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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.

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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

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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

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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:

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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 sdf.grants@btcctb.org. 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

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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 Sdf.grants@btcctb.org

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

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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

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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:

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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

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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)

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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

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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)

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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.

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13. Detailed work plan

Objective Activity Time frame Expected out

puts

Indicators of

achieving outputs

Responsible

institution

Responsible person

Q1 Q2 Q3 Q4

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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

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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

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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

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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 / /

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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.

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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),

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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).

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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.

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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

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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)

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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.

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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.

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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

Pocket

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 sdf.grants@btcctb.org 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