WHO WE ARE Rafiki wa Maendeleo Trust is a charitable organization working in the rural area of Rarieda sub-County in Siaya County, Kenya. Our vision is people believing in themselves and working together to build a vibrant and progressive community. Our mission is to empower communities and build their capacities to create positive change for children and youth within their community. Our values guide our mission: We promote sustainable environmental and socio-economic development to enhance future well being. We encourage creativity and innovation for continuous adaptation, learning and growth. We believe participatory approaches ensure communities own their development. We advocate for human rights to promote dignity, diversity and respect. We encourage accountability and transparency to assure integrity and credibility. HOW WE STARTED Rafiki started as a community development founded by the Director Michele Ostertag and her two friends, Monica and Solomon Ochieng. Touched by the hardships faced by children and villagers, the founding friends began with health treatment and education to the villagers. During the first two years, it became increasingly clear that given the socio-economic hardships of the area, one could not focus on treatment of diseases alone. In September 2003, the initiative was registered as a Community Based organization (CBO) called Lusi Community Orphans Project. The CBO emphasized self-help through income generating initiatives such as chicken and dairy farming, beekeeping and crafts. The profits from these ventures were used to support up to 83 orphaned children with breakfast, school uniforms and weekend psycho-social activities. In 2006 the group decided that a stronger organizational structure and a more robust legal framework was required in order to grow the project into a professional organization. The Lusi Community Orphans Project was therefore reconstituted into Rafiki wa Maendeleo Trust (RWMT), which officially began operating in June 2006.Re- Advertisement KEY DELIVERABLES  All deliverables are subject to approval by RWMT Executive Director, Lead-Programs and Strategic Initiative and RTRC Principal  Inception Report: Detailed work plan, methodology, and proposed module structure, including the NITA cross-mapping analysis and alignment with the 24-month programme flow map and daily hour allocations. Integrated Curriculum Framework: Complete 24-month curriculum content mapped to the five phases (Foundation, NITA Grade III, NITA Grade II, NITA Grade I, and Attachment), including detailed module outlines, learning outcomes, content, methodologies, hour-by-hour breakdowns, and assessment approaches for each phase. Trainer/Instructor Guide: Delivery methodologies for competency-based integrated practical learning, session plans reflecting the 1-hour theory plus 2 hours practical daily structure, exercises, demonstrations, and complete assessment rubrics covering both technical and character based competencies, with phase-by-phase guidance. Student Learning Package: Practical worksheets, guided exercises, core reference materials, and the Maintenance Logbook for tracking real-world responsibilities across all 24 months. NITA Alignment and Integration Matrix: A comprehensive document, not exceeding 10 pages, mapping each learning module and assessment to specific NITA unit standards across all five trades and all three NITA grades (III, II, I), clarifying the certification pathway.  Train-the-Trainer Session: Delivery of a half-day training session for RTRC instructors, accompanied by a summary report of attendance and feedback. In addition, the consultant will provide structured mentorship support to the designated Master Instructor through scheduled check-ins and advisory sessions to ensure effective delivery, contextual adaptation, and sustained quality of the curriculum implementation.  Final Report: Comprehensive report summarizing the consultancy process, deliverables, and recommendations for future curriculum review and iteration. CONSULTANT PROFILE (MINIMUM REQUIREMENTS) Master’s degree in Education, TVET, Curriculum Development, or a related field. 7 or more years of experience in competency-based curriculum development. Proven experience with TVET and NITA-aligned programmes, including demonstrated ability to map curricula to NITA unit standards across multiple grades (III, II, I) Demonstrated experience in designing integrated or cross-cutting technical curricula that combine multiple trade competencies, rather than simply aggregating separate trade syllabi. Please provide a relevant sample in the application. Strong background in practical, skills-based training design with experience in structuring long-term (24-month) training pathways and developing session plans with specific hour allocations. Demonstrated ability to deliver implementation-ready curricula that are not theory-heavy. Demonstrated practical experience in building maintenance, repair, or facilities management (or close collaboration with practitioners in these areas), ensuring the curriculum reflects real-life challenges and application in infrastructure maintenance contexts