Expression Of Interest "Non-key expert in Career Guidance" TA to MEHE 72.3038.6-001.00

1. Project Background

1.1 The situation

Lebanon has been suffering from instability on all levels for decades, but the situation has further aggravated in the last few years. Three years of layering of crises on top of one another - the economic crisis, compounded by COVID-19, the 2020 Beirut Port explosions and political instability have left all families residing in the country struggling to survive. Currently, Lebanon finds itself in a never before faced compounded crisis of extreme complexity, which was the result of several factors including the refugee crisis that started in 2011, noting that country is currently hosting 831,053 Syrian refugees and 479,537 Palestinian refugees according to latest UN agencies reports, in addition to the economic vulnerability and contraction, continuous political crisis, social unrest and heightened challenges since October 2019, the on-going debt crisis, COVID-19 and health crisis, banking and currency crisis, cumulative inflation rate, education sector crisis, which was preceded by teachers’ protests since 2017-2018 against low remuneration and the Beirut Blast in August 2020 and its on-going consequences. All these crises resulted in enormous strains on population’s physical and mental health, access to food, basic services, education, and safety among others.

1.2 Current situation in the target sector

The events that took place in the last few years have added further layers of obstacles on top of an already compromised Lebanese public and private schooling system in its efforts to provide education for children residing in Lebanon. The crisis left an impact on the different levels of the education system, starting with MEHE’s inability to perform normally due to the economic and social situation, teachers and staff’s losing motivation and students unable to attend classes on daily bases for several reasons among many other levels. The crisis’ impact on the educational sector affects children’s wellbeing and threatens their future, the social stability (including people’s ability to escape the vicious cycle of poverty) and country’s abilities to overcome the socioeconomic and political depression and to set up a sustainable governance and economic model. The below provides a detailed insight on the current situation in the education sector in Lebanon and sheds the light on major gaps and existing issues:

• Access to education opportunities and disruption of education services
• Quality of education services
• Governance of education systems
• Education-related expenditures for families and MEHE
• Large donor group involved in the sector.
• MEHE needs and gaps.
• Budgeting and Planning
• Capacity Gaps
• “Internal Politics”

1.3 About the project

With the country slipping deeper into an economic and financial crisis, the education sector and the Ministry Education and Higher Education (MEHE) are in high need of support to ensure their ability to sustain their operations and remain able to deliver high quality education to all children residing in Lebanon. While the complexity of the situation is increasing, with high number of dropouts and out-of-school children, a significant number of students migrating from private to the public school because they cannot afford the high fees anymore, low teachers’ motivation, challenges on the level of transportation and unavailability of basic needs at schools such as power, in addition to a considerable decline in the quality of education, support is needed to ensure that MEHE, including Directorate for General Education (DGE) and all other departments, guarantee learning continuity under a multiple crisis context through a more resilient education system, that is able to provide quality, inclusive and safe education for all children.

To cover the existing gaps, the Technical Assistance to the Ministry of Education and Higher Education (TA to MEHE), aims at “building an education system (Ministry for Education and Higher Education) better equipped and able to deliver quality basic education”, through the below 3 outcomes:

• Outcome 1: enhance the governance capacities of the MEHE in the field of strategic and operational planning, monitoring, and reporting, budgeting, and public finance management.
• Outcome 2: enhance the capacities of the MEHE for the delivery of quality teaching and learning by management and educational staff empowered with 21st century skills development.
• Outcome 3: enhance the performance of the public education system (MEHE) through improved management and business operating procedures.

2. The assignment

2.1 Background for the assignment

Support to Career Guidance started in TVET schools back in 2014 and 2015 with the support of the European Training Foundation (ETF), with expansion to the general education (starting from grade 8th) as follow-up in 2022 to cover the education sector. Over the years, the set up and operationalisation of existing and new Guidance Employment Offices (GEO) in TVET has continued by scaling up this initiative to around 40 schools, putting a great effort for the sustainability of this initiative and for the consolidation of the GEOs network. This experience in TVET has showed the possibility of setting up career guidance opportunities at school level also in general education for students by:

• Creating a dedicated function within the school,
• Offering capacity building to relevant staff to deliver good orientation services
• Establishing fruitful connections with the academic institutions, the local labour market and the local communities.

The support of the MEHE, and in particular of the Department of Guidance and Counselling (DOPS), has been instrumental to develop orientation activities at school and system level and will be crucial to scale up this initiative at national level. ETF has already developed the Manual for Career Guidance Focal Points (CGFP) including practical exercises from lower grades (8th and 9th) and dedicate advice on setting up of career and counselling functions that have been put in practice through a dedicated training to DOPS network. This initiative will continue with the piloting of the Manual in schools and additional capacity building activities as requested by DOPS/MEHE.

2.2 Description of the assignment

2.2.1 Outline of the mission

This assignment aims at mobilising expertise services for the support to Career Guidance and Counselling in general education in Lebanon. Within this assignment, the expert will work in close coordination with GIZ and ETF teams to contribute actively to all the below activities by steering the process with the national authorities and by providing expertise input in the given field.

The expert will carry out the below activities which will result in the production of the indicated deliverable(s) within the specified deadlines.

2.2.2 Description of the activities to be performed by the NKE:

The expert works under the direct supervision of the Technical Assistance and in direct collaboration with DGE and DOPS is expected to perform the below activities:

• Conduct a refresher course for DOPS staff following the last capacity building session that took place in June 2023 based on the manual developed.
• Conduct one to one or peer counselling session to support CG coaches to deliver career counselling modules and training.
• Provide knowledge, information and resources related to educational programs tackling job search strategies, scholarships, internships, and apprenticeships.
• Train specified CG coaches on developing individualized career plans and action steps, considering each beneficiaries’ goals, skills, and unique circumstances.
• Update CG coaches on educational and occupational trends, labor market data, and industry-specific information to provide accurate guidance.
• Advise DG and other relevant MEHE’s affiliations and DGE’s departments such as DOPS and others… on how to integrate career-related content into academic curricula, ensuring that students are well-prepared for their future careers.
• Train specified CG coaches on how to conduct, manage and facilitate workshops, seminars, and career fairs to inform individuals about various career opportunities and pathways.
• Provide expertise on how to assess and track the effectiveness of career guidance programs and services, making improvements as needed.
• Conduct additional practical training for CG coaches based on the manual developed.
• Develop an online course module based on the developed manual.
• Coordinate and manage the first pre-piloting of the CG focal point function in the selected schools that participated in capacity building sessions (Grades 8 and 9 to be included in the first piloting),
• Coordinate and manage the Second round of piloting to other 30 schools (final number of schools TBC)
• With the support of MEHE, select a group of qualified teachers to become trainers on the role of CGFP at school level (TOT approach),
• Monitor the delivery of career guidance activities in schools where pilots took place including the organisation of regional visits with relevant staff from MEHE/ DOPS,
• Cooperate with the MEHE CG Focal Point nominated by MEHE/DOPS to monitor and evaluate the progress of career guidance activities and to further support any future interventions,
• Prepare a progress report on a monthly basis in close cooperation with DOPS,
• Identify further support or capacity building for CGFP at school level in close cooperation with MEHE/DOPS.

2.2.3 Outputs/Results of the mission

• A refresher course for DOPS staff on career guidance using the manual,
• Design monitoring and evaluation tools relevant to career guidance and counselling activities delivered at school level,
• Design relevant presentations upon requests.
• Deliver a practical training to nominated CGFP.
• Conduct school visits and coaching sessions to CGFP.
• Monitoring regularly relevant activities at selected schools.
• Develop online Career Guidance course based on pre-defined manual.
• Draft progress reports on a monthly basis including recommendations on further development of the activity.

2.2.4 Administrative Deliverables

1. 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 to team leader/project manager for revision and approval. Holidays, weekends and working days outside Lebanon could not be included in the Time Sheet as working days unless there is a prior written approval from the contracting authority.

2. An inception report that serves as a formal document that provides a clear understanding of the mission and outlines the planned framework and methodology for conducting the work. It ensures mutual understanding and adherence to the agreed-upon roles and responsibilities. The report should include a comprehensive description of the expert's planned framework and approach to work, outlining the methodologies to be employed in carrying out the tasks outlined in the TORs.

3. Monthly report that includes the following:

• Key monthly objectives and activities with clear & measurable indicators (outputs & outcomes).
• Approach to work/methodology including challenges, limitations & adaptation in methodology and Lessons Learned.
• Implementation Plan, Milestones and Future steps (ongoing tasks and/or new cycle).
• Contribution to MEHE‘s organizational effectiveness.
• Communication, supporting visuals and testimonials: What key messages could be drafted for dissemination by the Director General and to which audiences/stakeholders.

4. A comprehensive end of mission’s report submitted to team leader/project manager for revision and approval including:

• 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 (if any).
• Recommendations for the improvement of project implementation (if any).

5. Documents produced during the implementation of the mission in the form of definitive version (drafts can be included if and only if are relevant for the implementation of the mission or its follow-up).

6. All documents should be delivered in hard copy and in digital form using exclusively MS Office applications.

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3. Expert Profile

3.1 Qualifications and skills.

• Masters degree in Counselling, Psychology, Education, or a related field or Bachelor with 5 years of relevant experience.
• Professional certification in career counselling is preferred.
• Proven experience in career counselling, preferably in an educational or governmental setting.
• Strong interpersonal and communication skills.
• Demonstrated ability to work collaboratively with educational institutions and community stakeholders.
• Proficiency in record-keeping and documentation.
•  Ability to Communicate at official level and facilitate networks and working groups.
•  Ability to develop training programs on Career Guidance (both in presence and online) and related delivery.
• Previous experience in developing and coordinating piloting counselling exercises with schools.
• Ability to communicate clearly with people at all levels of with different levels of knowledge.
• Ability to work under pressure with least supervision.
• Excellent communication and presentation skills.
• Knowledge of the Lebanese education system will be considered as an asset.
• Proficiency in English and Arabic.

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3.2 General professional experience

• At least 5 years of professional experience in education with a focus on policy set up and implementation in Career Guidance both at national and school level,
• Demonstrated experience of involvement in projects/initiatives dealing with the school level as well as the policy level,
• Specific experience in the field of career guidance and counselling in general education in Lebanon (at least 3 years).