Closing Date: 17th April 2018 This document is available until the closing date
Expanding & Improving Technical & Vocational Education & Training in the Kingdom of Saudi
Arabia
Wave 3
REQUEST FOR INFORMATION (RFI)
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Table of Contents
CONTEXT AND BACKGROUND ................................................................................................................. 4
THE ROLE OF INTERNATIONAL TRAINING PROVIDERS ............................................................................ 7
2.1 Programs and curriculum ............................................................................................................. 7
2.2 Colleges, capacity and specialties................................................................................................. 8
2.3 Faculty ........................................................................................................................................10
FUNDING AND INCENTIVES ...................................................................................................................12
3.1 Payment Mechanism and Incentives..........................................................................................12
3.2 Enrolment and student numbers ...............................................................................................12
GOVERNANCE ........................................................................................................................................13
4.1 Licensing and accreditation ........................................................................................................13
4.2 Employer involvement ...............................................................................................................13
CONTRACT DURATION ..........................................................................................................................14
SUMMARY OF RESPONSIBILITIES ..........................................................................................................15
TENDER PROCESS ..................................................................................................................................16
7.1 Eligibility to bid, consortia and sub-contractors .........................................................................16
7.2 Overall timeline ..........................................................................................................................16
7.3 Requirements for responding to the RFI ....................................................................................18
7.4 Participation in the RFI process ..................................................................................................20
APPENDIX 1 – LIST OF COLLEGES ................................................................................................................22
APPENDIX 2 – TRAINING PROVIDER INTEREST FORM ................................................................................34
APPENDIX 3 – TRAINING PROVIDER FACT SHEET .......................................................................................35
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DEFINITIONS
CoE Colleges of Excellence, a publicly funded private company that is responsible for overseeing the rollout of public-private partnership (PPP) technical and vocational colleges in the Kingdom of Saudi
TVTC Technical and Vocational Training Corporation, an organization that operates vocational education colleges and institutes in the Kingdom. These colleges are directly owned and operated by the Saudi government
TVET Technical and Vocational Education and Training
EEC Education Evaluation Commission
PPP The PPP model refers to a Public Private Partnership
HRDF Human Resources Development Fund, an independent government entity charged with distributing funds to promote the training and employment of Saudis in the private sector
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EXECUTIVE SUMMARY
Introduction The Kingdom of Saudi Arabia is embarking on one of the largest technical and vocational
education and training upgrades in the world, increasing the intake of students in the system
from 42,000 students today, representing 10% of high school graduates, to more than
200,000 students, representing 40% - 45% of high school graduates, as planned in the Vision
2030. In the coming 12 years, the demand for more specialties and capacity of the TVET
system will keep increasing, while also continuing to augment the quality of the system.
This project is of great strategic importance to the entire country, and to meet its aspiration,
the Kingdom intends to engage international training providers who will help make this
journey a successful one.
With this in mind, it gives us great pleasure to announce the launch of this tender with which
we will select the very best training providers globally to operate 30 autonomous colleges.
These colleges will be independently run by international training providers, and regulated,
funded and overseen by Colleges of Excellence (CoE).
Objective of RFI The purpose of this Request for Information is to share an outline of the upcoming tender for
30 International technical Colleges, and to obtain information on the existing operations,
experience and high-level strategies of interested candidates, to enable us to evaluate and
select suitable bidders to receive the Request for Proposal.
Responses should be submitted electronically according to the timeline in 7.2 [Phase 1], to
the following email address: [email protected].
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CONTEXT AND BACKGROUND Ensuring high-quality jobs for Saudi Nationals is one of the most critical priorities of the
Kingdom of Saudi Arabia and The Custodian of the two Holy Mosques King Salman Bin
Abdulaziz Al Saud.
Technical and vocational education and training (TVET) has been identified as the most
critical lever for improving the value of human resources in the country, and helping Saudi
youth, both male and female, to play a productive and meaningful role in the local labor
market. The future of upcoming young generations of Saudi Arabia therefore depends on
the success of the TVET project in the Kingdom.
Today, the proportion of the Saudi workforce receiving vocational training is almost 10 percent, but the Kingdom of Saudi Arabia has set an ambitious target figure for this of 40% - 45% percent, which would bring Saudi Arabia in line with the majority of developed countries in this regard. To achieve this end, the country is now embarking on one of the largest TVET upgrades in the world.
The cornerstones of this project are: 1. Rapidly expand the intake of students in the system from 42,000 students today to
approximately 200,000 students over the next 10 years 2. Invest in all means required to upgrade the quality of the system and meet the highest
international standards, including: A. Upgrading and improving regulatory capacity by establishing EEC
The Education Evaluation Commission (EEC) was established with the mandates of testing, evaluation and accreditation in Public and Higher Education as well as Vocational Training. Strengthening the involvement of the private sector in National Occupational Skill Standards and contributing to on-the-job training.
B. National Occupational Skills Standards (NOSS) NOSS are essential to ensuring that training meets employer needs. For every major occupation on the labor market they define:
i. What people should be able to do. ii. What standards they should achieve.
iii. What essential skills they need. iv. What they need to know and understand. v. The right attitudes and behaviors that will help graduates get jobs and
progress in their careers. C. Provisioning education through a Public Private Partnership (PPP) model
The government will provide support via facilities, buildings and funding Funding will be a combination of a base funding and funding based on student and institutional performance Training providers have full autonomy to manage colleges based on specific standards and are measured by results Training providers include employers in training and college management
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Colleges of Excellence CoE is a public company jointly owned by the Human Resources Development Fund (HRDF)
and the Technical and Vocational Training Corporation (TVTC), manages all Public Private
Partnerships (PPP) colleges and is extending PPP-based technical and vocation in the
Kingdom.
CoE commenced its operations in 2013 with 10 international technical colleges and 4,000
students, as part of the Wave 1 colleges.
In the next wave in 2014, CoE increased the number of colleges to 31. In the academic year
2017/2018, CoE has reached 24,666 students, marking a six-fold increase in the number of
students.
Over these years, more than 15,000 students have graduated on all tracks from the
technical colleges from 28 different specializations.
Given the strong demand from various sectors as part of the Vision 2030, the demand for
TVET graduates is seeing a significant increase. CoE intends to meet Saudi Arabia’s Vision
2030 by engaging and expanding the role of international training providers (ITPs) who
have a significant experience worldwide.
With over 4 billion US$ expected investment for its programs over the next 5 years,
Colleges of Excellence aims to expand its existing operations by generating new
opportunities for interested international training providers to start business in Saudi
Arabia.
CoE provides “one-stop-shop” services for training providers to operate colleges in the
Kingdom with the following functions:
Handling tendering and contracting processes with training providers including monitoring college performance indicators
Supporting PPP colleges educational improvement by conducting performance improvement dialogues, targeted interventions, and by encouraging the sharing of best practice
Supporting PPP college operations by coordinating all pre-opening (e.g., the handover of buildings and student applications) and ongoing processes (e.g., maintenance)
Fostering employer relations by building links with local employers and encouraging employers to be involved in partnerships
Coordinating the centralized marketing and branding efforts of CoE network and supporting decentralized marketing
Coordinating internal support functions, such as guaranteeing on-time payments towards PPP colleges with accurate documentation and enabling colleges to have the capability to run the operations independently
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CoE has 4 different Business Models:
1. INTERNATIONAL TECHNICAL COLLEGES (ITC) In this model, training providers offer turnkey Operations and Maintenance solutions
for technical colleges. These colleges offer a range of modular programs lasting from
one year up to three years.
2. STRATEGIC PARTNERSHIPS (SP) Strategic partnerships (SPs) are specialized training institutes where local employers
in KSA are heavily involved in determining the scope and delivery requirements of
training since the students enrolled in these institutes are sponsored by them. SPs are
generally a cooperation between CoE, a KSA based private sector company, and an ITP
specialized in delivering training in the required field. The contractual arrangement in
this operational model is similar to ITCs.
3. CAPABILITY BUILDING CONTRACTS (CBC) Capability-building contracts are programs to improve the overall performance of
existing TVTC colleges, through a partnership with a leading training provider to
support these colleges in:
Increasing the capacity of the training units.
Building the capabilities of the staff, trainers and deans.
Developing the curriculum to meet labor market needs.
Improving the overall training environment.
The contract duration is 3 to 5 years.
4. CUSTOMIZED TRAINING SOLUTIONS (CTS) CoE also offers customized training solutions to enhance the skills of employees in the
public and private sector. CoE offers these training programs based on specific training
requirements from employers.
This RFI relates exclusively to the International Technical Colleges (ITCs) and CoE is seeking
proposals to extend the operations of these 30 PPP colleges.
Selected training providers will operate the existing technical and vocational training colleges
offering a range of modular programs lasting from one to three years.
CoE is looking for long-term partners who are capable of building distinctive institutions, to
diversify the educational basis.
Training providers that demonstrate excellence in operating colleges in this wave will be given
the opportunity of expanding their operations in the Kingdom of Saudi Arabia in the future.
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THE ROLE OF INTERNATIONAL TRAINING PROVIDERS This section provides high-level guidelines for training providers to successfully support the
upgrade of Saudi Arabia’s TVET system.
2.1 PROGRAMS AND CURRICULUM
Training providers will be expected to independently define their own courses and
curricula in accordance with the minimum standards set by CoE and EEC. Since the
ability of graduates to meet the needs of the local labor market is critical to TVET’s
success, future training providers will need to adapt their existing programs and
curricula to best meet local requirements in terms of:
Training duration: Full programs (Diplomas and Associate Diplomas) will be three years in duration. An initial foundation year will focus on the English language, IT and other basic skills, followed by one year of technical education for Associate Diploma, and an additional year for Diploma. The curriculum is expected to be modular, with students having the option to obtain a qualification after each year of study. Dual qualifications are welcome, but not mandatory.
Language taught All training programs shall be delivered in English.
Alignment with the Saudi National Occupational Skills Standards NOSS in Saudi Arabia cover the expected skills and competencies in that given occupation that are required to be successful on the labor market. The Saudi NOSS are currently undergoing a thorough review in an effort to ensure that they are helpful to training providers and in the labor market (List of NOSS will be provided in the RFP).
In addition to expertly delivering high-quality technical and vocational education,
training providers will be strongly encouraged to offer additional alternative and
innovative training models, such as evening courses, electronic courses, and paid
training services to employers. These programs will then allow colleges to make greater
use of their buildings, tools, and equipment, thereby potentially offsetting some of the
cost of traditional full-time programs while also increasing the profitability of the
college. Finally, practical experience is critical for guaranteeing successful outcomes on
the job market for TVET students. Future training providers will want to offer a
significant component of practical and on-the-job training to their students as part of
their programs, working closely with local employers.
Training providers will be invited to suggest refinements to program needs over time
as they become more established in their local community.
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2.2 COLLEGES, CAPACITY AND SPECIALTIES
CoE is offering 30 colleges, organized across clusters of one to four colleges each. The
designs of these buildings are state of the art, as detailed in Appendix 1.
Each college is listed in Appendix 1 along with the student gender in each city, including
a brief description of the region, and detailed buildings layouts.
Colleges in the Kingdom of Saudi Arabia segregate genders – only pure male or female
colleges exist. A training provider can operate one or more of these clusters provided
they have the appropriate capacity to deliver high-quality training.
CoE has identified the most in-demand specializations in the Kingdom of Saudi Arabia,
with more focus on Applied Engineering and Allied Health. These will be the target
training specialties in the colleges, and are listed in the table below. Possible sub-
specializations are subject to change, and will be shared in the Request for Proposal,
with details provided for each college.
Category sub-specialization
1. Business and financial services
Accounting* Sales/ Store Management/ Sales Representation* Marketing Human Resources Office Administration* Insurance* Legal assistance Business process operations/ Remote business
support Project Management
2. Electrical and electronics industry
Electronics/ Telecommunications* Mechatronics* / Industrial and control electronics Machines and Equipment* Power Installations*/ Renewable Energy Biomedical equipment*
3. Mechanical industry Machining/Welding*/Fabrication Printing and packaging CNC operations* Mechanics Maintenance Refrigeration and Air conditioning*
4. Land based transport Light Vehicle Technical Services*/ Auto-body repair/ Hydraulic and Pneumatic Systems Technology*
Automotive Service Management* Heavy Equipment* Logistics/ Warehouse Management
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5. Aviation technology Avionics Airframe and power plant technology Engines Airport operations
6. Construction, civil engineering, and building services
Geomatics and Surveying*/ Drafting1/ Civil Engineering Technology*
Architecture*/ Facility and Building Services
7. Chemical industry Chemical Production/ Chemical Laboratories* Water purifications
8. Safety and wellbeing Food Safety/ Occupation Health and Safety/ Environmental Health*
Public Health*
9. Tourism, Hospitality and Leisure
Hospitality/ Tourism*/ Culinary Arts Sport Facilities and Leisure* Event management*
10. Information and communication
Software Application/ Network Management/ User Support/ System administration*
Web and Graphic Design* Programming1/App design/ Game design Media/advertising/communication
11. Agricultural and food Food Processing/ Food Production Poultry Production* Fisheries Agricultural management Animal care
12. Beauty and fashion Textile and fashion design* Interior Design Hair and Beauty* Jewelry design*
13. Health and social care Health and social support Paramedical Services Medical Imaging / Lab Assistant Nursing/ Day care Dental technology Optical assistance Pharmacy support/ Medical secretary services/
Laboratory assistance Physical therapy/ Wellness consultant
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14. Energy Industries Atomic Energy Renewable Energy
15. Entertainment Theme park operation Theater management and operation Customer service
*Existing NOSS
The Kingdom of Saudi-Arabia is currently assessing the possibility to provide
specializations in the area of creative and digital industry (film, video, photography,
publishing, media, gaming, digital content, etc.) - in particular with a focus on women
education. We encourage potential training providers to put forward suggestions for
possible specialization in this area and include in the Annex of their reply to the RFI two
sections:
1) a description of course contents taught globally in in the area of creative and
digital industry and
2) description of courses designed in particular for women.
The training providers will be encouraged over time to work with their communities
and local employers to suggest potential refinements to cater for labor market needs.
Training providers will also be invited to use their own selection criteria for student
admissions (1).
The marketing campaign to build awareness and drive applications as well as the
central application website will be managed centrally by CoE, alongside the submission
of applications.
2.3 FACULTY
Training providers will be autonomous in recruiting, training, remunerating and
managing all staff and faculty for colleges. Given the Kingdom’s ambition to invest in
upgrading the quality of TVET in the country, all trainers should meet the same high
standards for relevant industry experience and pedagogical skills that are required of
trainers at their home campuses. Training providers may consider drawing a portion of
senior faculty and management (e.g., deans and department chairs) from the training
providers’ existing campuses. While good stewardship of government funds is actively
encouraged, CoE expects a high quality of teaching and learning outcomes. CoE
consequently expects a large share of college staff to already have some relevant
experience in developed countries (or similar contexts), which may include teaching or
relevant job experience. Finally, local Saudi trainers who can meet the quality
standards of the training provider should be included early on as faculty and further
(1) Training providers will need to accept students within the minimum guaranteed capacity funded by CoE, and can apply their
own selection criteria to meet this minimum or any greater number of students.
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scaled up over time to build local capabilities. Currently there are insufficient Saudi
nationals in the Kingdom of Saudi Arabia who have training capacity. CoE will support
training providers in identifying potential Saudi trainers, but existing trainers in other
TVTC or CoE colleges cannot be hired by new training providers. It is recognized that
training providers may choose to draw a majority of faculty from their existing
operations in the short term, but plans for developing local capabilities should be
carefully considered.
Bidders should note that education in the Kingdom of Saudi Arabia is segregated by
gender, and should therefore plan for male trainers in male colleges and female
trainers in female colleges. Also, CoE will support training providers to ensure they
meet the standards of the Kingdom’s labor policies and obtain all requisite visas and
work permits to operate in the Kingdom. All staff will be employees of the training
provider.
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FUNDING AND INCENTIVES 3.1 PAYMENT MECHANISM AND INCENTIVES
Bringing in the highest quality training providers to the Kingdom of Saudi Arabia is a
priority of CoE. Colleges will be funded with the following:
A base payment that depends on enrolment, attendance, full-/part-time student
status, and whether students have to repeat an academic year
A performance payment that depends on pass rates of students in the
assessment and other factors to be specified in the RFP.
All training providers will be expected to incorporate some performance-based
incentives into their expected remuneration, and training providers willing to take
greater performance-based risks could seek higher overall funding levels than those
relying on guaranteed funding. CoE expects to increase the percentage of
performance-based payment for the current round. Training providers who are willing
to be paid on performance will have a clear advantage in the tender process.
3.2 ENROLMENT AND STUDENT NUMBERS
CoE will guarantee a minimum level of enrolment at colleges. This means that in the
unlikely event of an unexpectedly low level of applications, training providers would be
guaranteed the funding due for guaranteed enrolment.
Training providers should note, however, that enrolment figures are unlikely to be of
concern. At the moment there is far greater demand for TVET in the Kingdom than
supply.
(A detailed update for each college will be provided in the RFP).
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GOVERNANCE
4.1 LICENSING AND ACCREDITATION
Quality assurance of new training providers will be the responsibility of EEC. The
commission’s approach will be based on international best practice.
Periodic institutional reviews will allow EEC to understand the quality of teaching,
student outcomes and other key indicators using training providers’ own self-
assessment as a base.
Reviews will involve a small team of experienced technical and vocational training
specialists who will focus on activities such as observation of training and interviews
with students, staff, managers and employers, as well as reviews of student, course
and management systems.
Further details of the quality assurance process will be communicated as part of the
future Request for Proposal.
4.2 EMPLOYER INVOLVEMENT
Training providers will naturally seek to develop close links with local employers in
Saudi Arabia to ensure that their curricula are appropriate, courses contain a significant
proportion of on-the-job training, and that faculty fully understand the environment
for which they are preparing students.
To help achieve this aim, CoE will actively support training providers in developing close
links with Saudi employers. Contractual conditions will ensure employer
representation on the boards of colleges.
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CONTRACT DURATION
CoE is seeking long term partnership with international training providers.
Contracts between CoE and training providers will cover management and operations of
existing colleges for five years, with continuous opportunities for expansions.
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SUMMARY OF RESPONSIBILITIES
The table below provides a summary of the roles of the different parties in Technical and
Vocational Education and Training in the Kingdom of Saudi Arabia.
ITP (International Training
Provider)
Provide turnkey Operation & Maintenance solutions to include:
Develop programs and curricula, in line with Saudi NOSS (A list of NOSS will be provided in the RFP)
Hire, train and remunerate all college faculty, including Saudi nationals
Provide training materials and tools,
Utilize existing furniture and equipment/ provide additional furniture and equipment if required.
Deliver high quality training to students
Select students via own admissions process
Facility Management
CoE
Ensure obligations specified in contract are delivered
Coordinate funding of colleges
Provide Government-owned college premises to training providers
Guarantee minimum number of students for each college.
Support all administrative onboarding and ongoing processes (e.g., visas, maintenance, hiring) to ensure the smooth set up and running of operations
Receive and distribute student applications across colleges
Conduct a comprehensive marketing campaign to build the awareness and brand equity of CoE
TVTC Provide License for Technical and Vocational training
providers
EEC Accredit colleges
Revise and endorse Saudi NOSS
Conduct centralized student assessments
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TENDER PROCESS 7.1 ELIGIBILITY TO BID, CONSORTIA AND SUB-CONTRACTORS
Bidders should be well established and high performing International Technical and
Vocational Education providers, with the following criteria to be eligible to apply for
this tender:
Minimum of five years of operations
Public or private organizations, which is fully accredited in the respective home
country
Have delivered training to at least 5,000 full-time students in the field of
technical and vocational education and training
Ability to demonstrate high quality of student outcomes while also ensuring
competitive expenditures
Sound financial standing as demonstrated by audited financial statements
Qualified body of teachers and instructors, with experience as professionals in
the field.
Previous experience in setting up and running operations in foreign countries is
preferred, but not required to be eligible to apply for the tender.
The Lead Bidder in any consortium should be a training provider
Given the size and diversity of the services under contract, consortiums of training
providers are encouraged to apply as well. A clear internal governance structure is a
prerequisite for such training providers, and successful joint projects in the past are an
advantage. Local Bidders are encouraged to establish partnership consortiums with
International Training Providers to be able to bid.
As part of their Letter of Information, any consortium should describe their business
model and their ability to provide the full range of services and programs required. Any
consortium should have a main contracting party that will be held liable to CoE. All
consortium members and subcontractors should be disclosed to CoE for approval. CoE
can also facilitate introductions between different training providers who may wish to
form a consortium. In this case, please contact the CoE team as early as possible.
7.2 OVERALL TIMELINE
All Fact Sheets will be acknowledged by CoE. The assessment process will proceed
through several phases, with a request for more detailed or revised information
following each selection phase. CoE may contact Bidders for further clarification or
additional information at any time.
Phase 1:
The training provider or consortium first submits the form provided in Appendix 2 to express interest in this project.
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Second, Fact Sheet (Appendix 3) as a response to the present Request for Information is submitted by eligible Bidders. The Request for Proposal will be shared with selected training providers.
Phase 2
Selected Bidders will be invited to respond to the Request for Proposal and develop and submit a business plan with the support of CoE. CoE will engage in individual discussions with all Bidders in this phase to understand their application and business plan and to provide them with any missing information. Bidders will be expected to conduct site visits to Saudi Arabia, and CoE will visit Bidders’ home colleges. Bidders will submit an improved and detailed business plan, including a final and binding bid for each of the Wave 3 colleges.
Phase 3
CoE and Bidders enter the final negotiation stage and CoE selects the preferred training providers for Wave 3 colleges. CoE reserves the right not to award all colleges listed in Appendix 1 if the quality of the applications does not meet the evaluation standards set by CoE. A preliminary timeline describing the different stages of the process is detailed below. Amendments to the timeline described below will be communicated to prospective Bidders.
TENDER PROCESS INDICATIVE TIMELINE – RFI (Phase 1)
Issue of RFI 13/03/2018
Closing date to submit Appendix 2 from interested bidders 28/03/2018
Closing date for receiving questions via email 30/03/2018
Closing date to respond to clarification queries from
bidders 05/04/2018
Deadline for submission of Fact Sheets (Appendix 3) 17/04/2018
TENDER PROCESS INDICATIVE TIMELINE – RFP (phase 2)
Dates reported below will be confirmed upon RFP release
RFP Release May - 2018
Bi-weekly electronic clarification with all bidders of questions received via email
Bi-weekly
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Bidders visit colleges and key stakeholders (i.e., students, employers) in Saudi Arabia
July - August 2018
Business plan workshop conducted by CoE July-August 2018
Deadline for submission of proposal End of September 2018
CoE visits shortlisted bidders’ home colleges October - November 2018
Bidders notified of their success in the tender process December 2018-January 2019
TENDER PROCESS TIMELINE – CONTRACT NEGOTIATION (phase 3)
Contracts signed February 2019
Handover/ mobilization February -August 2019
Commencement of Operations September 2019
7.3 REQUIREMENTS FOR RESPONDING TO THE RFI 7.3.1 Expression of Interest should be submitted electronically along with the
form in Appendix 2 by 28th March 2018, to [email protected] 7.3.2 Fact Sheets should be submitted electronically to
[email protected] by (4.00 pm KSA local time), 17th April 2018
The Fact Sheets should not exceed 15 pages. They should include a table
with the structure outlined in Appendix 3. All Documentations should be
submitted in PDF format:
A) Executive Summary
B) General information
Details of the Bidder, including name, address, principal place of business, telephone number, and fax number/email address of legal entity or individual with whom the contract would be signed;
Name, address, and telephone number of each principal officer;
Legal status of the Bidder (e.g., government entity, sole proprietorship, partnership, Joint Stock Company, etc.) and the year the entity was founded to do business as the entity now substantially exists;
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Commercial Registration where applicable;
Rationale for submitting a Letter of Information in the context of the overall strategy and ambitions of the prospective Bidder.
Details of the contact person. The prospective Bidder must nominate a person to answer requests from CoE for further information or to provide any clarification.
Detailed references that can be contacted by CoE, in particular where the prospective Bidder has already worked with other foreign entities as contractor, advisor and/or opened colleges in foreign countries. Those references should include a minimum of two names that CoE (including email and telephone) could contact.
Details of potential consortia and subcontractors. Prospective Bidders should specify their interest (non-binding at this stage) in bidding alone or in a consortium, and, in the case of an interest in a consortium, suggest potential partners and envisioned role in the consortium
C) Existing operations
Description of the nature of their operations. The description should include, but not be limited to: Countries of operations;
All licenses, including copies and contact of relevant regulator;
Existing accreditations;
Size and type of student pool, programs and curriculum taught (both short and long programs).
Description of quality of operations. The description should include, but not be limited to: Qualifications of trainers;
Key indicators on student outcomes (e.g., attrition rates, exam
scores, job placement rates, graduation rates, cost per student
per year, cost per hour of instruction);
Audited balance sheet and financial statement or other
indications of financial health.
D) Sources of distinctiveness
High-level description of suggested strategies, timelines and
aspired scale that the prospective Bidder currently envisions
delivering in order to meet the expectations laid out in the present
Request for Information. Bidders should clarify what they see as
their value proposition for the Kingdom of Saudi Arabia.
Specifically, approaches on the following dimensions will be
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carefully considered: Plans to adapt programs and curriculums to
local requirements, and potential programs being considered
Innovative training models, such as evening courses, electronic
courses, and modular approaches to program length
Involvement of the private sector as governance, faculty and for
on-the-job training
Specification of the colleges it intends to bid for as per the list
provided in Appendix 1 of this Request for Information; this
would be viewed as a preliminary non-binding interest
Hiring strategies to ensure that high-quality faculty is on
boarded at reasonable expense, while building the capabilities
of Saudi nationals as trainers
A high-level indication of tolerance for risk in terms of both
performance-based compensation and equipment financing,
and how good value for money will be ensured
Potential risks anticipated in the project, with mitigating factors.
Best-suited training providers, based on the information above, will be selected to
receive a Request for Proposal that will be issued in May 2018. Criteria for inviting
training providers for the RFP phase include:
1) “best-practice operator” in existing operations, including strong student outcomes,
accreditations
2) international experience
3) teacher/trainer qualifications
4) source of distinctiveness
5) financial soundness of the training provider.
7.4 PARTICIPATION IN THE RFI PROCESS Acknowledgment and disclaimer
It is the responsibility of the Bidder to obtain all information necessary or
convenient for the preparation of their responses.
Bidder cost
All expenses and costs incurred by a Bidder in connection with this RFI, including
(without limitation) providing CoE with further information and attending
meetings are the sole responsibility of the Bidder.
Obligations
Nothing in this RFI should be construed to give rise to any contractual
obligations or rights, expressed or implied, by the issuance of this RFI or in
response to it.
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Confidentiality
All recipients of any or all elements of this RFI shall treat the information
detailed as private and confidential.
False or misleading claims
If a prospective Bidder is found to have made false or misleading claims or
statements or to have obtained improper assistance, CoE may reject that
Bidder’s submission from any further consideration.
Unlawful inducements
Prospective Bidders and their officers, employees, agents and advisors must not
offer any unlawful inducements in connection with the RFI process.
Questions
All questions regarding the present Request for Information must be addressed
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APPENDIX 1 – LIST OF COLLEGES
For Wave 3, 30 colleges have been divided into geographical clusters
# College Province City Gender
Existing Male
Technical College
Existing Female
Technical College
1 International Aviation Technical College at Riyadh
Riyadh Riyadh Male Yes
2 International T & H College at Al-Madinah
Madinah Madinah Male Yes
3 International T & H College at At-Tayef
Mecca Taif Male Yes
4 International T & H College at Riyadh
Riyadh Riyadh Male Yes
5 International Technical College at Al-Quway'iyah
Riyadh Al-
Quwaiiyah Male Yes
6 International Technical College at Al-Wajh
Tabouk Al-Wajh Male No
7 International Technical College at Amloj
Tabouk Umluj Male No
8 International Technical College at Buraidah
Qassim Buraydah Male Yes
9 International Technical College at Jazan
Jazan Jazan Male Yes
10 International Technical College at Jeddah
Mecca Jeddah Male Yes
11 International Technical College at Makkah
Mecca Makkah Male Yes
12 International Technical College at Onaizah
Qassim Unaizah Male Yes
13 ITQAN International Technical College at Juaymah
Eastern Juaymah Male Yes
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# College Province City Gender
Existing Male
Technical College
Existing Female
Technical College
14 International Technical Female College at Al-Ihsaa
Eastern Al-Ahsa Female Yes
15 International Technical Female College at Al-Jouf
Al-Jouf Al Jouf Female Yes
16 International Technical Female College at Al-Kharj
Riyadh Al-Kharj Female Yes
17 International Technical Female College at Alkhobar
Eastern Dammam Female No
18 International Technical Female College at Al-Madinah
Madinah Madinah Female Yes
19 International Technical Female College at Al-Majma'ah
Riyadh Al
Majma’ah Female No
20 International Technical Female College at Al-Nammas
Aseer An Namas Female No
21 International Technical Female College at Al-Qurayat
Al-Jouf Al Qurayyat Female No
22 International Technical Female College at Al-Quway'iyah
Riyadh Al
Quwaiiyah Female No
23 International Technical Female College at Al-Wajh
Tabouk Al Wajh Female No
24 International Technical Female College at Ar'ar
North Borders
Arar Female Yes
25 International Technical Female College at Buraydah
Qassim Buraydah Female Yes
26 International Technical Female College at Jeddah
Mecca Jeddah Female Yes
27 International Technical Female College at Makkah
Mecca Makkah Female Yes
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# College Province City Gender
Existing Male
Technical College
Existing Female
Technical College
28 International Technical Female College at Onaizah
Qassim Unaizah Female No
29 International Technical Female College at Qatief
Eastern Qatif Female No
30 International Technical Female College at Wadi Al-Dawaser
Riyadh Wadi Al-Dawaser
Female No
Economic landscape of targeted regions
Al Qurrayyat, 147,550 inhabitants
Al Qurrayyat is a small city 30 km from the border with Jordan, and located as a central transportation
hub in close proximity to Jordan, Syria and Lebanon. Trade, agriculture (olives) and food processing (salt,
olive products) are the main drivers of the local economy. A domestic airport connects Al Qurrayyat with
major cities in the Kingdom.
Arar, 174,355 inhabitants
Arar is the capital of the Northern Border Province. It is known for its fertile pasturelands,and thus lends
itself well to its principal occupation of sheep and camel herding. Maaden,the Saudi Arabian Mining
Company, operates a phosphate mine in Al Jalamid, 100 km away from Arar. Substantial investment has
also been made in industrial infrastructure at Al Jalamid, including a power plant, potable water
production, treatment and distribution facilities, roads and telecommunications.
Al Jouf (Sakaka), 176,266 inhabitants
Sakaka is an oasis town in northwestern Saudi Arabia and is the capital of Al Jouf Province. The history
of Al-Jawf goes back more than four thousand years. It is the home of many historic and prehistoric
archaeological sites such Za’bal Castle and Well, the Omar ibn Al-Khattab Mosque, located in Dowmat
Al-Jandal and Mard Castle (just south of Sakaka). Al-Jawf is notable for its agriculture, as it has around a
million palms and over 12 million olive trees, as well as other agricultural products. It is the home of
many agribusiness farms, such as Watania Farms, the largest organic farm in the Kingdom.
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Al Wajh 52,288 inhabitants
Al Wajh is a coastal town in northwestern Saudi Arabia, situated on the coast of the Red Sea. The town
is located in the Tabuk Province. Al Wajh has a desalination plant, and a local airport connects it with
other cities.
Umluj, 61,162 inhabitants
Umluj is a coastal town on the Red Sea and part of Tabuk Province. Umluj developed fast after the
opening of the sea route between Diba in Saudi Arabia and Safaja, Egypt.
Unaizah, 163,729 inhabitants
Unaizah is the second largest city in Al-Qassim Province. Unaizah is an agricultural area and produces
wheat and barley of various strains. The region also grows grapes, grapefruit, lemons, leeks, mandarins,
oranges, pomegranates and dates. It also has one of the largest markets for dates in the Kingdom.
Qatif, 5,24,182 inhabitants
Qatif is located in the Eastern Province of Saudi Arabia. Qatif’s economy is driven mainly by oil
production. The Qatif Producing Plants, operated by Saudi Aramco, are the largest plants built in recent
years, and represent the world’s largest crude oil production facility. The completion of the project
added 650,000 barrels per day to the overall oil production of the region.
Dammam, 1,024,409 inhabitants
Dammam is the capital of the Eastern Province of Saudi Arabia, the most oil-rich region in the world.
Dammam is the largest city in the Eastern Province, and the fifth largest in Saudi Arabia. Dammam is
one of three adjacent cities, Dammam, Dhahran, and Khobar, which together create a single
municipality known as Dammam Area. To encourage the growth of non-oil industries, an industrial city
was established in the open area between the three cities. Now it is the home for more than 124
factories. To fulfill the continuous need, a second industrial city was established further away from the
Dammam Area along the highway to Riyadh. Located on nearly 6,000 acres (24 km2) of land, the second
industrial city is already home to 120 factories, with a further 160 under construction. These plants
manufacture a variety of consumer and industrial products that are marketed throughout the Kingdom
and are exported to other countries around the world. Handling such exports, as well as imports from
abroad, is the domain of shipping agents and commercial companies located in Dammam and Al-
Khobar, making the Dammam Area not only a major oil producing and exporting area, but also a
commercial and shipping center.
Al Quwaiiyah 90,075 inhabitants
Al Quwaiiyah is a city in Riyadh Province in central Saudi Arabia. It is located 160 km to the west of
Riyadh on the highway that connects the middle and eastern sides of Saudi Arabia to the western side.
Al Quwaiiyah is located on the route of the new railroad, which forms a dry port for goods and will help
the growth of the local economy.
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Al Ahsa 1,041,863 inhabitants
Al Ahsa is a traditional oasis region in eastern Saudi Arabia, and 60 km from the Arabian
Gulf. An industrial city is located there with over 67 manufacturers engaged in various industrial
activities such as the plastics and metal sectors. Al Ahsa has more than 154
factories. Al Ahsa is also known for its agricultural sector: it has more than 2 million palm trees, and
over 10,000 hectares of fertile land.
Al Majma’ah, 133,285 inhabitants
Similar to many cities in the central region, Al-Majma’ah is surrounded by its well-known
date farms. It is centrally located between Riyadh and Al-Qassim province. In addition,
it is 50 km away from the new Sudair City for Industry and Businesses. It is considered
to be the largest industrial city, on a total area of 260 million square meters. Work has
begun to develop the first phase on an area of 8 million square meters. Sudair is home
to the future railway project passage, considered one of the most important pillars of
logistics for the factories.
Riyadh, 5,236,901 inhabitants
Riyadh is the capital and largest city in the Kingdom, with a diversity of industries. These
include food processing, petrochemicals, chemicals and plastics factories. Riyadh
also accommodates all the headquarters of national banks, and is the commercial and
transport hub for the entire Kingdom, making it an attractive destination, especially for
business clients. The architecture is mostly modern, including contemporary high-rise
towers.
Madinah, 1,152,991 inhabitants
Madinah, the second holy city in Islam, is the fourth-largest city in Saudi Arabia and a
major destination for pilgrims. Tourism and the hospitality sector are the main drivers
of the local economy. In recent years it has also seen large capital inflows because
of government efforts to attract investment and generate jobs in knowledge-based
industries. Another flourishing business is the date trade. Madinah is known for its
products made from local dates in local factories.
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Makkah, 1,578,722 Inhabitants
The city is located 70 km inland from Jeddah in a valley at a height of 277 m above sea level. Its resident population in 2010 was approximately 1.675 million. Visitors more than double this number every year during Hajj period. Today, more than 15 million Muslims visit Makkah annually making it one of the most cosmopolitan and diverse cities in the Muslim world. Makkah’s economy certainly is driven from it being the focal point of all Muslims in the world who would want to visit the Holy Kaaba. This is why Makkah’s economy is mainly driven by religious tourism that attracts locals and visitors from around the world. Makkah was always a trading city, but this has probably become a secondary aspect of its economy.
Buraydah 590,312 Inhabitants
Buraydah is the capital city of Al Qassim province, located in the north central of Saudi Arabia. Buraydah
is an agriculture based city which is the cornerstone of their economy. Traditional products can be found
in abundance, such as dates, orange, lemon and fruits. Recently, production of wheat has also become
very prosperous, making Buraydah one of the largest producers in this region. It also houses factories
(water heaters, clothes, food products, pharmaceuticals, etc.); and also houses one of the largest fishing
farms where 1000 tons of fish are packed every year.
Jazan 134,764 Inhabitants
Jazan, the capital of Jazan Province, which lies in the southwest corner of Saudi Arabia, covers an area
of 40,000 square kilometers. The city of Jazan is situated on the Red Sea coast. Attached to it are 100
islands, including the important island of Farasan, and it serves as a large agricultural heartland.
Tropical fruits like mango, figs, and papaya, all can be found in the agricultural production of this city.
Jazan city is currently witnessing tremendous economic, educational, cultural and healthcare
development.
Its port, agriculture lands and renovated tourism, made it possible for many companies to make Jazan
their home.
Al-Kharj 332,243 Inhabitants
Al-Kharj is a city and governorate in central Saudi Arabia which is located at a distance of 77 km south
of Riyadh. The Kharj district has historically been one of the richest locations in Arabia in water
resources, and has supported grain production since ancient times. Lately, and in the last two decades,
their springs have dried up, as so many have in the region.Today, Al Kharj produces dates, vegetables
(including carrots, cucumbers, tomatoes and lettuce) and fruits (including oranges, melons and grapes).
Al Kharj focuses also on livestock and poultry, as well as horse breeding, along with industries for
processed food. An economy mainly focused on agriculture, livestock, poultry and processed food, made
it alluring for many big companies to come to Al Kharj and create businesses.
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Jeddah 3,456,259 Inhabitants
Jeddah is the second largest city after Riyadh; it is the main port of the Kingdom on the Red Sea and
main gate through which most of the pilgrims arrive by air and sea to perform Umrah, Hajj or to visit the
two holy mosques. Jeddah is an industrial and active commercial center, with modern features, squares
and courtyards. It is an important tourism center, with an eighty-kilometer-long beautiful corniche on
the Red Sea coast. Jeddah, and after receiving for thousands of years millions of pilgrims of different
ethnicities and backgrounds, from all over the globe, is much more ethnically diverse than most Saudi
cities.
Taif, 884,597 inhabitants
Taif is a city in the Mecca Province of Saudi Arabia. Taif is a city that offers rich history
and culture. Taif’s location plays a significant role in its economy as it is near Makkah
and Jeddah. Agriculture has been the economic pillar of Taif since its earliest days.
It is famous for its gardens and high-quality agricultural products, such as grapes,
pomegranates and honey. Tourism has boosted the economy of Taif. Last year, 10
festivals and exhibitions were held in Taif. In recent years, tourism has earned the city
more than SR 3 billion per year.
Wadi Al Dawaser, 106,152 inhabitants
Wadi Al Dawaser is a town in Riyad Province. It is well known for its agricultural sector and has around
1,500 farms. The variety of agricultural crops is a big advantage in Wadi Al Dawaser as it will keep the
agricultural sector active all year round.
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Female Colleges
Male Colleges
International Technical Female College at Onaizah International Aviation Technical College at Riyadh
International Technical Female College at Al-Madinah International Technical College at Buraidah
International Technical Female College at Alkhobar International Technical College at Onaizah
International Technical Female College at Al-Kharj International Technical College at Al-Quway'iyah
International Technical Female College at Ar'ar ITQAN International Technical College
International Technical Female College at Buraydah International Technical College at Jazan
International Technical Female College at Al-Nammas International T & H College at Riyadh
International Technical Female College at Makkah International T & H College at Al-Madinah
International Technical Female College at Qatief International Technical College at Jeddah
International Technical Female College at Al-Wajh International Technical College at Al-Wajh
International Technical Female College at Jeddah International Technical College at Amloj
International Technical Female College at Al-Majma'ah International T & H College at At-Tayef
International Technical Female College at Al-Ihsaa International Technical College at Makkah
International Technical Female College at Al-Jouf
International Technical Female College at Al-Qurayat
International Technical Female College at Wadi Al-Dawaser
International Technical Female College at Al-Quway'iyah
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College layouts The 30 colleges have state-of-the art facilities. The designs below illustrate the high standards
that have been set for those buildings
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Building type 1:
International Technical College, capacity of 2000 student
Labs
Classro
om
s
Wo
rksho
ps
Re
st areas
Wareh
ou
ses
Tea roo
ms
Electrical roo
m
Meetin
g
roo
ms
Office an
d
com
pu
ter ro
om
s
Bath
roo
ms
Building 1 18 2 0 1 6 6 2 1 3 36
Building 2 18 5 0 3 3 6 9 1 24 24
Building 3 2 0 6 1 0 2 2 0 24 16
Building 4 14 0 8 2 5 5 0 1 24 36
Secre
tariat
Office
s for
traine
rs
Emp
loye
es
office
s
Data
Electrical
roo
m
Office
and
co
mp
ute
r ro
om
s
Me
etin
g
roo
ms
Management building
6 7 15 1 1 5 1
Building type 2:
International Female Technical College, capacity of 2000 student:
Labs Classrooms Smart class
rooms Computer
center trainers
Ground 20 6 2 2
First 16 6 2 2
Second 20 6 3 2
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Building type 3: International Tourism and Hospitality College, capacity of 2000 student:
Building 1
Wareh
ou
se
Cafete
ria
Trainin
g
roo
ms
Edu
cation
al kitch
ens
Ad
min
istrativ
e offices
Library
Mu
lti-
pu
rpo
se hall
6 1 3 4 29 2 1
Building 2
Edu
cation
al kitche
n
Trainin
g, ho
spitality
and
recep
tion
Tou
rism train
ing
Acad
emic train
ing
Labs
Ad
min
istrative
office
s
Clin
ic
Co
mm
ercial sho
p
Seme
ster
Cafete
ria
Fitness ce
nte
r
Kitch
en
2 1 1 1 17 16 1 3 16 1 1 1
Building 3
Ware
ho
use
Kitch
en
Traine
rs’
restau
rant
Re
cep
tion
hall
Cafete
ria
Sho
pp
ing
cen
ters
Ad
min
istrativ
e o
ffices
Gu
est ro
om
s
Service
roo
m
Gu
est
restau
rant
10 3 1 1 1 5 1 24 8 1
Building type 4: International Aviation Technical College, capacity of 1000 students:
Service Building
Cafete
ria
Mo
squ
e
Au
dito
rium
Library
Bath
roo
ms
Meetin
g roo
m
Storage ro
om
s
Ad
min
istrative o
ffices
Electricity
roo
ms
Lou
nge
Co
ntro
l Ro
om
1 1 1 1 26 1 5 4 5 1 1
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Administration Building
Offices
Staff offices
Man
ger offices
Lou
nges
Meetin
g roo
ms
Bath
roo
ms
Tea roo
ms
Electricity Ro
om
s
Co
ntro
l roo
m
Gu
ards ro
om
s w/
bath
roo
ms
25 20 4 2 4 26 3 6 1 2
Educational Building
Labs Classrooms Bathrooms Electricity
rooms Control room
12 40 15 3 1
Han
gars Facilities
Han
gers Se
ction
A metal hangar with total space of 9490 cubic meters. Divided to 3 Section to fit 3 aircrafts.
Engin
ee
r
Office
s
Co
mp
ute
r
roo
ms
6 4
Main
ten
ance e
se
ction
Office
s
Lou
nge
s
Me
etin
g
roo
ms
we
ldin
g
wo
rksho
p
Bath
roo
m
Office
s
Lou
nge
s
Me
etin
g
roo
ms
Installatio
n
roo
m
Too
ls roo
m
8 2 2 1 48 8 2 2 1 1
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APPENDIX 2 – TRAINING PROVIDER INTEREST FORM
To:
Tendering & Procurement Department
Colleges of Excellence
2646 Al-Shohada – Riyadh 13241-7180, Unit 9,
Granada Oasis Business Centre, Riyadh, KSA
This is to confirm that We________________________________________________ (Name of
Training provider/Consortium) express our interest to respond to the Request for Information,
issued by the Colleges of Excellence.
Signed
Company:
Name:
Designation:
Date:
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APPENDIX 3 – TRAINING PROVIDER FACT SHEET
Executive Summary
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General Information
Name of Training Provider/ Consortium (if applicable) :
Number of Consortium members:
Main contact point of Training Provider/Consortium (if applicable) (email address)
Alternate contact point of Training Provider/Consortium (if applicable) (email address)
O Private: O Public:
Name of regulator:
Number of years of operation in TVET:
Number of TVET trainers employed globally:
Current student number globally enrolled in the field of TVET:
List of TVET institutions (please list all institutions) – Use the below template
Institution (1):
Country of operation:
Operations information to be provided by institution
Number of students:
Specialties taught with average training duration in hours:
Graduation rates: Employment rates:
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International Experience:
Countries of operations in TVET:
List of colleges in non-home country with total student numbers:
Your experience in the Middle East region:
Teacher/trainer qualifications (i.e. average years of experience, qualifications, accreditations, international experience, language skills, etc.) – please provide specific facts rather than high-level statements
Source of distinctiveness (i.e. innovative training approaches; private sector support, on-the-job training, etc.) – please provide specific facts rather than high-level statements:
How many colleges are you interested in operating in CoE Wave 3 colleges?
Financial soundness (i.e. annual revenue, overall debt, debt to equity ratio):
coe.com.sa
+966 11 2504500
+966 11 2504501
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