Consultancy for the Development of a Capacity-building Plan on Digital Skills for Teachers At Bibliothèques Sans Frontières

A. INTRODUCTION

1. The Project

Project Description:

The project “Innovative Solutions for Empowering Educators and Providing Psychosocial Support to Communities Affected by Crises in Lebanon” , financed by the Crisis and Support Center (CDCS) of the French Ministry of Europe and Foreign Affairs, aims to strengthen the psychosocial well-being and access to quality education of host, displaced, and refugee communities across Lebanon. It focuses on improving teaching quality, digital inclusion, and psychosocial support in formal and non-formal learning environments, particularly for children affected by conflict and displacement.

The intervention targets 12 public schools, two mobile schools, and one non-formal education center (the Children’s Learning Center in Baalbek-Hermel, managed by Ana Aqraa Association), supporting a total of 3,820 direct beneficiaries (3,600 children, 108 teachers, and 12 educators), and approximately 15,280 indirect beneficiaries (families and community members).

Through the deployment of Ideas Cube kits – a portable, offline digital library developed by Bibliothèques Sans Frontières (BSF) that creates a local Wi-Fi hotspot, giving users access to thousands of educational and cultural resources without internet, and that can be customized to local curricula and contexts to support learning, digital literacy, and psychosocial well-being – and the establishment of micro-libraries, the project enhances access to quality learning resources in underserved areas. Each public school will receive three Ideas Cube kits- one complete kit and two lightweight kits ensuring that digital education can be effectively integrated both in classrooms and extracurricular activities. The project also introduces secure learning spaces within schools and communities to provide children with safe, engaging, and inclusive environments for learning and psychosocial development.

The project is structured around an overall objective and its two interlinked Specific Objectives (SOs):

To strengthen the psychosocial well-being and access to education of host, displaced, and refugee communities affected by crises in Lebanon.

SO1: Reduce educational disparities in crisis-affected communities through the use of digital tools, inclusive teaching practices, and non-formal learning opportunities.
SO2: Expand access to psychosocial support (PSS) and social-emotional learning (SEL) activities to promote well-being and resilience among children, caregivers, and educators.

BSF Intervention:

Bibliothèques Sans Frontières (BSF) brings its global expertise in education in emergencies, digital inclusion, and psychosocial support to this initiative. In Lebanon, BSF has been working closely with local partners and Ministry of Education and Higher Education (MEHE) to deploy innovative educational tools such as the Ideas Cube (IDC) and tailored capacity-building programs for teachers and facilitators.

Under this consultancy, BSF will lead the design, technical oversight, and validation of the Capacity-Building Plan Toolkit on Digital Skills. The intervention will:

Build on BSF’s existing educational frameworks and resources available through the Ideas Cube (IDC) and the Digital Travellers Program
Ensure that all training content and methodologies are inclusive, participatory, trauma-informed, and adaptable across diverse educational contexts (formal and non-formal).
Promote digital and pedagogical innovation, ensuring the toolkit is accessible offline and integrated with BSF’s digital ecosystems.
Align with MEHE frameworks, national teacher professional development standards, and the Lebanese primary level curriculum, national education strategy and the Interagency Network for Education in Emergencies (INEE) standards.
Align with the Quality Teaching and Learning (QTL) approach and methodology, while complementing it with additional themes focused on digital literacy (The Quality Teaching and Learning (QTL) program, endorsed by the Ministry of Education and Higher Education (MEHE) and implemented by Ana Aqraa Association (AAA), aims to strengthen teachers’ pedagogical competencies and promote learner-centered, inclusive, and participatory teaching practices. It enhances the quality of instruction through improved lesson planning, classroom management, and assessment for learning, while integrating social-emotional learning (SEL) and psychosocial support (PSS) to foster safe and supportive learning environments for all learners).
Reinforce the sustainability and scalability of capacity-building interventions by strengthening partner ownership and integration within existing school and community systems.

Through this intervention, BSF aims to develop teachers’ basic digital skills and strengthen their ability to effectively integrate digital tools and resources into their teaching practices.

B. INSTRUCTIONS TO TENDERERS

1. Purpose of the Tender

The purpose of this tender is to select a qualified consultant or consultancy team to develop a comprehensive Capacity-Building Plan Toolkit on Digital Skills for Teachers and Educators in Lebanon, under the project “Innovative Solutions for Empowering Educators and Providing Psychosocial Support to Communities Affected by Crises in Lebanon”.

The consultancy will design a practical, evidence-based, and contextually adapted toolkit that strengthens teachers’ and educators’ basic digital skills and supports the integration of digital tools and content into teaching methodologies, while promoting inclusive and gender-sensitive learning practices. The toolkit will leverage BSF’s Ideas Cube (IDC) kits, Micro-Libraries, and adapted resources from the Digital Travellers (DT) program, ensuring accessibility in low-connectivity environments. All activities, resources, and approaches will be fully aligned with the Lebanese Ministry of Education and Higher Education (MEHE) standards and priorities, and will reflect the Lebanese educational, social, and cultural context.

The consultancy will carry out the following key tasks:

Comprehensive Needs Assessment

Conduct a structured assessment of teachers’ and educators’ digital skills.
Collect both qualitative and quantitative data on educators’ current digital competencies, access to technology, and training needs.
Ensure full alignment with MEHE policies, curricula, and national educational priorities, in close collaboration with Ana Aqraa.

Identification, Adaptation, and Translation of Digital Resources

Based on the findings of the needs assessment, the consultant will select relevant resources from the Digital Travellers program, adapt them for contextual relevance, and translate the content into Arabic for field use, while keeping facilitator documents in English.
Localize content to the Lebanese educational and cultural context, ensuring practical applicability and compliance with MEHE standards.
Integrate QTL methodologies, promoting learner-centered, inclusive, and evidence-based pedagogical approaches.

Development of the Capacity-Building Plan on Digital Skills Toolkit

Create a modular, bilingual (English & Arabic) toolkit that enhances teachers’ basic digital skills and supports the integration of digital tools and content into teaching practices – including remedial learning, catch-up programs, and non-formal education fully aligned with the Lebanese curriculum, BSF tools (Ideas Cube kits, Micro-Libraries), the adapted DT program, and QTL methodologies. The toolkit will consist of 4 to 6 modular units, each focusing on a specific competency area related to digital literacy, pedagogical integration of digital tools:
- Each module will include:
  - Facilitator and participant guides,
  - Pre- and post-tests to measure learning progress,
  - A monitoring and evaluation plan (including observation and feedback tools), and
  - A set of ready-to-use, practical activities designed to help teachers apply the concepts in real classroom or non-formal education settings.
Integrate inclusive pedagogy, gender equality, disability inclusion, Social Emotional Learning (SEL), and social cohesion, ensuring field readiness, cultural relevance, and adaptability to diverse educational contexts in Lebanon (formal and non-formal).

Validation and Feedback

Conduct validation workshops with teachers, facilitators, BSF staff, partner organizations, and MEHE representatives.
Incorporate feedback from these workshops to finalize the toolkit and ensure compliance with MEHE policies and QTL standards.

Training-of-Trainers (ToT) and Implementation Support

Develop a train-the-trainer methodology and a guide, enabling teachers, educators, and facilitators to replicate training sustainably across multiple regions.
Produce all necessary training materials, session plans, facilitator guidance, assessment tools, and digital resources.
Ensure that trained facilitators can deliver QTL-aligned, inclusive, gender-sensitive, and disability-friendly education, integrate digital literacy and technology tools, and facilitate PSS/SEL activities in classrooms and communities.

Final Toolkit Deliverables

A comprehensive, modular, bilingual toolkit ready for field deployment, including all materials necessary for training, classroom facilitation, and monitoring.
Toolkit resources to be released under Creative Commons licensing, allowing free replication by partners across Lebanon.

Through this tender, BSF seeks a consultant or consultancy team with proven expertise in QTL-aligned teacher professional development, digital education, psychosocial support, instructional design, and contextual adaptation to the Lebanese education system, capable of delivering a scalable, sustainable, and high-quality toolkit that empowers educators, supports inclusive learning, and strengthens Lebanon’s education system resilience.

2. Tender Schedule

Issuance of the Call for Tenders: 15th of October 2025
Clarification Deadline: 21st of October 2025
Proposal Submission Deadline: 5th of November 2025
Evaluation of Proposals: 10th and 11th of November 2025
Offer to the Selected Candidate: 12th of November 2025
Signature of Contract: 16th of November 2025

3. Available Budget

The maximum budget for this consultancy is €12,000 (Twelve Thousand Euros), covering all fees, expenses, taxes, translation, travel, and related costs.

4. Timeline

The consultancy is expected to be completed within 2 months (16th of November 2025 – 16th of January 2026). All deliverables listed in Section C.2 must be delivered within this timeframe.

5. Questions and Clarifications

In the event that BSF, either proactively or in response to a request for clarification, considers it necessary to modify or further elaborate on any part of the Call for Tenders documentation, such updates will be issued in writing and simultaneously shared with all prospective bidders to ensure equal access to information.

All requests for clarification must be submitted in writing-preferably via email no later than fifteen (15) working days before the submission deadline. Each inquiry must clearly reference the Call for Tenders title.

Contact Person:
Farah Rahahleh, Regional Support Coordinator

Email: admin.me@bibliosansfrontieres.org

Important Notice:

Any bidder who attempts to initiate a private meeting or engage in direct communication with BSF regarding the tender during the procurement process may be disqualified from further consideration.

6. Eligibility

Participation in this tender procedure is open to individuals and registered entities that meet the following eligibility requirements:

Professional Experience

Demonstrated experience in designing and delivering teacher capacity-building programs, particularly in formal and non-formal education contexts.
Proven experience in developing and implementing digital literacy, inclusive pedagogy, social-emotional learning (SEL), and psychosocial support (PSS) programs for educators.
Experience in applying teacher professional development methodologies, or similar toolkit-based approaches, within teacher training programs.

Technical Competence

Proven expertise in instructional design, toolkit development, and modular training material creation, including facilitator guides, assessment tools, and session plans.
Ability to adapt educational content to local cultural and contextual needs, including bilingual outputs (English and Arabic).
Competence in leveraging digital tools and technologies, including AI, programming, and robotics, for educational purposes.

Regional Experience

Demonstrated experience working in Lebanon or similar Middle Eastern contexts, particularly in schools, non-formal education centers, and communities affected by crises.
Experience collaborating with national education authorities (MEHE), local NGOs, and community stakeholders.

Legal and Operational Capacity

Be a legally registered individual or entity eligible to operate in Lebanon.
Demonstrated capacity to conduct field assessments across urban, peri-urban, and rural areas.
Ability to manage project activities, timelines, and deliverables efficiently.

Compliance and Ethics

Commitment to child protection and safeguarding principles.
Adherence to ethical standards and confidentiality in all data collection and program implementation activities.
Respect for national curricula, MEHE regulations, and BSF guidelines.

Nationality Disclosure

Tenderers must disclose their nationality and organizational registration details.
Preference may be given to individuals or entities with relevant local knowledge to ensure alignment with the Lebanese education context.

Tenderers who do not meet these criteria will be automatically excluded from the evaluation process.

7. Evaluation of Tenders and Selection Criteria

The purpose of opening and evaluating the tenders is to check that they are complete and valid.

No excuses will be accepted for late submissions. Tenders that arrive too late will be rejected without being evaluated.

Subsequent evaluation of bids will be carried out in Amman, Jordan by an evaluation committee composed of representatives from Bibliothèques Sans Frontières.

The tenders will be evaluated according to the criteria listed below:

Ability to meet the requirements of the tender
Compliance with the terms and conditions of BSF
Technical offer: understanding of the terms of reference, methodology, experience of the consultant(s)
Financial offer: daily rates, number of days proposed, ancillary costs, overall offer corresponding to the available budget

Tenders will be assessed on the following Evaluation Criteria:

Technical Offer – 85%
- Understanding of the Terms of Reference (ToRs) – 5%
- Methodology and Description of the Toolkit – 35%
- References and Consultance Experience – 20%
  - Experience in education-related missions – 50% of 20%
  - Experience in the target locations and with relevant populations – 50% of 20%
- CV(s) of Key Personnel and Organizational Capacity – 15%
- Provisional Workplan / Estimated Workload – 10%
Financial Offer – 15%

Evaluation Process Notes:

All information relating to the project and included in the documents of this Call for Tenders or provided separately must be treated as strictly confidential by the bidder. The applicants agree not to disclose or publish any information relating to this Call for Tenders.

Similarly, any document provided by the bidder will be treated as confidential. Nevertheless, no bidder, including those not retained by BSF, will be returned to the bidders.

In the interests of transparency and equal treatment, the evaluation committee may ask the service providers, in writing, to provide clarifications concerning their offer within 48 hours, without them being able to modify it. Any such request for clarification must not be aimed at correcting any initial errors or shortcomings affecting the performance of the contract or distorting the competition.

Any contractor attempting to influence the evaluation committee in the process of examination, clarification, evaluation and comparison of bids, to obtain information on the progress of the process or to influence BSF in its decision regarding the award of the contract will have its bid rejected immediately.

8. Notification of Award and Contract Signature

The successful bidder will receive a formal Notification of Award, confirming acceptance of their offer.
All unsuccessful bidders will be informed by email within fifteen (15) days of the award decision.
The successful tenderer will then proceed to sign the contract and agree to the terms, deliverables, and timelines as outlined in the TOR.

9. Security

BSF and in cooperation with Ana Aqraa emphasizes the importance of security briefings prior to each field visit for needs assessments, toolkit validation, or ToT delivery.

In the event that on-site visits are not feasible, data collection will be adapted to remote methodologies, ensuring:
- Sampling remains statistically and contextually appropriate
- Consistency and reliability of the findings
- Proper alignment with project objectives, including digital skills assessment, DT resource adaptation, and MEHE validation
The consultant must comply with all BSF security protocols and coordinate with the regional office in Amman and local staff in Lebanon for guidance.

10. Cancellation of the Tender Procedure

In the event of cancellation of the Call for Tenders, BSF will notify all bidders accordingly.

Cancellation may occur under the following circumstances:

The Call for Tenders is deemed unsuccessful, meaning BSF has not received any valid, financially viable, or responsive offers;
There has been a fundamental change in the economic or technical parameters of the project;
Exceptional circumstances or force majeure render the normal execution of the project impossible;
All technically compliant offers exceed the available budget.

Under no circumstances shall BSF be held liable for any damages, including but not limited to loss of profits, resulting from the cancellation of the Call for Tenders, even if BSF has been advised of the possibility of such damages.

The publication of a procurement notice does not constitute a commitment by BSF to proceed with the implementation of the announced program or project.

C. TECHNICAL DESCRIPTION OF SERVICES

1. Purpose of the Consultancy:

The purpose of this consultancy is to develop a comprehensive Capacity-Building Plan Toolkit on digital skills for teachers and educators in Lebanon, focusing on basic digital skills and digital literacy. The toolkit will strengthen teachers’ competencies in basic digital skills and in integrating digital technologies into teaching practices, improving pedagogical quality, learner engagement, and fostering inclusive, gender-sensitive, and disability-friendly learning environments.

The toolkit will be fully aligned with MEHE curricula, policies, and teacher professional development standards, integrate the Quality Teaching and Learning (QTL) methodology, and leverage BSF Digital Travellers (DT) resources, Ideas Cube kits, and Micro-Libraries. It will be suitable for both formal and non-formal education contexts, including schools, literacy/numeracy programs, remedial programs, and other learning initiatives.

2. Objectives of the Toolkit

The toolkit aims to provide teachers and educators with a practical, modular, and contextually adapted resource to strengthen basic digital skills and integrate digital technologies into teaching and learning. Specifically, it will:

Develop teachers’ and educators’ basic digital skills and digital literacy to effectively use technology in classrooms and learning programs.
Support the integration of digital tools and content into teaching practices, including remedial, catch-up, and non-formal education, aligned with the Lebanese curriculum.
Promote child-centered pedagogy and positive learning interactions using digital tools.
Address cross-cutting themes, including gender equality, disability inclusion, and environmental awareness, fostering inclusive and accessible learning environments.

Target Audience for the implementation of the capacity building plan:

Direct: 108 teachers and 12 educators (in total of 120 teachers and educators) from formal and non-formal education contexts
Indirect: Approximately 3,700 learners and community members, including their families

Geographic Coverage: Lebanon (urban, peri-urban, and rural areas across formal and non-formal education)

3. Core Content Topics

Core Topics:

Basic Digital Skills & Responsible Technology Use – foundational digital skills, safe online practices, and awareness of technology risks and benefits. And will be aligned with the digital and physical content from the Ideas Cubes and micro-libraries
Digital Integration Methodologies – strengthening teachers’ digital skills to enable them to effectively integrate new digital tools and techniques into their teaching practice, ensuring alignment with the official primary school curriculum across subjects and learning contexts
Pedagogical Strategies for Learner Engagement – interactive, collaborative, and learner-centered approaches to increase engagement and learning outcomes
Introduction to AI, Programming & Educational Robotics – basic concepts and hands-on applications for diverse learners, supporting creativity and problem-solving
Digital Citizenship & Social Inclusion – promoting inclusive learning, ethical digital practices, and positive social interactions

Sub-core themes

Classroom management strategies for effective digital tool integration
Innovative teaching methodologies for formal and non-formal programs, including remedial and catch-up classes
Inclusive pedagogy and adaptations for learners with disabilities
Gender-responsive teaching approaches
Environmental and climate awareness using digital resources

All topics will be contextually adapted for formal schools, literacy/numeracy programs, remedial classes, and other non-formal learning initiatives across Lebanon, and aligned with the ideac cube and micro library digital and physical content.

4. Capacity-Building Principles

Modular, flexible, and contextually adaptable content tailored to formal and non-formal education contexts, including remedial, catch-up, and literacy/numeracy programs.
Evidence-based, participatory, and learner-centered approaches that actively engage teachers and educators in skill development.
Alignment with MEHE policies, curricula, and professional development standards to ensure relevance and sustainability.
Use of Digital Travellers (DT) resources as the main reference, adapted and translated into Arabic based on needs assessment findings.
Integration with QTL methodology and BSF digital education programs, including Ideas Cube kits and Micro-Libraries.
Practical guidance for replication and scalability, enabling teachers to implement digital tools and approaches across diverse learning environments.

5. Training and Activity Design Methodologies

Hands-on digital activities and interactive exercises to build basic digital skills and pedagogical integration.
Teacher-led demonstrations and collaborative learning, promoting peer learning and knowledge sharing.
Classroom simulations and role-playing exercises to model digital integration in realistic teaching scenarios.
Activity sheets and session plans linking digital literacy and digital tools to learning objectives and curricular content
Use of low-tech and offline solutions for contexts with limited connectivity.

Training Implementation:

Conduct a 2-day Train-the-Trainer (ToT) for 12 (BSF and Ana Aqraa staff).
Trainers from Ana Aqraa, with mentoring of BSF will replicate sessions for 108 teachers and educators.
Structured follow-up and classroom monitoring to ensure toolkit adoption and effective digital integration.

Trainer/Facilitator Guidance and Handouts:

Comprehensive manuals in English and Arabic.
Practical guidelines for training delivery and contextual adaptation.
Activity sheets and exercises suitable for formal and non-formal settings.

Teacher/Educator Guidance and Handouts:

Participant handouts in Arabic and English
Step-by-step instructions for integrating digital tools into daily teaching.
Templates for lesson planning and assessment of digital integration and learner engagement.

6. Monitoring and Evaluation

Key Indicators (post-toolkit development and implementation):

Number of capacity-building plans developed and validated by MEHE: 1
Number of teachers and educators completing training on BSF tools and digital integration: 120
% of trained teachers demonstrating improved basic digital skills and effective integration of digital tools: 75%

Assessment Tools:

Pre- and post-training surveys to measure digital skills development and confidence in using digital tools.
Classroom observation checklists to assess the application of digital tools and learner-centered practices.
Teacher self-assessment forms for reflective evaluation of digital integration competencies.
Focus Group Discussions (FGDs) and Key Informant Interviews (KIIs) to gather qualitative feedback on toolkit relevance, usability, and impact.

7. Key Tasks and Services (Phase-Based Detailed Tasks)

1. Desk Review & Literature/Resources Review

Tasks:

Conduct a comprehensive desk review of MEHE curricula, teacher development frameworks, and Quality Teaching and Learning (QTL) guidelines to ensure alignment with Lebanese education priorities.
Map and contextualize BSF digital education tools and resources, including the Digital Travellers (DT) program, Ideas Cube kits, and Micro-Libraries, assessing relevance for teacher capacity-building initiatives.
Review international, regional, and national best practices in basic digital skills, digital literacy, digital integration, child-centered pedagogy, and inclusive education.
Identify gaps and opportunities for contextual adaptation of global resources to the Lebanese educational context.

Deliverable:

Desk Review Summary Report detailing key findings, identified gaps, and actionable recommendations for toolkit design aligned with MEHE frameworks.

2. Scoping Report

Tasks:

Design and propose a participatory needs assessment methodology (surveys, FGDs, KIIs) to collect data from teachers, educators, and stakeholders.
Define the conceptual and structural framework of the Capacity-Building Toolkit, including thematic modules (4-6 modular units), pedagogical approaches focused on basic digital skills and digital literacy, and cross-cutting topics such as child-centered pedagogy, gender equality, disability inclusion, and environmental awareness.
Develop a clear implementation and validation timeline for toolkit development, MEHE review, and piloting.
Coordinate and facilitate a joint scoping validation meeting with MEHE, BSF, and Ana Aqraa to validate the proposed methodology and framework.

Deliverables:

Scoping Report outlining methodology, toolkit framework, and implementation timeline.
Joint Validation Meeting Summary with MEHE, BSF, and Ana Aqraa with endorsed recommendations and next steps.

3. Needs Assessment

Tasks:

Implement the approved needs assessment methodology with a sample of 108 teachers and 12 educators using surveys, FGDs, and KIIs.
Assess teachers’ basic digital skills, digital literacy, access to technology, digital integration practices, and pedagogical approaches.
Ensure participation reflects gender, disability, and geographic diversity to inform equitable and inclusive toolkit design.
Facilitate participatory sessions with MEHE, BSF, and Ana Aqraa to co-construct the preliminary toolkit structure based on findings.

Deliverables:

Needs Assessment Plan and Data Collection Tools (validated by BSF and MEHE).
Preliminary Findings Report summarizing emerging trends, needs, and thematic priorities.
Joint Validation Meeting Summary documenting validation outcomes and key decisions.

4. Findings Report

Tasks:

Conduct comprehensive analysis of all needs assessment data.
Identify priority areas for basic digital skills, digital literacy, digital integration.
Develop evidence-based recommendations for toolkit content, structure, and delivery modalities.
Present findings to MEHE, BSF, and Ana Aqraa for discussion and endorsement.

Deliverables:

Detailed Findings Report (executive summary, data analysis, key insights, and recommendations).
Validation Meeting Minutes reflecting MEHE, BSF, and Ana Aqraa feedback.

5. Adaptation, Contextualization, and Resource Development (Digital Travellers)

Tasks:

Design and develop the draft modular Capacity-Building Toolkit, including:
- Facilitator guides and manuals
- Participant handouts and reflection materials
- Session plans, activity sheets, and training schedules
Based on needs assessment findings, use Digital Travellers (DT) program resources as the primary reference, select materials relevant to identified needs, and adapt and translate them into Arabic for field use.
Develop new or adapted materials to strengthen teachers’ competencies in basic digital skills, digital literacy, integration of digital tools into teaching.
Document the entire adaptation and contextualization process to ensure replicability and sustainability.

Deliverables:

Draft and Final Capacity-Building Toolkit (digital and print-ready versions, bilingual).
Joint Validation Meeting Summary Report confirming content approval and feedback integration.

6. Training of Trainers (ToT)

Tasks:

Design and deliver a two-day Training of Trainers (ToT) session targeting 12 selected BSF and Ana Aqraa staff.
Equip trainers with the skills and materials necessary to effectively deliver the capacity-building toolkit to teachers and educators nationwide.
Facilitate participatory sessions during the ToT to gather practical feedback for final toolkit refinement.
Assess trainer preparedness and provide technical coaching as required.

Deliverables:

ToT Delivery Package, including final training agenda, session materials, and handouts.
Trainer Feedback and Preparedness Report summarizing outcomes and recommendations.
Optional Joint Validation Meeting Report confirming readiness for rollout.

7. Final Toolkit

Tasks:

Incorporate all validated feedback from the ToT and validation sessions into the final version of the Capacity-Building Toolkit.
Ensure toolkit materials include facilitator manuals, participant handouts, activity sheets, and detailed training timelines.
Guarantee that all materials meet MEHE’s standards and are provided under a Creative Commons license for open access and replication.

Deliverables:

Final, MEHE, BSF and Ana Aqraa-Validated Capacity-Building Toolkit (digital and print-ready formats, bilingual version).

8. Final Report

Tasks:

Compile a comprehensive final consultancy report documenting all phases, methodologies, findings, and toolkit development processes.
Present lessons learned, implementation challenges, and strategic recommendations for future capacity-building initiatives in Lebanon.
Include annexes covering tools, data collection instruments, meeting summaries, and validation documents.
Submit the report in digital (Word and PDF) formats.

Deliverables:

Comprehensive Final Report with annexes and validation summaries.
Digital Submission (Word and PDF).
Final Validation Meeting Report summarizing MEHE’s and partners’ final endorsement

8. Expected Deliverables (Summary Table)

Desk Review Summary Report; Scoping Report; Joint Validation Meeting
Needs Assessment Plan & Tools; Preliminary Findings Report; Joint Validation Meeting
Detailed Findings Report; Joint Validation Meeting
Draft Capacity-Building Toolkit; Documentation of adaptation process; Joint Validation Meeting
ToT Delivery & Materials; Feedback Report; Optional Validation Meeting
Final Capacity-Building Toolkit (MEHE-validated); digital and print-ready)
Comprehensive Final Report; Digital version with annexes; Joint Validation Meeting

9. Work Methodology

The consultant will use a phased, participatory, and iterative methodology, including:

Stakeholder engagement and participatory workshops/meetings with BSF, Ana Aqraa, and MEHE
Evidence-based adaptation of global and regional best practices/resources, such as digital travellers program
Modular and flexible toolkit design for formal and non-formal contexts
Hands-on, interactive training and simulation exercises
Iterative validation and feedback at each critical phase

10. Risk Assessment and Management

Tenderers must provide a dedicated risk assessment identifying potential operational, contextual, and technical risks, with mitigation strategies. Examples include:

Security or access issues in schools/community spaces : pre-visit briefings, flexible scheduling, remote data collection
Low participation of teachers/facilitators: early engagement, clear communication, incentives, flexible timing
Limited digital literacy among educators: hands-on support, simplified materials, integration of Digital Travellers modules
Toolkit not culturally adapted: participatory validation workshops, stakeholder feedback, pilot testing
Language barriers: materials not in formal Arabic, facilitator guidance in English, clear instructions
Logistical constraints: advance planning, contingency plans for travel and venue availability

Note: Tenderers should carry out a comprehensive risk assessment, addressing additional challenges related to Lebanon, MEHE approvals, and fieldwork contexts.

D. Cultural Sensitivity Guidelines

To ensure the toolkit is locally relevant, respectful, and inclusive, all consultants must adhere to the following guidelines throughout the assignment:

Community Engagement: The consultancy will actively engage local community leaders, elders, parents, and influencers throughout the planning and implementation phases. Participatory methods will be employed to ensure that community members are meaningfully involved in decision-making processes, and that their perspectives and feedback are fully respected.

Cultural Awareness: All project activities and toolkit content will incorporate local traditions, customs, and practices. Efforts will be made to ensure that all materials and interventions align with community values and social norms, fostering relevance and acceptance.

Language and Communication: Formal Arabic (Fusha) will be used for all materials, guidance, and communications, applying clear, simple, and culturally appropriate language. Facilitator manuals may remain in English, while all content intended for field use will be adapted into Arabic for ease of implementation and comprehension.

Gender Sensitivity: The toolkit and associated activities will promote inclusive participation of women, men, girls, and boys. Gender-specific needs will be addressed, ensuring equitable access to learning opportunities and fostering an inclusive educational environment.

Disability Inclusion: All content, materials, and session designs will be accessible to learners with disabilities. Visual aids, symbols, and explicit guidance will be provided to support inclusive facilitation and ensure participation by all learners.

Respect for Traditions and Beliefs: Project activities will respect religious practices, holidays, and cultural events, incorporating community celebrations where possible to build trust and rapport with local populations.

Ethical Considerations: Informed consent will be obtained from all participants, clearly explaining the purpose of activities, potential benefits, and any associated risks. Confidentiality, privacy, and respect for participants’ dignity and rights will be maintained at all times. All data collection will adhere to ethical standards, with special attention to protection protocols when working with children, persons with disabilities, and other vulnerable groups.

How to apply

1.Tender Procedure

Tenders should be sent to Farah Rahahleh, Regional Support Coordinator, by email at the following address: admin.me@bibliosansfrontieres.org

Tenders must be received by the 5th of November 2025 at 6:00 PM (Jordan time)

Bidders may modify or withdraw their bids by written notification prior to the deadline for submission of bids. Proposals arriving after the deadline will not be accepted and will either be returned to the sender or discarded.

BSF reserves the right to negotiate, accept or reject any proposal at its sole discretion and to continue the competitive dialogue for any response it considers advantageous. BSF is not obliged to accept the lowest price or any proposal.

BSF reserves the right to establish a shortlist of contractors, based on the criteria of the call. Further discussions and a competitive dialogue may then be conducted with the pre-selected contractors.

2. Instructions for Submitting a Tender

Tenderers are requested to submit comprehensive and clear proposals that demonstrate their ability to meet the objectives and requirements outlined in this Call for Tenders. The proposal should be structured, complete, and aligned with BSF, MEHE, and the Lebanese context.

The Tender shall include, at a minimum, the following components:

Technical Proposal

The Technical Proposal must demonstrate the bidder’s understanding of the consultancy objectives, approach, methodology, and expected results. It shall include, but not be limited to:

Understanding of the Assignment
- A concise summary demonstrating comprehension of the project’s objectives, scope, and expected outcomes.
- Explanation of how the consultancy will align the Capacity-Building Plan Toolkit with BSF tools (Ideas Cube kits, Micro-Libraries), Digital Travellers program, quality teaching and learning methodologies (QTL), and the Lebanese curriculum.
Methodology and Approach
- Detailed description of the proposed approach for conducting the needs assessment of teachers and educators, including methods for qualitative and quantitative data collection, consultations with MEHE, and collaboration with Ana Aqraa.
- Plan for adaptation, translation, and cultural localization of Digital Travellers resources and other materials.
- Description of the train-the-trainer (ToT) methodology, including strategies for ensuring scalability and sustainability.
- Inclusion of validation workshops, pilot testing, and feedback integration mechanisms.
Work Plan and Timeline
- Detailed work plan showing activities, milestones, and delivery dates for all phases of the consultancy.
- Clear allocation of roles and responsibilities for team members, if applicable.
Experience and Capacity
- Summary of relevant professional experience, highlighting previous work in teacher capacity-building, toolkit development, digital literacy programs, QTL, SEL, and PSS interventions.
- References or examples of previous work in Lebanon or similar contexts.
- CVs of the key personnel responsible for implementation.
Deliverables
- Clear list of deliverables with expected outputs, formats, and submission timelines.
- Confirmation that all outputs will comply with Creative Commons licensing for free replication by partners.

Financial Proposal:

The total costs of the evaluation in EUR, including VAT
- An estimate of the workload in men/day
- An estimate of all other costs, including travel and insurance.
- No costs for the preparation and submission of the Tender will be refunded

Payment Terms:

The consultancy firm will receive payments for the deliverables listed in the table below, in accordance with the rationale provided. All payments are contingent upon satisfactory performance, timely submission, and acceptance of the deliverables by BSF.

Inception & Needs Assessment Report – 20% : payment upon submission and acceptance of a comprehensive inception report and needs assessment findings, ensuring a solid foundation for toolkit design
Draft Capacity-Building Plan Toolkit – 40% : payment upon submission and approval of the draft toolkit, demonstrating a complete and functional draft ready for validation
Final Toolkit & Training of Trainers (ToT) Report – 40% : payment upon submission and acceptance of the final tookit and ToT report, ensuring all deliverables are complete, field-ready and sustainable

Additional Requirements:

Profile of evaluator(s), including sector experience and regional experience in Lebanon.
All correspondence and documents must be in English; supporting documents may be in another language but must be submitted.
Bids must remain valid for 30 days from submission; contract prices valid for 2 months post-signature.
Submission in Word format, emailed to admin.me@bibliosansfrontieres.org by 5th of November 2025, 6:00 PM (Jordan time).