Call for Expression of Interest (EOI) Junior Short-term experts (JSTEs) to act as Digital Focal Points for e-Learning in the public TVET schools for 2025-26 year 18.2208.9-002.00 QuAVET

Brief information on the project

The Multi-Donor Action “Improving the Quality and Attractiveness of Technical and Vocational Education and Training (TVET) in Lebanon for poor and vulnerable social groups” is jointly co-financed by the European Union and the German Federal Ministry of Economic Cooperation and Development (BMZ). The joint action is implemented by GIZ as a specific Action within the wider BMZ project “Improving the Quality and Attractiveness of TVET in Lebanon (QuA-VET)”. 

The aim of the action is to orient the vocational training towards the qualification needs of the labour market in sectors with sustainable employment potentials, therefore improving the employment capacities for poor and vulnerable social groups living in Lebanon. The implementing partner, the Directorate General for Vocational and Technical Education (DGVTE), requires further support in involving the private sector in vocational education and training. Thus, the project’s emphasis is placed on improving the partnership between vocational training institutions and the private sector. This includes developing modularized and practice-oriented training programmes in selected sectors, digitalizing e-learning lessons for the technical theoretical subjects of the promoted TVET programs and general subjects and enhancing the quality of in-company training for employees and work-based learning for vulnerable individuals.

The target groups of the project are vulnerable youth and young adults (aged 15-35), including Syrian and Palestinian refugees, individuals from hosting communities, TVET Lebanese students, unemployed or underemployed individuals (aged 17 to 35), and employees in Micro, Small, and Medium-sized Enterprises (MSMEs) seeking to improve their employment prospects through relevant qualifications. Context

Background – e-Learning

e-Learning was initially introduced in Lebanon’s TVET sector as a response to urgent crises, beginning with the COVID-19 pandemic and continuing through recurring waves of conflict and instability that made in-person education difficult or impossible in many regions.

While originally implemented as a temporary solution, these experiences revealed the significant long-term potential of digital education. Schools, students, and teachers have come to recognize the benefits of e-Learning—not only as a crisis response tool, but as a flexible and supportive approach that enhances the overall teaching and learning process. With many institutes now equipped with the necessary digital devices and know-how, e-Learning has evolved into a forward-looking component of the TVET education system. It supports blended learning models that enrich classroom teaching instruction, expand access to quality content, and ensure continuity of learning in the face of future challenges.

Building on the experience gained from previous GIZ projects, ProVTE and VTE4all the QuA-VET project has contributed to this ongoing transformation by developing technical theoretical courses for Baccalaureate Technique (BT) of the Industrial Mechanics and Technicien Supérieur (TS) of the Health Inspection and Food Safety in e-Learning (EL) modality. In addition, following the digitalization of BT1 general subjects by the VTE4all project, QuA-VET has now developed the e-Learning Lessons for BT2 general subjects across all BT2 programs, in alignment with the newly updated curriculum, as well as the technical theoretical subjects for the BT Hospitality – Production and TS Informatique de Gestion.

These efforts aim to guarantee that students have continuous access to quality education, while supporting teachers in delivering engaging and flexible learning experiences.

Outline of the mission

To ensure a consistent level of quality in the content and flow of the e-learning courses, Articulate Rise 360 was selected as an engaging authoring tool for creating interactive e-learning lessons, and Moodle was chosen as a user-friendly Learning Management System (LMS) to host the e-lessons. These platforms not only make it easy for TVET students and teachers to access e-lessons and track progress but also support teachers in developing their lessons smoothly, making them highly suitable for the development and delivery of BT Bâtiment et Travaux Publics and BT1 General Subjects under ProVTE and VTE4all projects, as well as for technical and theoretical subjects in Industrial Mechanics and Health Inspection and Food Safety during the 2022/23, 2023/24 academic years, and the BT2 General Subjects during 2024/25 academic year, under the QuA-VET project.

Based on the enrolments rates for the past two years, it is expected that approximately 500 students will enroll in BT Industrial Mechanics, BT Hospitality Production, and TS Informatique de Gestion in the below 18 public TVET schools:

1. Al Hermel Technical Institute
2. Arsal Technical Institute
3. Riyak Technical Institute
4. Al Zrariyeh and Syr Technical Institute
5. Chehime Technical Institute
6. Zgharta Technical Institute
7. Machghara Technical Institute
8. Hotel Technical Institute-Dekwaneh​
9. St. Antonios Official Technical Institute​
10. Kobayat Technical Institute​
11. Technical School of Hotel Management-Tripoli​
12. Tebnin Technical Institute​
13. Hosh Al Omara Technical Education and Training Institute​
14. Saida Technical Institute
15. Deir Ammar Technical Institute​
16. Baalbeck Technical Institute​
17. Nabatiyeh Technical Institute

18. The Orthodox Vocational Institute Akkar

Additionally, it is expected that approximately 250 teachers will be assigned by the school directors to deliver the above-mentioned courses in face-to-face and e-learning modalities during the 25-26 academic year. The assigned teachers responsible for the courses will receive training on using the Moodle LMS to monitor their students’ learning progress.

To ensure that teachers are actively delivering e-lessons to their students and integrating them into both in-presence and remote teaching, a Digital Focal Point is required in each of the above-mentioned partner TVET schools, with experience in TVET and able to act as a liaison between the public TVET institute and the project team. The expert will train, assist and coordinate with the teachers delivering the e-lessons to students in their institute and follow up on the grader reports and engagement of students.

The contractors shall provide the following work/services:

• Meet regularly with the project team members and DGVTE staff involved in the project as considered necessary.
• Attend in-presence and/or online LMS training sessions organized by the project team to efficiently use the platform and support teachers and students in the institutes.
• Coordinate with the TVET school directors on logistics for the teachers’ training session on the LMS.
• Check and invite the teachers responsible for delivering the e-lessons in their schools to the LMS training session.
• Draft agenda, power point presentation or any additional resources for both the teachers’ and students’ training sessions.
• Deliver training sessions for teachers on the premises of the above-mentioned TVET school on the use of the LMS (Moodle) to deliver e-lessons and monitor the students’ learning progress.
• Invite the concerned students to the e-Lab workshop in the school.
• Deliver the e-Lab workshop for TVET students on the LMS features, including how to log in, access digital courses, and complete e-lessons on their devices.
• Follow up with non-active students in the school, collect challenges and motivate them to complete the e-lessons.
• Follow up with the concerned teachers and collect grader reports exported from the LMS on weekly basis.
• Collect and report challenges faced by students and teachers, offering necessary support.
• Perform all activities necessary for the accomplishment of the required results.
• Prepare mission report and required administrative deliverables.
• Be accessible after the short-term mission through internet for follow-up discussions.

Administrative Deliverables

• A comprehensive end of mission’s report, submitted to project advisors for revision and approval following the structure:

• Scope and objectives of the mission
• 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
• 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