Germany - Education and training services

Description

As a part of its reform agenda, the Government of Côte d'Ivoire is planning to expand its electricity generation capacities significantly, with an increase from the current level of just under 2 000 megawatts (MW) to 4 000 MW by 2020. The aim is to restructure the country's electricity mix, consistently increasing the proportion of renewable energy and improving energy efficiency up to 2030.There is major economic potential in the areas of renewable energy and energy efficiency, as international climate policy and financing will open up a wide range of opportunities. The costs for solar power are set to continue to fall and a host of energy efficiency measures are already being implemented.Despite the promising outlook, both areas are still in their infancy. Up to now, only a small number of well-qualified engineers, project planners and installation technicians have been available on the market. Moreover, small companies are lacking in expertise for suitable business models and appropriate financing options.Although a total of 63 vocational education and training organisations exist across the country, only six per cent of all school children in secondary schools undergo vocational training. On top of this, the basic training for occupational fields in renewable energy and energy efficiency lacks in practical relevance and often fails to meet the requirements of business. In addition, the performance level of teaching staff, especially at public schools, is in need of improvement. There is a lack of pedagogical knowledge, practical relevance and training expertise, and curricula are not regularly compared with the requirements of business. Women are clearly under-represented in technical training courses. However, training institutions are willing to take special measures to promote women.The Government of Côte d'Ivoire is increasingly making specialised local technical expertise and management know-how available to the market for renewable energy and energy efficiency.The project is part of the reform partnership between the Government of Côte d'Ivoire and the German Federal Ministry for Economic Cooperation and Development (BMZ), together with the G20 Compact with Africa initiative. It has various different priority areas and focuses in particular on human resources development, organisational development and network-building. It assists selected individuals working in vocational education in boosting their skills and supports them in passing on task-based skills in the area of renewable energy and energy efficiency.In addition, the project advises public, private and civil society vocational schools and corporate associations on how to improve their core processes for cooperative training and market development in the area of renewable energy and energy efficiency. The project supports the development of dialogue platforms between business and training providers as well as knowledge management and the exchange of experience.The project is divided into four fields of activity, which are closely interconnected. Fields of activity 1 and 2 address the (further) development and implementation of qualification measures for renewable energy and energy efficiency. Field of activity 3 supplements the first two fields of activity, establishing a multi-actor coordination mechanism for vocational training in the area of renewable energy and energy efficiency. Field of activity 4 supports companies in market development and assists them in gaining initial experience with photovoltaics and energy efficiency.The project supplements the work of the Kreditanstalt für Wiederaufbau (KfW), which is supporting the partner government in achieving its reform agenda goals in the areas of renewable energy, energy efficiency and climate protection.
The present call for tenders falls under the component ‘Vocational Training’. As elaborated previously, the basic training for the professional fields of RE and EE (e.g. air conditioning technician or electrician) does currently not meet the needs and expectations of the private sector. Graduates are often not able to perform the tasks correctly in the labour market. There are few vocational training institutions (public, private) and civil society structures that have been equipped with teaching materials on a trial basis and that offer short-term training in RE and EE. However, there is a great need to strengthen their capacities so that they can respond to the local market demand. The few training courses that exist are often very theoretical. The experience shows that dealing with the reality of work is not practised and life skills (problem solving, reliability, rigour, entrepreneurial skills, etc.) are often missing in the curricula. Furthermore, there is little regular alignment of curricula with the concrete requirements of the economy.Therefore, this call for tender is intended to develop and integrate additional learning content (in the field of RE/EE and Life Skills) according to the requirements of the private sector in 5 selected training courses at the level of Certificat d'Aptitude Professional (CAP), Brevet de Technicien (BT) and/or Brevet de Technicien Supérieur (BTS) (e.g. building electronics, refrigeration). In this framework, two major axes of work can be named:Objective of axis 1: To enrich/adapt the existing curricula with a dimension of RE and EE in industry and to develop didactic tools for initial training for the fields of RE and EE in industry by taking into consideration that the training courses will be implemented on a ‘dual training/alternation’ basis. This enrichment/adaptation is a key process within the component. Its realisation will contribute significantly to the achievement of the objectives of the ProFERE project.Objective of axis 2: To design and implement a distance learning system (synchronous and asynchronous) for vocational training in the RE and EE sectors. The scope of this axis is to continue the project activities in order to ensure the continuity and impact of the project even during the Corona pandemic and, at the same time, to give new impulses (digitization).The contractor will be responsible for implementing the activities of the both described axes, which are part of a key process of the component.As indicated, it is planned to design an approach and formalise the process of alternation. In this context, it is planned to develop a work-study toolkit, to train staff (management and pedagogical) responsible for work-study and to implement work-study. The ‘Development of work-linked training for PV and EE’ is implemented by the contractor. The learning content should be developed according to the competence approach, taking into account work-linked training.Major activities of axis 1:1) Identification and collection of curricula to be enriched/adapted in RE and EE;2) Review and enrichment/adaptation of the curricula in RE and EE in industry for initial training, taking into consideration that the training will be implemented according to the ‘dual/alternation’ training mode;3) Elaboration of didactic materials (trainer's guide and learner's manual) in PV and EE;4) Design and implementation of the training of the Ivorian partner structure in training engineering and programme development;5) Regular monitoring of implemented and planned activities and reporting (including progress, challenges, approaches).The Covid-19 pandemic is hitting the world on several levels. Côte d'Ivoire — like many other countries — had to close classes for almost two and a half months, thus disrupting the school calendar. In order to ensure the continuity of learners' learning during a new period of confinement, a distance learning system for vocational training is planned.The project will implement a diagnostic study to analyse the strengths and weaknesses of existing distance training systems in vocational education and training, identify opportunities, threats and determine the real needs to move from a traditional training mode to online training.Major activities of axis 2:1) Design of the architecture of the distance learning device (synchronous and asynchronous);2) Preparation of the acquisition and setting up of material and immaterial devices/resources;3) Adaptation of existing teaching materials for distance learning;4) Implementation of the distance learning device.The current pandemic will require the collaboration between ProFERE and the international team to happen remotely.

Opportunity closing date

11 May 2021

Value of contract

to be confirmed