Project: Children and Youth on Migratory Routes in North and West Africa

Mission: Graphic design and content development for a digital career guidance application for vulnerable youth in French-speaking West and North Africa

Contacts:

• Aurora Mela Project Manager – aurora.mela@helvetas.org
• Sidi Mohamed Bah Deputy Project Manager – sidimohamed.bah@tdh.org

Implementation consortium: Helvetas, GIZ, Terre des hommes

1. Context and justification

Young people around the world are highly mobile and flexible, moving in search of better opportunities (education or employment). In addition, young people living in remote rural areas, in fragile contexts and non-sedentary youth can be particularly difficult to reach through project activities. Reaching these young people involves high transport costs as well as substantial training and mentoring costs for career guidance actors. Secondly, the number of young people who wish to benefit from support is very high and projects can only reach a small proportion of them due to costs.

Young people face the following barriers to employment and entrepreneurship:

• Lack of guidance, insufficient counselling and poor access to information on employment and self-employment opportunities: Despite the strong entrepreneurial spirit of many young people, many business ideas are not developed or remain underdeveloped.
  • Lack of skills: Young people do not have access to the necessary training that meets market demand for their professionalization.
  • Lack of support: Young people do not have access to support. Young people do not follow their interests and do not sufficiently analyze their knowledge, resources and the market environment when starting a profession. As a result, business ideas are not sufficiently developed, do not sufficiently meet market demand and lack the necessary professionalization.

Many skills development and youth projects are experiencing these difficulties, including the EJM project ( Children and Youth on Migration Routes ) a consortium between Helvetas, Terre des Hommes and GIZ in Tunisia, Morocco, Guinea, Mali and Niger and the NAAFA project of Helvetas ( Naafa-Passage Project ) in Burkina Faso. By offering a digital career guidance module that helps young people make an informed choice, to build their future based on their own ambitions. These two projects aim to meet this challenge together while being part of a dynamic systemic and inclusive approach.

About the projects

The objective of the project “Children and Youth on Migration Routes in North and West Africa” ​​funded by the Swiss Government and implemented by the consortium Helvetas, GIZ and Tdh, is that “countries in West and North Africa have and apply a normative framework and capacities to ensure that children and youth on the move have protection, access to education and training in order to improve their chances and opportunities for a dignified life”.

The objective of the NAAFA project is to improve skills and promote entrepreneurship among young Burkinabe and citizen participation in order to improve their living conditions. Specifically, the Naafa project helps to strengthen the technical capacities of young people and women in promising professions; to improve the framework conditions for the inclusive and sustainable socio-economic integration of young people and women; to facilitate dialogue between stakeholders and to stimulate the emergence of an inclusive finance market for the benefit of young people and businesses.

2. Mission objectives

The Helvetas team in Burkina Faso has developed a career guidance module, called “Projet de Vie”. This module is designed to help young people identify their potential strengths, obtain support from their communities (parents, friends, etc.) and pursue training and activities that match their interests and that can lead to income-generating opportunities or activities.

As part of this mission, this existing module will be adapted and digitized, making it accessible to young people. The digital module should be able to be used with the support of a mentor, career guidance service staff or a project.

A script for the online module has already been created (see appendix). Here is a brief summary of the different steps of the module:

• Introductory session : The user understands the objective of the course and the expectations to be achieved.
  • Social contract : The user evaluates who can be useful to him in his network.
  • Lifeline : Exploration of key moments in the user’s life to better understand their journey and future aspirations.
  • Skills assessment : Identification of the user’s current skills in order to align them with their professional and personal objectives.
  • Link with real life (opportunities/job market/training) : Connecting

user skills with concrete opportunities in the job market or in training.

• Project planning : Developing a detailed action plan to achieve defined objectives,

taking into account the resources and steps required.

• Conclusion: Coaching contract and return to the community : Finalization of the journey with a personalized coaching contract and reintegration into the community to support continued progress.

The aim is to transform the content into a simple and interactive online orientation module. The target group includes people with low literacy levels.

The module will therefore include voice narration, storytelling, images, quizzes and videos to facilitate learning (see the appendix for more details). It will also be necessary to provide “text to voice” and “voice to text” functions for some activities (see the script in the appendix). The course could be hosted on a Moodle Learning Management System (LMS), and the content must be compatible with Moodle. Ideally, the content will be packaged in SCORM packages so that it is compatible and can be uploaded to different Content Management Systems (LMS). It is important to use lightweight formats for videos and images to minimise bandwidth requirements and facilitate use in areas with limited connectivity.

The technical solution must allow users to use the application offline after installing it by downloading it or from a local server. It must be possible for the young people being supported to send the results of their personal work to the person who is supporting them in the process, who will be able to validate it or comment on it in return at each stage.

The contents will be created in close collaboration with the Helvetas team, as well as with partners (for feedback and testing purposes).

3. Deliverables

The deliverables include, among others:

• Detailed scenario and script (‘storyline’) for the module (including the various videos)
  • Final product – The “career guidance” module (including videos, images, activities) is digitized, tested, validated and available online
  • The code will remain open source and will have to be put online as well, in particular to allow adaptations in different geographical, cultural and linguistic areas.
  • A manual that guides instructors/facilitators on how to use the course and contextualize non-application content (with screenshots and short videos that will be made with a project expert) – to be developed in close collaboration with the Burkina Faso team.

All deliverables will be written in French.

4. Duration of the service

The entire contractual period will cover three months from the date of signing the contract:

• Finalization of the detailed scenario/script (2 weeks)
• Content development and validation (1 month)
• “Testing” phase (2 weeks)
• Finalization (deployment, presentation workshop, consideration of observations and validation) (1 month)

Expected start date: January 1, 2025

5. Qualifications required of bidders

Participation is open to any natural or legal person, regularly and in good standing with the administration, presenting the following qualifications:

• Min. 5 years of experience in developing multimedia content, graphics and graphic elements for e-learning (animations, videos, etc.).
  • Proficiency in Design Tools : Proficiency in software such as Adobe Creative Suite, Figma or Sketch for creating visual elements.
  • Experience with online learning platforms : Familiarity with platforms such as Moodle and tools such as Articulate, ensuring compatibility with Learning Management Systems (LMS).
  • UI/UX Design Skills : Ability to design user-friendly and attractive interfaces with emphasis on ease of use and accessibility, including the use of text to voice and voice to text plugins.
  • Multimedia Design Expertise : Proficiency in creating visual, video and audio content to support learning.
  • Knowledge of Instructional Design : Understanding of how to apply pedagogical principles to enhance learning through visual media.
  • Responsive Design Proficiency : Able to create designs that work seamlessly across all devices.
  • Experience designing for low literacy audiences : Ability to develop visuals and voice narration to support learners with minimal text.
  • Project management and communication skills : Ability to collaborate effectively, manage deadlines and drive the design process to completion.
  • Portfolio of relevant work : A strong portfolio of similar projects demonstrating experience in designing educational or e-learning tools (please include examples of work/links to similar projects).

6. Presentation of proposals and budgets

The application file must include a technical proposal and a budget proposal. Please adhere to the following structure for your offer and required documents . The number of pages indicated for each section is not binding, but the offer (without annexes) must not exceed eight (8) pages (Arial font, size 11, single spacing, standard margins):

• Subject: Cover letter indicating validity of offer (1 page)
• Technical offer:
• 1.1-Presentation of the structure, expertise in managing similar services,Insertion of links to practical cases on similar experiences
• 1.2 Thematic and methodological experience, skills relevant to the service
• 1.3Status of similar services
• 2.1 Methodology proposal
• 2.2 Proposed approach for testing and finalization of the final version
• Price list proposal for each section , each containing:
• Fees
• Unit cost of service for each component
• Other costs
• For each line, please indicate: the nature of the unit, the cost per unit and the total cost
• Financial offer must be made in Swiss francs (CHF) including all actual costs and expenses of the mission and detailing the costs for each stage for a total amount not exceeding thirty thousand Swiss francs (CHF 30,000).
• The mission will be validated on the basis of actual costs and presentation of the related invoices.
• Qualification criteria:
• Technical offer (70%)
• Financial offer (30%)
• P: Price of the service to be evaluated
• P min = Price of the lowest proposal
• November 6, 2025: Publication of the expression of interest
• November 15, 2025: Submission of written questions by email
• November 20, 2025: Webinar to answer questions submitted
• November 29, 2024: Deadline for submission of offers
• Dec 2 – Dec 6, 2024: Bid Analysis
• Mid-December: Conclusion of the contract
• January 1, 2025: Start of contract

1. Presentation of the bidder (3 pages)

2-Methodology and idea for the implementation of digital solutions (3 pages)

4. Financial offer: Price list proposal

7. Criteria for evaluating offers

7.1 Formal requirements

* Validity of the offer: The bidder confirms the validity of the offer and the availability of the proposed experts. justified by signed cover letter

*Page limitation: The technical offer and the price list do not exceed eight (8) pages. Justified by technical and financial offer

*Signed financial/price offer:

The financial offer includes the price list. Justified by signed price list

*Submission of the offer: The offer in electronic version only is submitted before the time and date indicated. Justified by Acknowledgment of receipt.

*Language: The language accepted for this offer is French. Justified by Technical and financial offer in French

7.2 Award criteria (in %)

-Experience and qualification of the bidder (50%):

-Qualification and expertise of the service provider in connection with the design and implementation of similar services

-Proven experience in creating interactive digital learning courses: supported by 3 certificates of completion.

-Methodology proposed for the service (20%)

– Proposed methodology for the design and implementation of the digital learning course taking into account the specific conditions of end users

-Estimate of the cost of the service

– Formula for calculating the price: 𝑁𝑜𝑡𝑒 = (𝑃𝑚𝑖𝑛 ∗ 𝑀𝑎𝑥𝑃𝑜𝑖𝑛𝑡𝑠) / 𝑃

8.Procedure of the service procedure

8.1 Indicative schedule and deadlines

8.2 Submission of written questions and participation in the webinar

No information is provided by telephone. Any questions may be submitted until November 15, 2024 to achatejmtunis@helvetas.org with the subject: “Question on the ToRs for the development of a digital course for EJM”. Questions submitted late cannot be processed.

Similarly, those wishing to participate in the webinar to hear the answers to the questions submitted must make a request before November 15, 2024 to achatejmtunis@helvetas.org with the subject: “Request to participate in the webinar on the development of a digital course for EJM”. A link to join the online meeting will be sent to them in return.

9. Annexes

9.1 “Life Project” Approach in Brief

Initial situation:

Youth represent a significant portion of the population, but their level of employability is low due to lack of guidance, skills and support, as well as unfavourable conditions for entrepreneurship. This limits human potential, the optimisation of resources, and increases the risks of radicalisation and migration, while limiting economic performance. Out-of-school youth, housewives, displaced persons and persons living with disabilities who wish to prepare for employment or self-employment by developing their skills.

Approach :

The life project approach developed by Helvetas Burkina Faso in 2019 is based on a rigorous participatory analysis of the youth security and employment context. It uses the Skills Assessment and Valorization Approach (DBVAC) to help young people identify, enhance and transfer their skills, while taking into account the local context and involving the family and community. This innovative approach aims to build a real life project based on employment, entrepreneurship and citizen participation.

The “life project” approach goes beyond the traditional skills development methodology, which focuses on job search based on market research. Instead, it aims to develop the person as a whole, based on their values ​​and goals, and integrates a realistic view of the individual’s resources and family support. It also offers young people a space to think creatively and explore non-traditional career paths through a participatory approach that allows them to take charge of their future.

Main steps of the life project method:

The Approach consists of a process that includes several steps.

1. Raising awareness among young people about promising careers
2. Identification and selection of young people
3. Support for the development of a “Life Project” and monitoring of the involvement of parents/communities
4. Strengthening entrepreneurial capacities and profiles (entrepreneurship training)
5. Capacity building in technical training with technical coaching (theory and practice)
6. Coaching
7. Co-investment
8. Monitoring and support-advice

Introductory video : Building  your life project – YouTube

9.2 “Career Orientation” Script

Note for explanatory videos: Each time we give general explanations, then we follow a fictional character to take a concrete example and explain how to manipulate them and show the result of the exercise which will be shared with the PSL