Tenders are invited for Short Term Expert (Ste) as Training of Teachers (Tot) Trainer for Cbt Modules in Internet of Things (IoT) - QuaVET The deadline for submitting offers is Monday 22nd September by 23:59 (Beirut Local Time). a. 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. b. Background The TS (Technicien Superieur) Curriculum in Internet of Things 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 Lebanons vocational education landscape. Period of Assignment: From 01.10.2025 to 29.01.2027 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 Copetence 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 and motivated 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 the IoT sector to help them deliver quality competence-based training effectively and sustainably. This initiative responds to the current lack of standardized practical training procedures in essential IoT-related areas such as networking, programming, and cybersecurity. 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 Internet of Things (IoT) at TS level: a. Occupation 1: IoT Technician ISCO 3114, by: Deploying IoT devices in physical environments b.Occupation 2: IoT developer ISCO 2512, by: Developing python applications for IoT Devices Connecting IoT systems to the cloud Implementing IoT cybersecurity measures Analyzing IoT data using python Integrating IoT devices into systems The STE will review, prepare, and conduct ToT trainings according to the CBT curriculum provided by the project, for up to 16 IT teachers (up to 4 teachers per TVET public school the same teachers can attend more than one training on different modules/topics). The ToT will be conducted on a rotational basis across the four schools mentioned below.. Each school will host three ToT courses on different topics, with each lasting 10 consecutive days (4 training hours per day) and ending with an assessment (8 hours per day). In case of any security concerns or other exceptional circumstances, sessions may be shifted to an online format upon agreement; however, a minimum of 8 hours in-person training at the school premises must still be ensured to fulfil the fixed total number of training hours (40 hours). This distributed approach aims to ensure regional representation, efficient use of available facilities, and broader participation from TVET educators, allowing them to be exposed to different modules within relevant IoT sub-sectors. Deir Ammar Technical In Tender Link : https://www.daleel-madani.org/calls-for-proposal
