Expression of Interest 83429334 ToT for CBA of TP students - 18.2208.9-001.00 QuA-VET

1 General information

 

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.

 

2 Outline of the mission

Background
Highly competent, qualified, motivated, flexible, and creative VTE teachers are the backbone of any TVET system linked to the labor market. The BMZ funded project QuA-VET is a project intending to modernise Technical Vocational Education and Training in sectors with sustainable employment potential, increasingly meeting the needs of the Lebanese economy, and working on a Baccalaureat Technique program in “Maintenance of manufacturing machines” and on a Technique Superieur program in „Health Inspection & Food Safety“ where assessment of practical trainings by an industry representative plays an important role.
External assessors recommended from the school advisory board of the school/TI are likely to become active members of the technical institute (TI) assessment committees. They could be the ones being responsible for conducting the competency assessments together with the teachers, against established assessment standards included in the curricula.
Moreover, QuA-VET is working on strengthening the cooperation between state vocational training institutes and the private sector for the planning and implementation of labour marketoriented training and further education offers by esablishing School Advisory Board for 10 schools/TIs. These SABs are the vital link between the schools and the companies in the labour market nearby the schools/TIs as its members should recommend potential teachers and assessors and review criteria for assessment and provide input on recommended
changes.
Both external assessors and teachers should document assessment results, by observing learners in the TI workshop; they provide support and guidance by collecting evidence, assessing student abilities, and enabling them to gain the required qualifications. The external assessor shall play a leading role in evaluating the quality of the assessment and providing recommendations for improvement.
The practical exams of Travaux Pratiques (TP) students take place at the school during the scholastic year at the completion of each TP module. The practical summative assessment of the TPs is conducted strictly in accordance with the standards in line with the relevant criteria and according to a methodology developed by the school.

The assessor’s role 

The role of assessors is to observe learners in their school workshop, provide support and guidance by collecting evidence, assessing their abilities, and enabling them to gain their desired qualifications.
They assess candidates’ performance and related knowledge in a range of tasks. They also ensure that the competence or knowledge demonstrated meets the requirements of the qualification. An assessor can either be an instructor or trainer, a workplace trainer, or a skilled worker. An assessor must demonstrate the necessary interpersonal and communication skills required in the assessment process.
The external assessor, in agreement with the other members of the assessment committee, selects items from the test list and ask the learner to execute them. The external assessor collects evidence of a learner’s performance and compares with best practice according to the criteria and the qualifiers stated in the curricula. The external assessor fills in the corresponding checklist. The external assessor records the learning outcomes for each student on the assessment standard sheet (by marking Yes or No next to each outcome) by directly observing the trainee and checking the different records in the assessment standard; a trainee is competent if he/she is positively assessed in all the learning outcomes.

The mission

In past GIZ projects, a short term expert from APAVEhas been hired to design a short (2 days) training course entitled: “Conducting Competency Based Assessment”, to external assessors and teachers who are members of the practical assessment committees in technical schools or institutes.

This course will now have to be replicated in the frame of the SAB related activities in QuA-VET:

• Delivering up to 10 editions of the course, with a maximum number of 10 trainees per edition. The delivery will take place on site, in relevant technical school workshops. Trainees may come from more than one school or TI.
• Monitoring and supporting selected trained assessors during the actual assessment of students to check the impact of the training.

 

The course will provide learners/assessors with a vocational background (external assessors) or with a technical teaching experience (teacher) the skills to assess BT or CBT trainees in their industry of expertise. The outcome should help meet the demand for skilled assessors. The assignment should leverage APAVE’s expertise in delivering high quality assessments, in line with international standards, to a diverse range of trainees registered in the BT programs and CBTs offered at the public TVET schools.

On completing the course participants will get the following abilities:

• Understand competence-based training, the meaning of competence and outcomes-based assessment
• Prepare for assessment: develop plans and schedules to meet the requirements of the organisation/TI and the assessed persons
• Checks that necessary tools and equipment are available in the assessment place to facilitate the development of competence and to conduct of assessment
• Conduct assessments at the TI workshop: identify and collect the required evidence in a valid, reliable, flexible, and fair manner
• Make competence decisions against the required criteria
• Ensure that the assessed person understands the purpose, requirements, and the process of assessment
• Provide feedback and support on assessment decisions that affirms competence and identifies additional needs
• Carry out proper recording of assessment outcomes
• Review assessments: work with others to ensure standardisation of the assessment practice and outcomes

 

The contractor shall provide the following work/service

• Critical examination of relevant project documentation (materials provided by the Project Team)
• Capacity building of trainers and assessors
• Plan the daily schedule of individual sessions
• Prepare, for each day: the outline of the course with the formative assessment of the previous day and the presentation of the individual tasks for the day
• Deliver the course
• Assess the trainee assessors and deliver certificates
• Structured meetings with Project Team Leader, Project Team Members, staff of the DGVTE and of other organisations involved in the project as considered necessary
• Prepare lessons or movies or other training tools on the topics of assessment if needed
• Regular information and consultation with the Project Team members
• Familiarisation with the training location and with the job-related equipment, materials, and consumables
• Recording of the participants’ attendance to the ToT with the attendance sheets provided by QuA-VET
• Conducting and documentation the formative assessment of trainees
• Coordination with QuA-VET team for communication with the school(s) in advance for the list of necessary school supplies (Classroom with projector, white board…)
• Management of the proper use and storage of the training materials
• Follow-up of the implementation of the training at the schools through coaching of the teachers
• All activities necessary for the accomplishment of the required outputs / results
• Writing of mission report and required administrative deliverables
• Availability after the short term-mission for remote follow-up discussion

 

Outputs/Results

The outputs / results requested to the Expert are:    

Prior to training:

• Detailed daily training plan/agenda in coordination with the QuA-VET team
• Training documents (ppt., list of videos…)

During training:

• Deliver course and collect proof of course delivery: daily agenda, attendance lists, group and individual tasks to participants
• Delivering up to 10 editions of the course, with a maximum number of 10 trainees per edition. The delivery will take place on site, in relevant technical school workshops. Trainees may come from more than one school or TI.
• Follow-up on dropouts, document reasons, and inform the cooperating organizations
• Conduct formative assessment of the trainers as defined in the training outline and document the assessments
• Attendance sheets

After the training:

• Evaluate trainees and deliver certificates for passing trainees/assessors
• Deliver a registry/list of the certified assessors
• Monitoring and supporting selected trained assessors during the actual assessment of students to check the impact of the training and delivering short report on observations & recommendations.
• Training material (Videos used, ppt created incl. modifications done during the ToT if any)

 

Administrative Deliverables

• Monthly Time Sheets according to the template provided at the beginning of the mission which includes a brief description of task(s) conducted each day signed and submitted for revision and approval
• 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 training with the school and training itself)
• 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

 

3 Qualifications of proposed expert 

 

General qualifications

Qualification:

• University degree preferably in Educational Technology, Instructional Design,  Master in Business Administration, Economy, Human Ressources, Social Sciences, Engineering (minimum requirement)

 

General professional experience:

• At least 2 years of working experience in competency assessment and certification (preferred requirement)
• Proven experience working in or with BMZ or EU funded projects or international organisations (preferred requirement)

 

Specific professional experience:

• At least 5 years relevant work experience as a trainer, instructor and training developer for skills development and capacity building in educational systems (schools, technical institutes and universities)
• At least 2 years of working experience in developing course methodologies (preferred requirement)
• Knowledge on the Competency Based Assessment (CBA) approach is a must
• TVET experience is preferred

 

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 

 

Language skills

Business fluency in:

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