Car Maintenance and Repair Expert – Consultancy Agreement- Beirut, Lebanon

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

And we never give up.

For every child, Support

UNICEF started to work in Lebanon in 1948 and established its office in 1950. For more than 70 years we’ve been working closely with the Government of Lebanon, other UN agencies, international and local NGOs, universities, and more than 100 partners to meet the needs of disadvantaged children in Lebanon. Responding to life-saving needs and ensuring equal access to quality public services, the impact of our work is felt in every aspect and every sphere of society. To learn more about our work, please refer to: https://www.unicef.org/lebanon/what-we-do

How can you make a difference?

In 2016, UNICEF, in cooperation with the International Labor Organization (ILO), launched an initiative to support Technical and Vocational Education and Training (TVET) in Lebanon. The initiative was based on the International Initiative launched in 2013 by several international  partners,  including  UNICEF,  under  the  name  “No  lost  generation  ‐  NLG.” One of the most  important directions of the NSF which was launched by the Lebanese government and adopted by all concerned stakeholders,  was  to  reconsider  the  TVET  qualification  system,  update  the  educational  curricula  in  accordance  with  the  principle  of competency‐based learning, and to train educators on the new curricula.

In 2019, the Directorate General of Vocational and Technical Education took its decision, in cooperation with UNICEF, to start the process of updating the educational curricula. For this purpose, the task forces that were assigned to work with UNICEF worked to develop a TVET national qualification framework. 

Actually, six levels for this type of education were defined, starting from the first level of qualifications for semi‐skilled workers, up to the sixth level, which includes the qualifications of the high technical cadres. Indeed, on June 3, 2019, the Minister of Education and Higher Education issued the Resolution No. 374/m/2019 dated 3/6/2019, which defined the levels of TVET levels of learning and demarcated the diplomas that are situated at each level. The resolution defined also the chart of the framework and the descriptors per level expresses in knowledge, technical, linguistic and digital skills as well as the life skills.

Currently, there are several sub‐programs related to the implementation of the NSF action plan that are being worked on within a broad cooperation program between the Directorate General of Vocational and Technical Education and UNICEF, including a sub‐program for developing new competency‐based curricula for a number of technical baccalaureate (BT) professions and their implementation in a pilot phase as of the academic year 2022/2023.

The process of developing competency‐based educational curricula requires the active participation of employers to determine the duties and tasks required by the profession for which the curriculum is developed in the so‐called conducting “job analysis”.

Importance of employers’ participation:

The DGTVE has adopted with UNICEF the option of organizing DACUM workshops to conduct the job analysis with the participation of experts from the private sectors who actually practice the profession, its duties and tasks. The principle of these workshops is to invite experts from the private sector to express during the course of the workshop the duties and tasks they perform in real time every day. The DACUM workshop aims at analyzing the job or the profession and to express this analysis in a DACUM chart.

It is worth mentioning here that according to the TVET strategic framework, the participation of employers in the process of developing the new curricula is mandatory and cannot be bypassed.

Starting the development of BT curricula:

The Directorate General of Vocational and Technical Education decided to start the process by developing new educational curricula of professions related to the industrial mechanical field. The choice of starting by the BT was based on the fact that this diploma is the first one in the technical education track that ends with the technical license (LT) passing by the higher technician diploma (TS).

To achieve this, the DGTVE named on June 2021 specialized committees to work under the supervision of the chief of the technical department and with the assistance of the UNICEF on developing the new curricula.

For this purpose, UNICEF seeks to contract with practicing expert from the ‘car repair and maintenance sector’ to assist in the process of developing the educational curriculum that falls within his competence, especially in terms of defining the required job duties and tasks from the point of view of employers, and consequently contributing for defining the final learning outcomes and the competency units necessary to realize these outcomes.

The selected expert will work under the supervision of the Youth and Adolescent Development officer ‐ TVET and in close cooperation with the TVET Senior Expert.

Number of days: 20 working days during four months contract

Work Assignment Expected Results

 

Tasks/Milestone:	Deliverables/Outputs:	Tentative Timeline
Providing technical assistance to the UNICEF TVET Senior expert and to the concerned curriculum committee in terms of determining the profession description and the job duties and tasks	A monthly report on the outputs achieved during each of the four working months	15 November 2021
Contributing for determining the intended learning outcomes (ILOs) for each learning year expressed from the employers’ point of view	The intended learning outcomes as seen by the employers (in cooperation with the Curriculum Development Committee)	15 November 2021
Participating in the procedures to determine the employers’ practitioners who will participate in the DACUM workshop and whose number ranges between 10 and 12	A table resulting from the DACUM workshop expressing the job analysis of the profession from the point of view of employers represented by their practitioner experts in the DACUM workshop expressed as job duties and tasks	15 December 2021
Participating in a two-day DACUM workshop organized by UNICEF with the DGTVE to conduct the job analysis of the profession	A table resulting from the DACUM workshop expressing the job analysis of the profession from the point of view of employers represented by their practitioner experts in the DACUM workshop expressed as job duties and tasks	15 December 2021
Contributing with the members of the specialized curricula committees for determining the competency units that translate the intended learning outcomes for each learning year distributed over the two semesters of the year	The competency units that respond to the employers’ needs	15 December 2021
Participating in the meetings of the specialized curriculum committees, which are usually conducted online and sometimes face-to-face., and that aim at developing the competency units of the curriculum	Technical inputs/outcomes collected by the specialized curriculum committees aiming for developing competency units of the curriculum	15 January 2022
Participating in the compilation of the curriculum, its final revision and its presentation to the DGTVE officials	The final compiled curriculum	15 January 2022

To qualify as an advocate for every child you will have…

• A higher degree in Electro-Mechanical Engineering or master’s degree related to the car repair and maintenance.
• 10 years of experience in the field of Electro-Mechanical Engineering
•  To have practical experience in the car repair and maintenance of not less than five years in a reputable institution from the same sector
• To be a practitioner of a job related to the profession
•  To be able to draft reports and information in either French or English (Both is an added value)
•  Educational experience is considered as an added value to the required compulsory work experience.

For every Child, you demonstrate…

UNICEF’s values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Communication, Working with People and Drive for Results.

To view our competency framework, please visit here.

Click here to learn more about UNICEF’s values and competencies.

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.

UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.

 

Remarks:

Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.