Quotation Are Invited For Assessment Body To Assess Trainees & Teachers On Agrofood Competence-Based Training (Cbt) Modules

Quotation are invited for Assessment Body to Assess Trainees & Teachers on Agrofood Competence-Based Training (Cbt) Modules - Quavet: 18.2208.9-002.00 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. Tasks to be performed by the Contractor Outline of the mission In the frame of the QuA-VET project, GIZ facilitates Training of Trainers (ToT) modules, aiming to address the full range of necessary competences to enable teachers not only to gain skills in dealing with new technologies prevailing on the labour market, but also to develop practical experience in making teaching and training more responsive to the needs of participants and the labour market. After certification of teachers during the ToT, selected public TVET schools in different regions of Lebanon will offer practice-oriented, competency-based modular training (CBT) to vulnerable individuals, in the following agrofood occupations and competence: Occupations: 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 clearly mentioned in the TOR Table Therefore, the project is planning to contract an assessment body to certify the teachers trained during the ToT and consequently the participants trained during following CBT modules for the acquired competencies. This mission consists of assessing competences in the above-mentioned occupations in the field of Hospitality - Food production at BT level. Certification of participants competences (both teachers attending ToT and trainees attending CBT) will be held at the following school premises: Al Saadeh Technical Institute - Akkar Halba Technical Institute - Akkar Douseh Technical Institute - Akkar Qobayat Technical Institute - Akkar Arsal Technical Institute - Baalbeck Technical Education and Training Institute - Hosh Al-Omara - Bekaa Machghara Technical School - Bekaa Hotel School (Dekwaneh) - Mount Lebanon Tebnine Technical Institute - Nabatieh Hotel School - Tripoli North Mar Antonios Official Technical Institute - North Saida Technical Institute - South The assessments take place in the afternoon after the schools normal class activities. The exact schedule will be fixed in coordination with the schools and assessors a few days prior to the assessment depending on the situation. The QuA-VET team will be providing the description of the course and the curriculum (occupational, qualification, assessment and training standards, Training documentation - in English, and Arabic), including the summative assessment determined for the certification. The assessors role The role of assessors is to observe the participants in their school workshop, provide support and guidance by collecting evidence, assessing their abilities, and enabling them to gain their desired qualifications. They assess participants performance and related knowledge in a range of tasks. They also ensure that the competence or knowledge demonstrated meets the requirements of the qualification. An assessor must demonstrate the necessary interpersonal and communication skills required in the assessment process. While assessors may perform direct assessments by selecting items from the assessment standards, requesting participants to execute tasks, collecting evidence, and recording outcomes, the mission may also involve supporting the DGVTE in the assessment process, including assisting in evaluating teachers during ToT and/or students during CBT modules without necessarily conducting direct assessments themselves. The external assessor selects items from the assessment standard and asks the participant to execute them. The external assessor collects evidence of a participants performance and compares with best practice according to the criteria and the qualifiers stated in the curricula. The external assessor fills in the corresponding checklist. The external assessor records the learning outcomes for each participant on the assessment standard sheet (by marking Yes or No next to each outcome) by directly observing the participant and checking the different records in the assessment standard; a candidate is competent if he/she is positively assessed in all the learning outcomes. For the case where the assessor is observing a teacher that has been trained to become a trainer, the assessor also provides graded results. The contractor is responsible for providing the following services: Critically examine the relevant project documentation (curricula and other materials provided by the QuA-VET Team) including assessment criteria and conditions. Revise and suggest potential scenarios to complete the existing ones on the summative assessment to carry the most representative simulation of the skills during the assessment. Assesso Tender Link : https://www.daleel-madani.org/calls-for-proposal