Tenders Are Invited For Trainer Of Teacher (Tot) For Cbt Modules In Agrofood Production

Tenders are invited for Trainer of Teacher (ToT) for CBT Modules in AgroFood Production - QuaVet 18.2208.9-002.00 The deadline for submitting offers is Friday 24th October 2025, by 23:59 (Beirut Local Time). I.Context 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 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. 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: Occupation Kitchen helper ISCO 9412 Food and related products machine operators ISCO 8160 Fruit and vegetables and related preserves ISCO 7514 Cook ISCO 5120 Food Production: Bakers, Pastry Cooks and Confectionery Makers ISCO 7512 Food service counter attendant ISCO 5246 Waiter/Waitress ISCO 5131 Environmental and Occupational Health Inspectors and Associates ISCO 3257 Modules to be developed are mentioned in the table in TOR 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. The ToT will take place on a rotational basis at one of the following schools premises, which is also the list of schools from which selected teachers will participate: Qobayat Technical Institute - Akkar Technical Education and Training Institute - Hosh Al-Omara - Bekaa Machghara Technical School - Bekaa Hotel Management School - Dekwaneh, Mount Lebanon Tebnine Technical Institute - Nabatieh Technical School of Hotel Management - Tripoli North St.Antonios Official Technical Institute - North Saida Technical Institute - South II. Tasks to be Performed by the Contractor The contractor is responsible for providing the following services: · Examination of relevant project documentation (curricula and other materials provided by the Project Team) including written comments on the curricula Active participation in selection of tools and equipment including defining specifications and quantities, throughout the curriculum development process Participation in structured meetings with Project Team Leader, Project Team Members, staff of the DGVTE and of other organizations involved in the project as considered necessary Preparation of the training material (PowerPoint presentation, study document, tests, etc.) under supervision of QuA-VET technical experts before the starting of the course, based on the given CBT curricula Meeting with the Project Team for guidelines to conduct practical training in the workshop based on the CBT approach Regular information and consultation with the Project Team members Conduct field visits to be more familiar with the training locations and with the job-related equipment, materials, and consumables Support and help setting the workshop during the delivery of equipment to the school, in coordination with the delivery of the material delivered by QuA-VET Preparation of the daily training plans for the implementation of the ToT based on the given CBT curricula Organization of the training sites in a way that tools and materials purchased by the project team are available as well as personal protective equipment (PPE) Delivery of the ToT training program applying the CBT model, using the curricula developed by QuA-VET Recording the participants attendance to the ToT with the attendance sheets provided by QuA-VET Implementation and documentation of the formative assessment of trainees as stated in the curricula Coordination with QuA-VET team for communication with the school(s) in advance for the list of necessary school supplies (Classroom with projector, white board) Management of the proper use and storage of the training materials Follow-up on the implementation of the training at the schools through coaching of the teachers Ensure that all necessary activities are in place for the accomplishment of the required outputs / results Write Tender Link : https://www.daleel-madani.org/calls-for-proposal