Public Call for Tender nb. 83419186 Assessors in Maintenance of Manufacturing Machines 18.2208.9-001.00 QuA-VET

Brief information on the project

The project "Improving the Quality and Attractiveness of Vocational Education and Training in Lebanon" aims to increasingly align vocational education and training in sectors with sustainable employment potentials with the needs of the Lebanese economy.

Emphasis is placed on improving the partnership between vocational training institutions and the private sector, strengthening human resource capacity in vocational training institutions, and developing practice-oriented training programs. The target groups of the project are young people, unemployed and underemployed adults who want to improve their employment prospects through qualifications relevant to the labor market.

The implementing partner is the Directorate General for Vocational and Technical Education (DGVTE), which lacks capacity at various levels to involve the private sector in vocational education and training. This concerns curriculum development, teacher training and the expansion of practical elements in teaching. The project's advisory approach includes establishing and advising coordination bodies with representatives of the state vocational training sector and company representatives at the macro and steering levels, piloting cooperation models between vocational training institutions and the private sector, systematic human resources development in public vocational training institutions and testing competency-based, modularized training programs.

Context

Background – The BT (Baccalaureat Technique) curriculum:

The public technical schools have existing BT and TS programmes, but the curricula are outdated and do not present a consistent content in terms of hour distribution and type of subjects. Recently a tentative of standardisation was carried out by GIZ setting common general education subjects in BT1 and BT2 for all programmes and stating the number of hours for theoretical subjects and practical activities (Travaux Pratiques). The TP is delivered in a school workshop where the trainees practice the use of tools and materials typical of the occupation.

Currently the number of TP hours in the BT and TS are not sufficient to develop the practical competences of the students. Eventually the project will propose a model to the DGVTE containing 2 to 4 in a year with 50 to 80 hours per TP.

The curriculum of a TP is designed in a way that the same curriculum can be used to deliver a short-term course (named CBT module) in the frame of continuous education.

Background – The curriculum of a CBT module

A CBT module is a short-term course with 40 hours in the workshop in a school where the trainees practice the use of tools and materials typical of the occupation, the curriculum adopted is the same of the corresponding TP. At the end of this first in-school training a written assessment is carried out to issue a DGVTE certificate. Passing trainees will attend 80 hours of on-the-job training in a working site where they can practice in a working environment the skills acquired in the previous part of the course. At the completion of the experience in the workplace trainees’ skills are assessed by and a professional certificate is issued.

The curriculum of a CBT module is composed of the following documents:

Occupational standard:    A4 page describing synthetically the processes to be carried out by the job holder.

Competence standard:     A4 page defining learning outcomes grouped in competence unit (indicatively 4 Competence Units (CUs) per CBT module).

Assessment standard:      A definition of the conditions and the criteria for the assessment of the learning outcomes of each Competence Unit included in the qualification standard. The certification of competences is provided on the base of the verification of the criteria stated in the standard by an external professional assessor.

Education standard:          The document describing synthetically the topics covered in each classroom lesson (if any) and the practical activities in the workshop and in the workplace (internship) carried out by the trainee with the timing planned for each of them.

Training standard:             The training standard is a guidance for the teacher and the trainer to deliver the lessons. The training standard includes, the guideline, the list of tools and materials, the formative assessment and the summative assessment related to each competence unit.

Training guideline:            The training guideline is defining the topics covered in the lessons with some description for each topic and at the same time set the working procedure that are in line with best practice that should be implemented during the training program. The training guideline includes the links to tutorial videos (at least two) that were used for the development of the guideline.

Tools and materials:         An indicative list of tools and materials to be purchased for each Competence Unit to conduct the CBT training with a brief description and picture of the items, the quantities required per trainee, workshop, or CBT module edition, along with any further comments.

Formative assessment:    A definition of the conditions and the criteria for the assessment of each learning outcome of each Competence Unit included in the competence standard for improving the performances of the trainees.

Summative assessment:  A definition of the conditions and the criteria for the assessment of each learning outcome of each Competence Unit included in the competence standard to provide the trainees with the certification of competences on the base of the verification of the criteria by an external professional assessor.

Outline of the mission

In the frame of QuA-VET project, GIZ organizes training of trainers (ToT) courses, aiming to address the entire range of necessary competences to enable the teachers not only to gain skills in dealing with new technologies prevailing on the labour market, but also to develop practical experience in making teaching and training more responsive to the needs of the trainees and the labour market.

After certification of the teachers during the ToT, selected public VTE schools in different regions of Lebanon are considering offering practice-oriented competency based modular trainings (CBT), in:

• Maintaining a safe and healthy work environment
• Cleaning manufacturing machines
• Conducting routine maintenance of manufacturing machines
• Troubleshooting mechanical malfunctioning
• Replacing mechanical rotating worn-out parts
• Replacing mechanical translating worn-out parts
• Replacing worn-out seals
• Troubleshooting pneumatic malfunctioning
• Troubleshooting electro-mechanical malfunctioning
• Replacing electro-mechanical worn-out parts
• Replacing electrical motors
• Conducting preventive maintenance of manufacturing machines
• Replacing pneumatic worn-out parts
• Replacing power drivers

and therefore require an assessment body to certify the teachers trained during ToT and consequently the students trained during following CBT modules for the acquired competencies.

The description of the course and the Curriculum (occupational, qualification, assessment and training standards, Training documentation - in English, and Arabic), including the summative assessment determined for the certification will be provided by the QuA-VET team.

The assignment is related to the assessment of competences for occupations in the field of maintenance of manufacturing machines within the machine operation and maintenance curriculum at BT level and the certification of the competences of the participants (trainees such as teachers or students of the TVET schools in Lebanon) to the CBT modules at the following school premises:

• Zgharta Technical Institute
• Al Hermel Technical Institute
• Arsal Technical Institute
• Zahle Technical Institute
• Riyak Technical Institute
• Bekaa Industrial Institute
• Al Zarariya and Syr Technical Institute
• Nabatiyeh Technical Institute
• Chehim Technical Institute
• Saida Technical Institute

Service to be provided

The contractor shall provide the following work/service:

• Critical examination of relevant project documentation (curricula and other materials provided by the Project Team) including assessment criteria and conditions
• Structured meetings with Project Team Leader, Project Team Members, staff of the DGVTE and of other organisations involved in the project as considered necessary
• Plan and conduct assessment activities in coordination with QuA-VET team, schools and trainers
• Carry on all activities necessary for the accomplishment of the required output / results
• Regular information and consultation with the Project Team members
• Conducting and documentation the summative assessment of trainers and trainees as stated in the curriculum
• Coordination with the trainer of the module and the school for the organisation of the assessment
• Provide CVs of assessors matching the ToR provided by QuA-VET to carry out the activities and assess the competences of trainees and trainers
• Provide positively assessed trainees and trainers the certificate of competence (indicatively 700 persons assessed)
• Maintain a record of the trainees and trainers assessed and certified
• Provide a copy of the certificates of competence when requested by the certified trainees
• Writing of mission report and required administrative deliverables
• Availability after the short term-mission through internet for follow-up discussion

Outputs/Results
 

The outputs / results requested to the assessment body are:          

• 2 CVs of assessors in the HSE field (Expert 1)
• 3 CVs of accessors in the mechanical maintenance field (Expert 2)
• Up to 700 records of assessed trainees (including summative assessment) including certificates for the successufully assessed trainees

Administrative Deliverables:

• A comprehensive end of mission’s report submitted to team leader for revision and approval following the structure:

• Scope and objectives of the mission (incl. preparation of training with the school and training itself)
• Approach adopted for conducting the mission
• List of outputs produced during the mission (including meetings and people met)
• Description of the outputs produced during the mission
• Problems and challenges encountered during the mission (incl. preparation of assessment with the school and trainer)
• Recommendations for the follow-up of the mission
• Recommendations for the improvement of project implementation

• All documents produced should be delivered in hard copy and in digital form using exclusively Ms-Office applications

Qualifications and requirement for the assessment body

The potential bidders are obliged to submit the following documents within the framework of the public tender:

• Financial Offer: Filled excel sheet including the price (per unit and the total) of each item
• Company portfolio (Company name, focal point, contact details, exact location, available product and services, old experience, year of establishment, availability of product and services)
• Official registration document
• Ministry of finance registration document
• CVs of the proposed assessors

Eligibility Criteria:

• Official registration in Lebanon (minimum requirement)
• Proof of international experience in assessment (minimum requirement)
• At least 20 years working in the MENA region (minimum requirement)
• At least 10 years of experience in the assessment of TVET schools, TVET teachers and trainees (minimum requirement)
• Experience applying CBT summative assessment for at least one project (minimum requirement)
• Experience working with the public sector (preferred requirement)
• Experience in the assessment of industrial facilities with manufacturing machines (preferred requirement)
• The supplier should provide a letter of recommendation in case of previous experience with international development organization (preferred requirement)
• Previous experience working with GIZ is a strong asset
• The supplier should be able to understand our procurement process (minimum requirement)
• The supplier should be available for follow up discussions after contract expiry

Qualifications of proposed Experts:

General qualifications

1. Expert 1 : HSE for the CBT module “Maintain a safe and healthy work environment

Qualification:

• University degree at least at bachelor level in management, engineering or any other relevant field (minimum requirement).

General professional experience:

• At least 3 years of working experience in HSE (minimum requirement)
• At least 3 years of experience in an international organization providing certification and quality assurance in the HSE sector (minimum requirement)
• At least 1 year working experience in a manufacturing sector (preferred requirement)

Specific professional experience:

• Certification for safety in an industrial environment (NEBOSH, IOSH, IRCA or international equivalent) (preferred requirement)
• TVET experience as an assessor or a trainer is an asset

Others:

• Proficient in use of MS Office (Power Point, Word, Excel, Outlook)
• Willingness to travel within Lebanon

2. Expert 2 : Maintenance of manufacturing machines for all remaining CBT modules

Qualification:

• University degree at least at bachelor level on mechanical engineering or alternatively 4 additional years of working experience in the mechanical sector after a TS level degree or equivalent in a mechanical discipline (minimum requirement).

General professional experience:

• At least 3 years of working experience in the mechanical sector (minimum requirement)
• At least 3 years of experience in international organization providing certification and quality assurance in the mechnical sector (minimum requirement)

Specific professional experience:

• TVET experience as an assessor or a trainer is an asset

Others:

• Proficient in use of MS Office (Power Point, Word, Excel, Outlook)
• Willingness to travel within Lebanon

Experience in the region/knowledge of the country

• At least 5 years working experience in Lebanon (minimum requirement)

Language skills - business fluency in:

• English: C1 level (minimum requirement)
• Arabic: C2 level (minimum requirement)