81281707 | Strengthening HR capacities of TVET personnel in Lebanon

Kurze Beschreibung

The Republic of Lebanon, once considered as amiddle-income country with an open and largely service-oriented economy, is facing since 2018 one of its most severe economic crises since the end of the civil war in 1990. For more than two years, the situation in Lebanon has been further affected by several developments: First the economic and financial crisis, followed by the spread of COVID-19, and lastly the explosion at the Port of Beirut in August 2020. By the beginning of 2020, the crisis had reached the Lebanese Central Bank, leading the country"s financial system to the brink of collapse. The most important sectors such as tourism, real estate and construction were severely impacted.
Theon-going spread of the Coronavirus added another layer to the already existing crisis.
The pandemic has further pushed the Lebanese economy into a spiral toward recession, inflation and mass unemployment and shortage of imported goods. As a reaction to the increasing unemployment, many qualified workers have left the country, leading to a "brain drain". Moreover, the growing disparities in income distribution are leading to more social tensions, triggering a new wave of protests. It is estimated that the unemployment rate has reached 25%.
Until the civil war, the TVET (technical and vocational education and training) system was well organized by regional standards: Workers were trained with good practical skills, and the reputation of TVET among the population was comparatively high. After the end of the war, this tradition was not continued. Today, the vocational training system is limited almost exclusively to school-based training, with little practical training.
The labor market orientation of national TVET is low which manifests itself in the fact that graduates generally do not work in the occupations for which they were trained, often enter the informal sector or even remain unemployed for a long time after graduation. In addition, there are insufficient placement services. Therefore, Lebanese companies are hardly able to meet their demand for suitably qualified workers.
The opportunities and challenges regarding the vocational training system are recognized on the Lebanese side. Thus, in June 2018, the Prime Minister approved a National Strategic Framework for Vocational Education and Training 2018-2022. In this strategic framework, eight priorities were formulated (known as "Building Blocks"), including Building Block 2 "Improving the human resources management system as a key factor for quality of vocational education and training." This is due to the fact, that vocational training institutions lack qualified educational personnel with sufficient practical, didactic, and methodological skills. Only a few teachers have professional experience outside the vocational training institutions and the Lebanese Teacher Training Institute (Institut Pédagogique National pour L'Enseignement Technique) is currently not able to provide the vocational education system with highly qualified teachers.
Against those challenges the project "Improving the Quality and Attractiveness of Vocational Education and Training in Lebanon - QuA-VET" aims to align vocational education and training in sectors with sustainable employment potentials with the needs of the Lebanese economy. "Maintenance of machinery and equipment in the manufacturing industry" and "health inspection" have already been identified as priority domains.
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 implementing partner is the Directorate General for Vocational and Technical Education (DGVTE), which lacks capacity at various levels to involve the private sector in TVET. This concerns curriculum development, teacher training and the expansion of practical elements in teaching.

Beschreibung der Beschaffung

The contractor is responsible for the implementation of Output 2 "The personnel capacities of vocational training institutions and companies for labor-market-oriented training and further training in the sectors supported have been strengthened". This includes the achievement of the module objective indicators.
The aim of Output 2 is to improve regulations related to the recruitment of vocational school teachers on the basis of defined qualification requirements and the development and introduction of performance-based incentive instruments for vocational school teachers, which should lead to an improvement in the quality of teaching.
In addition, further training will be provided for teaching and management staff at the participating pilot vocational training institutes and the in-company instructors of the partner companies to implement the modernized modular training programs.
The activities will be developed and implemented in coordination with the project's main implementing partners: the Department of Vocational Education and Training (DGVTE) of the Ministry of Education, as the responsible state agency of the vocational school system, and selected Lebanese companies, possibly syndicates or business associations.
The contractor is responsible for the following work packages:
Development and application of didactical competence profiles for vocational school directors, teachers of general and technical subjects and trainers, in-company instructors, and assessors of job-related competences:
- Conduct desk research and evaluation of didactical competency profiles for vocational school directors, teachers of general and technical subjects and trainers of practical oriented skills, in-company tutors/instructors, job-related skills assessors and didactical competences examiners adopted in at least three other TVET systems, preferably one of them from the MENA region.
- Adapt or develop didactical competence profiles for directors, teachers and trainers, in-company tutors/instructors, job-related skills assessors and didactical competences examiners.
- Design an approach and tools to select vocational school teachers, trainers and directors, in-company tutors/instructors, assessors of job-related skills and didactical competences examiners for recruitment, rewarding and enrolling in further training courses.
- Conduct an analysis of the gaps in the participating vocational schools for directors, teachers, trainers, in-company tutors/instructors, assessors of job-related skills and didactical competences examiners.
- Develop training curricula for the in-service training of directors, teachers, trainers, in-company tutors/instructors, assessors of job-related skills and didactical competences examiners.
- Identify candidates and train them to deliver the 6 training curricula for the in-service training and become trainer of the trainers.
Establishment of cooperation agreements for the introduction of a (voluntary) quality seal for in-school and in-company training:
- Design an approach, standards, criteria, and tools to establish a "voluntary" quality seal for vocational schools and for enterprises cooperating with vocational schools. One of the criteria should be the number of certified vocational school directors, teachers, trainers, in-company tutors/instructors, assessors of job-related skills and didactical competences examiners.
- Design an incentive mechanism for vocational schools to motivate them to participate and apply the defined standards in their trainings and to acquire the "voluntary" quality seal. Implement awareness-raising measures and pilot the incentive mechanisms for the 6 selected vocational schools.
- Design an incentive mechanism for enterprises to motivate them to participate and apply the defined standards in their trainings and tutoring activities and to acquire the "voluntary" quality seal. Implement awareness-raising measures and pilot the incentive mechanisms for the enterprises cooperating with the selected vocational schools.
- In the frame of introducing a "voluntary" quality seal, design an approach, standards, criteria, and tools to assess and certify the didactical competences of vocational school directors, teachers, trainers, in-company tutors/instructors, assessors of job-related skills and didactical competences examiners.
- Identify a reliable independent organisation that can provide the "voluntary" quality seal during the pilot phase and beyond and agree terms and conditions for the cooperation.
Development and implementation of further training programs at the participating pilot vocational schools to implement the modernized modular training programs:
- Organise the delivery of training curricula for the in-service training coming from the pilot schools and the linked enterprises and selected for the delivery of the modernized BT modular training programs in Manufacturing Machine Maintenance and in Health Inspection.
- Assist, support and provide feedback to the trained trainers while delivering the in-service further training programs.
- Assure the respect of the standards and the criteria and the implementation of the tools for the "voluntary" quality seal and provide the related certification to the participants to the further training programs that have acquired the didactical competences stated in the profile.
- Design an approach, tools and incentives for replicating the delivery of the further training to address the majority of the educators involved in the delivery of the BT programs from the selected schools.
- Assure and monitor the delivery of at least one edition of each of the further training programs

Beschreibung der Verlängerungen

GIZ may optionally commission contract amendments and/or increases based on the criteria in the tender documents to the successful bidder of this tender. For details, please see the terms of reference.

Objektive Kriterien für die Auswahl der begrenzten Anzahl von Bewerbern

A selection will be made under all eligible participants based on the following criteria:
1.: technical experience
a) TVET (4 reference Projects will get 10 Points) (20% weighting)
b) Pedagogy (3 reference Projects will get 10 Points) (20% weighting)
c) Training implementation (3 reference Projects will get 10 Points) (20% weighting)
2.: regional experience in MENA (2 reference Projects will get 10 Points) (20% weighting)
3.: Experience of development projects (at least 50% ODA-financed) - (3 reference Projects will get 10 Points) (20% weighting)

Beschreibung der Optionen

GIZ may optionally commission contract amendments and/or increases based on the criteria in the tender documents to the successful bidder of this tender. For details, please see the terms of reference.

Liste und kurze Beschreibung der Bedingungen

1. Trading name and address, commercial register number.
2. Eligibility declaration that no grounds for exclusion in Section 123, 124 of the German Act Against Restraints of Competition (GWB) apply.
3. Eligibility declaration subcontractors if applicable.
4. Association clause if applicable.

Liste und kurze Beschreibung der Auswahlkriterien

1. Average annual turnover for the last three years (last-but-four financial year can be included in case of tenders held within 6 months of end of last financial year), at least: 750,000.00 EUR
2. Average number of employees and managers in the last three calendar years, at least 10 persons

Liste und kurze Beschreibung der Auswahlkriterien

1. At least 2 reference projects in the technical field "pedagogical training for TVET personnel" and at least 1 reference projects in the region "Middle East" in the last 3 years.
2. The technical assessment is only based on reference projects with a minimum commission value of 500,000.00 EUR.

Genaue Informationen über Fristen für Überprüfungsverfahren

According to Article 160, Section 3 of the German Act Against Restraint of Competition (GWB), application for review is not permissible insofar as
1. the applicant has identified the claimed infringement of the procurement rules before submitting the application for review and has not submitted a complaint to the contracting authority within a period of 10 calendar days; the expiry of the period pursuant to Article 134, Section 2 remains unaffected,
2. complaints of infringements of procurement rules that are evident in the tender notice are not submitted to the contracting authority at the latest by the expiry of the deadline for the application or by the deadline for the submission of bids, specified in the tender notice
3. complaints of infringements of procurement rules that first become evident in the tender documents are not submitted to the contracting authority at the latest by the expiry of the deadline for application or by the deadline for the submission of bids,
4. more than 15 calendar days have expired since receipt of notification from the contracting authority that it is unwilling to redress the complaint.
Sentence 1 does not apply in the case of an application to determine the invalidity of the contract in accordance with Article 135, Section 1 (2). Article 134, Section 1, Sentence 2 remains unaffected.