OSH and workplace organisations.
• Organise final summative assessments with competent and accredited external assessors, using the pre-developed assessment grids/sheets and by using objectively verifiable assessment indicators, criteria, and qualifiers; grant certificates with and according to the national rules and regulations.
Provide post- training support
• Support employment services centres/units/departments to provide effective employment services to the WBL graduates (such as providing information to trainees about employment services providers, job portals, and job fairs that offer job-matching services for WBL graduates and potential).
• Facilitate WBL programmes’ graduates’ smooth transition to the labour market and enable them to access decent employment.
• Link WBL programmes graduates who are seeking to start their own businesses with financial and nonfinancial services.
• Conduct post-training evaluation based on
o employers and learners’ satisfaction surveys at the conclusion of every training programme;
o systematic tracking of trainees three months after graduation;
o documentation of good practices that includes a description of the context, practice and results.
• Organize a closing workshop to present this evaluation to key stakeholders, particularly relevant Government institutions, the chambers and trade unions, to assess the potential for integrating WBL in national policies and plans in partnership with the private sector industries and enterprises.

The Implementing Partner should work closely with the MOLSA, DOLSA, social partners and public vocational training providers in Erbil, Duhok and Nineveh governorates through the whole implementation cycle and phases of the WBL programmes. The TWGs should have members from those training providers, in particular, the vocational instructors. The mentors should be hired from the competent staff of the public employment services centres/units/departments.
Also, the Implementing Partner needs to seek to work closely with the chambers particularly the Nineveh Chamber of Industry (signing Memorandum of Understanding- MOU with the chambers when possible) to support the implementation of the WBL initiatives through defining market-relevant occupations, building employers’ awareness of the WBL, supporting outreaching to employers and enterprises willing to participate in WBL programmes in the targeted occupations, establishing a unified WBL agreement or code of conduct, and supporting job placements for the WBL trainees.
The Implementing Partner also needs to work closely with trade unions to ensure learners’ aspirations are adequately taken into account in the development and the implementation of this WBL, to raise awareness of learners on youth rights at work, to ensure issues are adequately dealt with, and to consider including WBL as part Collective Bargaining agreements.
The ILO will provide technical expertise on the WBL model to be implemented and conduct the needed capacity building on the various components of the model. The methodology, processes, and tools to be implemented should be discussed with the Skills Officer and be based on ILO’s standards , experiences and guidelines on apprenticeships and work-based learning, particularly the WBL guide developed for Lebanon & Arab states , and the two toolkits on apprenticeship .
DELIVERABLES

 At least 15 WBL programmes relevant to the labour market and the aspirations of learners, targeting at least 750 trainees and job seekers from host communities, IDPS, and Syrian refugees.
 Skills needs assessment report.
 Inception report on the planning for implementation of the WBL programmes with analysis of ongoing similar works by other organisations, list of key occupations for WBL programmes, selected occupations, trainees, and enterprises, and timelines for completing the assignment.
 Four progress technical reports are required, each corresponding to advancing the WBL programme implementation. The submission of these reports to the satisfaction of the ILO is tied to the respective payment milestones (i.e. second, third, fourth, and fifth payments). Each progress report should include all related deliverables as outlined in these Terms of Reference (TORs), such as
– The outcomes and lessons learned of using ILO competence profiling to capture the experiences, skills, and competencies of the job seekers.
– The steps that were taken for the WBL to equally benefit women, people with disabilities, and disadvantaged groups from host communities, IDPS, and refugees.
– A list of potential enterprises, employers, and workplaces selected for implementing the WBL programmes with the criteria of selection.
– The WBL agreement (code of conduct) signed with the selected employers and enterprises.
– The list of Technical Working Group (TWG) members for each WBL training programme, and their roles and responsibilities.
– The training programme profile (programmes’ outlines) and training plans for each WBL programmes identifying the work processes and their related skills, knowledge, conditions, etc.
– Guidelines for the recruitment of trainees for the WBL programmes based on the national rules and regulations.
– Complete list of WBL tools used for tracking, follow-up, monitoring, and assessing trainees and implementation of the WBL programmes.
– Report on the training workshops for building the capacities of the WBL programmes’ in-company trainers, coordinators vocational instructors, and assessors.
– The outcomes of initial off-the-job training conducted to trainees, and the basic skills and knowledge provided to the trainees.
– The outcomes of the final summative assessments to the trainees, the assessment tools used, and number and percentages of the trainees passed the final assessments and obtained the certificates according to the national rules and regulations.
– The outcomes, challenges, lessons learnt, and areas for improvement on supporting the participating enterprises (improving OSH, work management, workplace organisation, upgrading technical skills of master craftsperson’s (MCPs) and existing skilled workers, etc)
– The progress on the different phases of WBL programmes’ implementation, including conducting training in workplaces, monitoring, mentoring, coaching, and the post training activities.
 Draft Work-Based Learning (WBL) /Apprenticeship Framework Document and conduct two capacity-building workshops, complemented by ongoing technical backstopping, to enhance the ability of Iraqi Federation of Industries (IFI) and its local chambers to support TVET providers, the private sector, MOLSA, DOLSA, and apprentices.
 Final report includes the results, lessons, and stakeholders’ views on the implemented WBL programmes, along with the outcomes of the workshop on the program evaluation and scope for integrating WBL in national policies and skills system.

REQUIRED EXPERTISE OF THE IMPLEMENING PARTNER
The envisaged implementing partner will have the following required expertise.
 Proven experience in developing, managing, and implementing skills training, vocational training programmes, and work-based learning programmes;
 Demonstrated technical expertise and good employment results of past training experiences,
 A minimum of seven years of practical experience in market-oriented skills training, work-based learning, and employment (self and wage employment), or income-generating programmes for disadvantaged groups particularly agriculture and construction-related occupations.
 Proven competencies (human resources and skills) and experience in providing training.
 A good understanding of the markets for products and services in Erbil, Duhok and Nineveh governorates.
 Have practical experience in, and the capacity to address gender issues/dimensions in training and employment.
 Capacity to reach the target group in a timely manner for both enrolment to skills training and employment.
 Proven experience in employment services and job placement activities with the link to the MOLSA and DOLSA job seekers platform/database is an asset.
 Proven experience in conducting capacity building and training events.
 Proven experience in implementing coaching and mentoring activities in TVET areas.
 Proven excellent reporting, communication, and documentation in both Arabic and English languages.

SELECTION CRITERIA OF THE IMPLEMENING PARTNER

 Be a legal non-profit organisation duly registered.
 Have a demonstrated active presence, strong work foundations and previous experiences in Erbil, Duhok and Nineveh governorates, with demonstrated understanding and good knowledge of the local socio-economic situation and activities of the local community and specific groups in the area, and rapport with local communities.
 Strong networking and collaborations with private sectors, employers, and enterprises in the targeted sectors.
 Willing to work and utilise the human and technical resources available at the public training providers and chambers.
 Willingness to be truly inclusive of all and to practice non-discrimination in selecting trainees, hiring staff, and providing support to specific groups as needed so the participants can successfully participate and complete the programme and be employed or self-employed.
 Have the requisite qualified competent personnel/staff for both management and technical related works with the infrastructure and administrative and logistical support for undertaking the specific activities in the project.
 Strong relations, linkages, and collaborations with the government and non-government institutions focusing on vocational training, work-based learning, and job placement; Previous working and collaboration with MOLSA, DOLSA, public training providers, chambers, and the vocational training centres at Duhok, Erbil and Nineveh governorates is an advantage.
 Demonstrated financial reliability and accountability, and an established and effective system of accounts/audits.
 Availability of project offices in Erbil, Duhok and Nineveh governorates and the accessibility to the Nineveh governorate in terms of security and mobility issues.
 Working with ILO and/or knowledge of the ILO approaches, tools and methodologies for skills will be an asset.
 Willingness to comply with the ILO reporting and evaluation systems.
 Wide outreaching and recruiting platforms and database of the beneficiaries and job seekers to the skill training and TVET programmes.
 Required expertise given above

PROPOSAL EVALUATION CRITERIA

Technical Proposal (70%)
The Technical proposal will contain 70% weight, whereas the Technical Evaluation passing score is 50%. Any applying entity that scores less than 50% in Technical Evaluation shall not be considered for financial evaluation. The technical proposal is expected to be submitted by the bidders in the following structure:
1. Organization’s profile demonstrating required capacity, why they are the most suitable for the work, and local presence/activities in Erbil, Duhok and Nineveh governorates
2. Detailed description of relevant past works and assignments related to work-based learning programmes, with particular focus on that targeted refugees, IDPs, and host community in Erbil, Duhok and Nineveh governorates
3. Interpretation of the TORs objectives, in addition to the proposed methodology on how they will approach and conduct the work
4. Detailed work plan with a timeline related to the different activities in addition to implementation methods: coordination of partners, cooperation mechanisms, result-oriented, and M&E
5. CVs of Team leader and staff involved in the project implementation demonstrating their capacity to conduct the assignment
6. Foreseen challenges during the implementation of the project and mitigation methods

The Technical proposals will be evaluated in accordance with the criteria stated below:

Description of Technical Evaluation Score
1. Relevant Experience in managing the design and implementation of work-based learning programmes 20%
2. Strong field presence in Erbil, Duhok and Nineveh governorates, and working with chambers, public TVET providers, and vocational training centres in Erbil, Duhok and Nineveh governorates 10%
3. Understanding of the TORs and the aim of the services to be provided; Overall methodological approach, work plan, quality assurance, appropriateness of tools and estimated difficult and challenges 20%
4. Organization of tasks, including the timetable 15%
5. Human Resources proposed for the assignment (qualification and experience) + detailed CVs 15%
6. Job placement services that will be provided to the WBL graduates and percentage of WBL graduates who will be placed in jobs with the end of the WBL programmes 10%
7. Previous experience working with international bilateral donors 10%

Note:
 Clarity of the proposal, provision of all required documentation, and innovative delivery are considered as a cross-cutting measurement criteria.
 ILO has the right to request clarifications and/or pitch proposal on the technical and financial proposal from selected bidder(s)

Financial Proposal (30%)
The financial proposal will contain 30% weight. The bidders shall complete the financial proposal using an excel sheet and submit both the Excel version and the PDF version, Annex A refers to the minimum detail required for a financial proposal.
The financial proposal should indicate the number of WBL programmes to be implemented, the number of targeted beneficiaries, number of participating workplaces/employers/enterprises, the duration of each training programme, and the total cost. The financial proposal will be evaluated based on price reasonableness, cost per trainee, and overall cost.
The financial proposal shall demonstrate the following items:
• Activity costs for implementing the work-based learning programmes
• Management cost to manage the activities and tasks of the assignment including staffing cost (project leader, administrative and financial support, trainers-if any, reporting and mentoring officers, etc).

Management cost will be paid against deliverables, as shown in the table below:

PAYMENT SCHEDULE
Deliverable Instalment
First Payment First advance payment upon signing the implementing agreement and submitting the inception report on the planning for implementation of the WBL programmes with analysis of ongoing similar works by other organisations, list of key occupations for WBL programmes, selected occupations, trainees, and enterprises, and timelines for completing the assignment.
Second Payment Second advance payment (to be determined at a later stage) of the total IA value
1. Submission of 1st technical progress and financial reports using ILO template
2.Submission of Skills needs assessment report
3.Spending 80% of previous advance
Third Payment Third advance payment (to be determined at a later stage) of the total IA value
1. Upon completion of 250 out of 750 trainees of Full WBL program cycle.
2. Submission of 2nd technical progress and financial reports using ILO template
3. Spending 80% of previous advance
Forth Payment Fourth advance payment (to be determined at a later stage) of the total IA value
1. Upon completion of 500 out of 750 trainees of Full WBL program cycle.
2. Submission of 3rd technical progress and financial reports using ILO template
3. Spending 80% of previous advance
Fifth Payment Fifth advance payment (to be determined at a later stage) of the total IA value
1. Upon completion of 750 trainees of Full WBL program cycle.
2. Submission of 4th technical progress and financial reports using ILO template
3. Spending 80% of previous advance
Final Payment Final Payment Up to 5% of contract value
1.upon submission and validation of the final financial and final technical report on the assignment, as per ILO templates, including post-training support, the results, lessons, and stakeholders’ views on the implemented WBL programmes
2. Submission of a draft WBL Framework document and outcomes of workshop on the program evaluation and scope for integrating WBL in national policies and skills system.
Note: The final payment will not exceed the difference between the total processed prepayments by ILO and the total approved expenses as reported in the final financial report.

TIME FRAME/EXPECTED DURATION

All assignment’s deliverables are expected to be delivered to the satisfaction of the ILO by 15/October /2026

SUPERVISION AND LOGISTICAL ARRANGEMENTS

The tasks and deliverables under this assignment will be carried out under the direct supervision of the PROPSECTS Skills National Officer, PROSPECTS Project Manager in Iraq, and overall guidance of the PROSPECTS Regional CTA. Overall technical review will also be provided by the Skills Technical specialist.
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All data and information received from ILO for this assignment are to be treated confidentially and are only to be used in connection with the execution of these Terms of Reference (TOR). The contents of written materials obtained and used in this assignment may not be disclosed to any third parties without the express advance written authorization of the ILO. All intellectual property rights arising from the execution of these TOR are assigned to the International Labour Organization. The intellectual property rights of the materials modified through the assignment remains with the International Labour Organization.

UNGM Link: Promoting work-based learning programmes for the host communities, Syrian refugees, and Internally Displaced Persons (IDPs) in Erbil, Duhok and Nineveh Governorates

How to Apply:

The ILO invites technical and financial proposals from qualified non-profit organizations having relevant experience in managing work-based learning programmes as stipulated in this Terms of Reference (TOR). Technically responsive and financially viable organization will be chosen following ILO’s procurement rules/procedures on evaluation by ILO team of professionals.
The bidding organisation must submit the proposed offer “Technical and Financial Proposals” in separate digital folders mentioning “Technical Proposal” and “Financial Proposal” on each digital folder so that the financial information could not be revealed before financial proposal opening. The two digital folders saved in one digital folder (zipped) with the title saved as the full name of the bidder, followed by the project title “PROSPECTS/WBL/IRAQ, and date of submission”.
Questions from potential bidders on any section of this TOR are welcome. Please send relevant questions to the following email address iraq-procurement@ilo.org and ILO will provide feedback on your queries within 2 working days:
Applications should be submitted by email to iraq-procurement@ilo.org
Both financial and technical proposals should be valid for 90 days.
The deadline for submitting the technical and financial proposals is June 30, 2025