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Tenders are invited for (2) Two STEs as ToT Trainers for CBT Modules in Agrofood "PN#18.2208.9-002.00 QuAVET Closing Date: Monday, 23. Jun 2025 Intervention Sector(s): Education, Training & Capacity Building Remuneration range: > 6000 (USD) Duration of Contract: Period of assignment: from 23 June2025 until 29 January 2027. Brief information about 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 projects 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. Background The Baccalaureate Technique (BT) Curriculum The agrofood sector plays a pivotal role in the Lebanese economy, combining agriculture with food production to meet the demands of a growing population. In line with current employment trends, the sector is rapidly evolving, driven by sustainability, innovation, and digitalization. As consumer preferences shift towards healthier, organic, and sustainably produced food, new career opportunities are emerging in areas such as food technology, supply chain management, and quality assurance. The agrofood sector remains a dynamic industry, offering diverse career paths that are increasingly aligned with modern workforce trends. Some of the public technical schools offer BT programs related to the agrofood sector, particularly in the Hospitality - Food Production specialization. These programs, along with others, have seen significant development through EUs VTE4ALL project, which introduced Competency-Based Training (CBT) modules in key areas such as dairy production, food preparation, packaging, export, safety, and social media marketing. These modernized CBTs, which are practice-oriented approaches, aim to enhance the existing curricula, reflecting the broader scope of the agrofood industry. Currently, the BT Hospitality - Food Production program includes around 240 hours of Travaux Pratique (TP) annually, averaging approximately 6 hours per week. However, the programs effectiveness varies, as some schools are equipped with modern kitchens and hospitality labs, while others lack such facilities, leading to inconsistent practical training. In such cases, students often rely on external internships at nearby hotels and restaurants to gain essential experience during their two-month internship per academic year. This approach, while valuable, may require updating to better align with current industry standards and practices, especially as new trends emerge. As Lebanon increasingly depends on locally grown products, there is a heightened emphasis on training students in sustainable practices and the use of local ingredients, which are becoming more integral to the agrofood sector. Therefore, by aligning the TP sessions with CBT modules, the curriculum ensures that students acquire practical, industry-relevant skills in a structured, competency-driven environment. These TP sessions, which are rooted in the principles of CBT, are conducted in school workshops, where students actively engage with tools and techniques directly applicable to their future careers. Modernizing the curriculum is crucial to ensure it meets the evolving needs of the Agrofood industry. Once updated, the curriculum will allow educators to provide higher-quality training, increase flexibility for site visits and collaborations with industry stakeholders, and allow short-term CBT modules to cover more subjects as part of continuous education. These enhancements are essential to facilitating the transition of TVET students to the professional Agrofood sector and ensuring that their training remains relevant in a rapidly changing field. 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. Outline of the mission: Highly competent, qualified, motivated, flexible, and creative TVET 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 is planning to organize Training of Teacher (ToT) courses, aiming to fill the gaps of TVET teachers in agrifood processing to help them deliver quality competence-based training effectively and sustainably. With the absence of standardized practical training procedures applicable to hospitality and food production in general, the ToT course will enable the teachers not only to gain skills in dealing with new technologies prevailing in 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. The approach adopted for the ToT is that teachers should go through all the practical activities and assessments that students will later be trained on by those teachers within the corresponding curriculum Hospitality Food production at BT level. The STE will review, prepare, and conduct ToT trainings according to the CBT curriculum provided by the project, for up to 20 teachers from public TVET schools in Lebanon (up to 10 teachers per training the same teachers will undergo more than one training depending on the module delivered), all of whom have a background in hospitality and food production. Tender Link : https://daleel-madani.org/civil-society-directory/deutsche-gesellschaft-fur-internationale-zusammenarbeit-giz/calls/public-tender-announcement-nb83490400-2-two-stes-tot-trainers-cbt-modules-agrofood-pn1822089-00200
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