Public Call for Tender nb. 83427762 Training of trainers (ToT) on Maintenance and troubleshooting of bottle filling machine 18.2208.9-001.00 QuA-VET

1. 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. 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The public technical schools have existing BT and TS programmes, but the curricula are outdated and do not present a consistent content in terms of hour distribution and type of subjects.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 in the frame of the QuA-VET 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 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 hours for practical training at BT and TS level is 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.

3. Outline of the mission

Highly competent, qualified, motivated, flexible, and creative VTE teachers are the backbone of any TVET system; capable of adjusting to changing technological environments and creating conducive learning environments for their students. In the frame of QuA-VET project, GIZ organizes train the trainer (ToT) courses, aiming to address the entire range of necessary competences, including practical skills, occupational theory and technology as well as pedagogical, didactical, and methodological competences to enable them 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.

With the absence of standardized maintenance training procedures applicable to manufacturing machines in general, the ToT course aims to fill the gaps of TVET teachers on industrial machine maintenance and help them to deliver quality competence-based trainings effectively and sustainably. The approach adopted for the ToT course is that the teachers should go through all practical activities and assessment that also students will, later on, get trained on during the courses offered by the teachers in the school.

Selected public VTE schools in different regions of Lebanon are considering offering the following ten occupations as part of “Maintenance of manufacturing machines” within the machine operation and maintenance curriculum at a BT level:

• Cleaning industrial machines
• Conducting routine maintenance
• Replacing mechanical worn-out parts
• Replacing worn-out seals
• Replacing electro-mechanical worn-out parts
• Replacing electrical motor
• Replacing mechanical translating worn-out parts
• Troubleshooting pneumatic malfunction
• Troubleshooting electro-mechanical malfunction
• Troubleshooting mechanical malfunction

The description of the ToT course and the curriculum (occupational, qualification, assessment and training standards, training documentation-in English, and Arabic) will be provided by the QuA-VET team and shall be critically reviewed by the contractor.

The contractor shall provide his feedback on the developed CBT modules from their point of view as active company in the industrial private sector. The review of the CBT modules will include accuracy of the technical content as well as appropriateness of the knowledge and skills developed for the mechanical sector. The contractor shall use their current experience in the mechanical maintenance to correct the content of the CBT modules and provide QuA-VET with explanations on discrepancies in case the curriculum don’t match the expectations of the contractor as a potential employer for the students that will follow the curricula.

The contractor will prepare and conduct ToT trainings, according to and with the support of the provided CBT Module, for up to 200 participants (approx. 10 per training), which are teachers from public TVET schools in Lebanon, having a background in industrial mechanics. After the training, the contactor will visit the teachers in their school in order to support and coach them for the preparation of the CBT modules. The contractor will provide insights and share their experience in the private sector to match the content of the training to students with the expectations of the mechanical industry.

The ToT shall take place within one the schools’ premisses and will gather selected teachers from different schools. The trainings may occur in any of the following schools within Lebanon depending on the modules and time frame:

• 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

4. The contractor shall provide the following work/service:

• Critical examination of relevant project documentation (curricula and other materials provided by the Project Team)
• Revision and correction of the CBT curricula from a technical point of view (consistency with the bottle filling machine, relevance of the pictures, technical accuracy…)
• Revision of the CBT curricula as a potential employer (adequation of the curricula with the needs of the private sector) and discussion with QuA-VET on the comments
• Structured meetings with Project Team Leader, Project Team Members, staff of the DGVTE and of other organisations involved in the project as considered necessary
• Preparation of training material under supervision of QuA-VET technical experts before the starting of the course, based on the given CBT curricula
• Meeting with the Project Team for guidelines to conduct practical training in the workshop based on the CBT approach
• Regular information and consultation with the Project Team members
• Familiarisation with the training locations and with the job-related equipment, materials, and consumables
• Preparation of daily training plans for the implementation of the ToT based on the given CBT curricula
• Organisation of the training sites in a way that tools and materials purchased by the project team are available as well as personal protective equipment (PPE)
• Delivery of the ToT training program (applying the CBT model) using the curricula developed by QuA-VET
• Recording of the participants’ attendance to the ToT with the attendance sheets provided by QuA-VET
• Conducting and documenting the formative assessment of trainees as stated in the curricula
• 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 through internet for follow-up discussion

Outputs/Results
The outputs / results requested to the contractor are:          

Prior to training:

• Presentation of the company and the team of personnel to play a role in the training preparation apart from the 2 experts designated as trainers (Technicians to review the curricula, plant manager to support for technical questions, etc.)
• Detailed daily training plan/agenda in coordination with the QuA-VET team
• Revised curricula from the point of view of an industrial company
• Training documents (ppt., list of videos…)
• Coordinate with the school (including on-site visit) and QuA-VET to ensure the equipment and material are set in the school and prepared for the training

During training:

• Delivery of up to 20 x 40 hours of training (4 hours for 10 consecutive days) for up to 10 training modules for teachers in industrial maintenance of public TVET schools (locations to be defined by QuA-VET team)
• Follow-up on dropouts, document reasons, and inform the cooperating organizations
• Conduct formative assessment of the trainers for each unit of competence as defined in the Curriculum and document the assessments
• Attendance sheets

After the training:

• Attendance of minimum 8 hours during the summative assessment
• At least 1/3 of the teachers attending the ToT course should receive the qualification certificate (summative assessment will be carried out by a professional selected by the project)
• At least one visit per school after each module to follow up the implementation of training incl. short report on observations & recommendations.
• Training material (Videos used, ppt created incl. modifications done during the ToT if any)

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 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

1. 1. Qualifications and requirement for the bidders

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
• Official registration document
• Ministry of finance registration document
• CVs of the proposed trainers
• Company profile (Company name, focal point, contact details, exact location, available product and services, years of experience, year of establishment, availability of product and services)
• Company portfolio for the technical evaluation including:
  • annual turnover (USD2.000.000 minimum requirement)
  • number of employees including number of technicians (10 employees and 5 technicians minimum requirement)
  • types of machines produced (Food processing machines or alternatively industrial machines such as CNC, packaging, etc.)
  • number of production lines / machines produced and delivered to the Lebanese market per year (2 lines per year minimum requirement)
  • number of maintenance on industrial machines provided per year (20 per year minimum requirement) including the types of machines maintained

Eligibility Criteria:

• Official registration in Lebanon (minimum requirement)
• At least 10 years working in the MENA region (minimum requirement)
• At least 10 years of experience of designing, manufacturing, maintaining of machines (minimum requirement)
• Previous experience working with GIZ is a strong asset
• The company should be available for follow up discussions after contract expiry

Companies that do not fulfil the requirements of industrial experience in designing, manufacturing, maintaining of industrial machines will be disqualified.

The tenderer is required to offer trainers (‘experts’) for the trainings and all the tasks around preparation and organisation of trainings, referred to and described here in terms of the scope of tasks and qualifications based on corresponding CVs.

The tenderer shall provide 2 CVs of potential trainers fulfilling below qualifications:

1. 2. Qualifications of proposed experts:

General qualifications Expert 1

Qualification:

• University degree at least at bachelor level in a technical field or any related specialisation (minimum requirement).

General professional experience:

• At least 15 years of working experience in the mechanical sector (minimum requirement)
• At least 10 years of working experience as manager in design and manufacturing of industrial machines, preferably for the food processing industry (minimum requirement)
• At least 5 years of working experience in maintenance of industrial machines (minimum requirement)
• At least 5 years of working experience in health and safety in an industrial environment (minimum requirement)

Specific professional experience:

• Experience in delivering training courses to adults (minimum requirement)
• Experience in the the development of technical documents including instruction and procedure manuals (Minimum requirement)
• Experience as a trainer of CBT module (preferred requirement)
• Working experience for an international organisation or abroad is an asset

Others:

• Proficient in use of MS Office (Power Point, Word, Excel, Outlook)
• Excellent communication skills
• Ability to develop reports
• Ability to create training support (ppt, etc) based on given content
• Willingness to travel within Lebanon

Experience in the region/knowledge of the country

• At least 15 years working experience in Lebanon (minimum requirement)

Language skills - business fluency in:

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

General qualifications Expert 2

Qualification:

• Technical baccalaureat in a technical field or alternatively 10 years of working experience in the mechanical sector (minimum requirement).

General professional experience:

• At least 20 years of working experience in the mechanical sector (minimum requirement)
• At least 10 years of working experience as technician in manufacturing of industrial machines, preferably in the food processing industry (minimum requirement)
• At least 5 years of working experience as technician in preventive maintenance and troubleshooting of industrial machines (minimum requirement)
• At least 3 years of working experience in health and safety in an industrial environment (minimum requirement)

Specific professional experience:

• Working experience as maintenance manager (minimum requirement)

• Working experience as a trainer for industrial workers (minimum requirement)
• Working experience in quality control (minimum requirement)
• Working experience in design is an asset
• Working experience for an international organisation or abroad is an asset

Others:

• Proficient in use of MS Office (Power Point, Word, Excel, Outlook)
• Excellent communication skills
• Excellent knowledge of machines and different component systems (Pneumatic, mechanical, etc…)
• Willingness to travel within Lebanon

Experience in the region/knowledge of the country

• At least 15 years working experience in Lebanon (minimum requirement)

Language skills - business fluency in:

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