Re-Tender nb. 83499450 Assessment body to assess trainees and teachers on CBT modules for Internet of Things - QuaVet 18.2208.9-002.00

I.General Information

1.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 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.

2. Context

As digital transformation accelerates, the Internet of Things (IoT) has become a key driver of innovation across sectors such as energy, agriculture, logistics, healthcare, and smart infrastructure — both globally and in Lebanon. In response, the demand for IoT-related competencies has increased, creating a pressing need to equip learners with the technical and practical skills required to thrive in emerging job markets.

In Lebanon, the Technical and Vocational Education and Training (TVET) system-led by the Directorate General of Vocational and Technical Education (DGVTE) under the Ministry of Education and Higher Education (MEHE) - plays a central role in preparing youth for employment. However, existing training programs, particularly at the Technicians Supérieur (TS) level, offer limited opportunities for students to gain exposure to cutting-edge technologies such as IoT. This is partly due to the need for more up-to-date content, enhanced practical components, and stronger alignment with evolving industry requirements.

To address this gap, the QuA-VET project under GIZ, and with the support of the DGVTE, is facilitating the introduction of Competency-Based Training (CBT) modules in IoT at the TS level. These modules are designed as flexible, modular, and job-oriented add-ons that can be delivered in parallel with existing TS specializations. They aim to provide learners with targeted, hands-on experience in areas such as deploying IoT devices in physical environments, developing and analysing Python applications, connecting systems to the cloud, implementing cybersecurity measures and integrating devices into systems.

This initiative is part of broader national efforts to modernize the TVET sector, enhance youth employability, and promote digital skills development. The design and implementation of the IoT CBT modules will be informed by consultation with industry stakeholders, TVET instructors, and academic experts, ensuring relevance, quality, and sustainability within Lebanon’s vocational education landscape.              

3. GIZ shall hire the contractor for the anticipated contract term, from 01.12.2025 to 29.01.2027.

Outline of the mission

In the frame of the QuA-VET project, GIZ facilitates Training of Trainers (ToT) modules, aiming to address the full range of necessary competences to enable 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 trainees and the labour market.

After certification of teachers during the ToT, selected public TVET schools in different regions of Lebanon will offer practice-oriented, competency-based modular training to vulnerable individuals, in the following IoT occupations and competence:

A.IoT Technician

Deploying IoT devices in physical environments 

B.IoT developer

• Developing python applications for IoT Devices
• Connecting IoT systems to cloud
• Implementing IoT cybersecurity measures
• Analyzing IoT data using python
• Integrating IoT devices into systems

Therefore, the project is planning to contract an assessment body to certify the teachers trained during ToT and consequently the students trained during following CBT modules for the acquired competencies.

This mission consists of assessing competences in the above-mentioned occupations in the field of Internet of Things (IoT) at TS level. Certification of participants’ competences (both teachers attending ToT and trainees attending CBT) will be held at the following school premises:

• Deir Ammar Technical Institute – Deir Ammar
• Baalbeck Technical Institute – Baalbeck
• Orthodox Higher Vocational Institute – Cheikh Taba Akkar
• Nabatieh Technical Institute – Nabatieh

The assessments take place in the afternoon after the schools’ normal class activities. The exact schedule will be fixed in coordination with the schools and assessors a few days prior to the assessment depending on the situation.

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 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 must demonstrate the necessary interpersonal and communication skills required in the assessment process.

While assessors may perform direct assessments by selecting items from the assessment standards, requesting trainees to execute tasks, collecting evidence, and recording outcomes, the mission may also involve supporting the DGVTE in the assessment process, including assisting in evaluating teachers during ToT and/or students during CBT modules without necessarily conducting direct assessments themselves.

The external assessor selects items from the assessment standard and asks 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. For the case where the assessor is observing a teacher that has been trained to become a trainer, the assessor also provides graded results.

4. The contractor is responsible for providing the following services:

• Critical examination of relevant project documentation (curricula and other materials provided by the Project Team) including assessment criteria and conditions.
• Review and suggestions on potential scenarios to complete the existing ones on the summative assessment to carry out the most representative simulation of the skills during the assessment. Assessors are expected to prepare additional assessment scenarios that make the evaluation practical and closely aligned with labour market requirements.
• Structured meetings with Project Team Members, trainers, staff of the DGVTE and of other organizations involved in the project as considered necessary.
• Plan and conduct assessment activities in coordination with the QuA-VET team, schools, trainers, and the DGVTE. QuA-VET will coordinate with the contractor on the dates, location and number of trainees to be assessed, depending on the implementation of the training. Indicatively, 5 or more trainees may be assessed in one day.
• Carry out all activities necessary for the accomplishment of the required output/results, including supporting the DGVTE in the assessment process. This may involve assisting or overseeing the evaluation of teachers during ToT and/or students during CBT modules without necessarily conducting direct assessments.
• Regular information and consultation with the Project Team members.
• Conducting and documenting the summative assessment of trainers and trainees as stated in the curriculum. Providing graded results in case the participants is a future trainer.
• Coordination with the trainer of the module and the school for the organization of the assessment.
• Provide 2 CVs of assessors matching the ToR provided by QuA-VET to carry out the activities and assess the competences of trainees and teachers.
• Records of up to 210 records of assessed teachers and trainees (including summative assessment) including certificates for the successfully assessed trainees.
• Provide positively assessed trainees and trainers with the certificate of competence (indicatively 210 people assessed, certificates are consecutively numbered) stating the module and the competency units, (incl. abilities/learning outcomes and related knowledge) successfully assessed, the date and location of the assessment.
• 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.
• Recommendations for the improvement of project implementation.

Availability after the short term-mission through internet for follow-up discussion.

"Milestones Table is mentioned in details in the TOR"

II. Tender Requirements

1. Qualifications of Proposed Staff

The tenderer is required to propose personnel for the positions specified here and described with respect to the areas of responsibility and qualifications on the basis of relevant CVs.

The below specified qualifications represent the requirements to reach the maximum number of points in the technical assessment.

Expert 1 & 2:

General Qualifications

Education:                        

• At least a bachelor’s degree in Electrical Engineering, Computer Science, IoT, or related technical field.
• Assessment-related training certification is desirable.

Professional experience:   

• Minimum 5 years of professional experience in IoT related applications such as deployment, programming and cybersecurity.
• At least 2 years of experience in assessing or training technical staff in IT or IoT-related competencies.
• Experience conducting competence-based assessments is a plus.

Experience in the country

• At least 3 years of working experience in Lebanon or MENA region
• Familiarity with TVET system is a plus

Language Skills

• Business fluency in C1 English
• Proficient in Arabic (spoken and written)

Quantitative Requirements

Important note: 1 working day is equivalent to 8 working hours. Transportation costs will not be reimbursed separately by GIZ. It should be included in the financial offer.

Number of experts: 2

Number of assessment: 210

Conceptual

The tender should indicate how the services outlined in Section I.4 (Tasks) is to be provided. Reference should be made to the following criteria:

• 3.1 Technical feasibility: The concept can be realistically implemented with available resources, tools, and technology
• 3.2 Alignment with standards: The concept fully meets the occupational, qualification, and assessment standards of the module.
• 3.3 Comprehensiveness of competence: The concept addresses all required competencies and learning outcomes effectively.
• 3.4 Learning and innovation: The concept fosters skill development and knowledge gain.
• 3.5 Clarity: The concept is clearly presented, logically structured, and supported by sufficient documentation or evidence.

The structure of the tender must correspond to the structure of the ToRs. In particular, the detailed structure of the concept (Chapter 3) should be organised in accordance with the positively weighted criteria in the assessment grid (not with zero). The tender must be legible (font size 11 or larger) and clearly formulated. It must be drawn up in English language.

The complete tender must not exceed 10 pages (excluding CVs). If one of the maximum page lengths is exceeded, the content appearing after the cut-off point will not be included in the assessment. External content (e.g. links to websites) will also not be considered.

III. The Curriculum of a CBT Module (Details Included in the TOR)

IV. Requirements on the format of the tender

The CVs of the personnel proposed in accordance with Chapter 1 of the ToRs must be submitted using the format specified in the terms and conditions for application. The CVs shall not exceed 4 pages each. They must clearly show the position and job the proposed person held in the reference project and for how long. The CVs can also be submitted in English language.

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

A. Financial Offer filled in according to the template provided (per unit and the total)

B.Technical Offer including:

• CVs of the 2 (two) proposed experts
• Concept as per Chapter 3
• Company portfolio (Company name, focal point, contact details, exact location, available product and services, years of experience, year of establishment, availability of product and services)
• Reference projects in assessment and certification in the field of IT or IoT in Lebanon
• Official Registration document
• Ministry of Finance Registration document

Eligibility Criteria:

• Official registration in Lebanon (minimum requirement)
• Ministry of Finance Registration document
• Proof of regional experience in Internet of Things or IT field (minimum requirement)
• At least 5 years working in Lebanon or MENA region (minimum 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
• Average Annual Turnover for the last 3 years, at least 15,000 EUR
• Average number of employees for the past 3 calendar years, at least 5 persons
• Have minimum reference project with a value of 5000 EUR
• The bidder that receives 700 or higher in part B of the eligibility grid will be qualified for the technical evaluation.