Expression of Interest 18.2208.9-001.00 QuA-VET TVET teachers of the Technicien Superieur (TS) interested in the development of competency-based curricula

Background – The TS (Technicien Supérieur) 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The public technical schools have existing BT and TS programmes, but the curricula are outdated and do not present a consistent content in terms of hour distribution and type of subjects.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 in the frame of the ProVTE project, 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 Pratique). The TP is delivered in a school workshop where the trainees practice the use of tools and materials typical of the occupation.

Currently, there are only 105 hours TPs in an academic year in the TS “Health inspection and Food Safety” program, meaning 4 hours TPs per week. With the absence of workshops or labs in most of the public schools, TP hours are allocated as visual inspection visits to neighbouring companies, which is not sufficient to develop solid practical competences of the students for them to become routinized in certain activities. Furthermore, Health Inspection and Food Safety visits are dependent of employer’s willingness to host students, with no governmental entities imposing such activities. Moreover, teachers should have the ability to flexibly organize site visits to different stakeholder’s premises, so that they can assist the transition of graduates from TVET schools to the world of work. 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

To assure a consistent level of quality of the content, as a precondition the expert will get familiarized with the methodology and process to develop his/her own CBT modules in the frame of a Training of Developers (ToD), which is not remunerated, but free of charge and mandatory.

Before attending the ToD course, potential candidates have to successfully complete the e-course “Developing a CBT curriculum” as a prerequisite to be admitted to the ToD course. Applicants will be provided with the link to the e-course with a continuous support from the QuA-VET project team.

The ToD course will be conducted in distance learning modality (online), approximately 4 live sessions of 3 hours each in 2 consecutive weeks (in the afternoons). The Expert should also consider a minimum of additional 3 hours to complete the assignments given during the session that will be revised during the following session to provide feedback for improvement.

After the completion of the 4th session, the attendees will be assigned to develop one complete Competence Unit representing indicatively 20-25% of a complete CBT module curriculum.

The selection of the curriculum developers will be based on the results and outputs of a “Training of Developper” (ToD).

The performance of each attendee will be assessed and upon successful development of the assignment in the frame of the ToD according to quality criteria set by the project, the most qualified teachers will subsequently have the possibility to be contracted as short-term expert to develop the CBT modular curricula of the TS program “Health Inspection and Food Safety”.

Outputs/Results:

• Successful completion of the e-course “Developing a CBT curriculum”
• 100% attendance of ToD course on developing CBT modules
• 100% fulfilment of the assignments required as part of the course
• Participants of the ToD will receive a compensation of 120$ for:

Development of 1 Competence Unit of a CBT module within 7 days from the last session of the ToD course following the standards presented during the ToD course containing

• • Occupational,
  • Qualification,
  • Assessment,
  • Education and
  • Training standards (about 15 pages) related to the selected competence unit
  • drafted in English according to the template provided and following the example given

Qualification professional experience:

• University degree at least at bachelor level in Public Health, Food Science and Management, Pharmacy, Biomedical Science, Nutrition & Dietetics, or any other related field, with 3 additional years of working experience in teaching in TVET the technical practical subjects (Travaux Pratique) of Health Inspection and Food Safety

or

• TS degree in Health Inspector and Food Safety (or equivalent in a similar discipline) with 5 additional years of working experience in teaching in TVET the technical practical subjects (Travaux Pratique) of Health Inspection and Food Safety

or

• BT degree in Health Inspection (or equivalent in a similar discipline) with 7 additional years of working experience in teaching in TVET the technical practical subjects (Travaux Pratique) of Health Inspection and Food Safety

or

• LT or LET in Health Inspection and Food Safety (or equivalent in a similar discipline) with 5 additional years of working experience in teaching in TVET the technical practical subjects (Travaux Pratique) of Health Inspection and Food Safety

Specific professional experience:

• Proven extensive experience in the development of training materials and documentation
• Excellent writing and editing skills
• At least 2 years experience in writing / following working procedures in the health inspection and food safety sector (preferred requirement)

Others:

• Fluency in Arabic language
• Fluency in English language
• Proficient in use of MS Office (PowerPoint, Word, Excel, Outlook) or equivalent application
• At least 5 years working experience in Lebanon (minimum requirement)

 Conditions

• Availability of a PC or laptop with Office applications and stable internet access
• Motivation to spend many hours in front of a computer screen
• Only selected participants that will deliver successfully all the outputs as stated above following the ToD will be contracted as short-term experts for curriculum development

[1] 12 hours attendance online sessions + indicatively 15 hours to complete individual assignments.

[2] If they provide the MoF registration number otherwise 111$ (QuA-VET will pay for the income taxes due).