expanding & improving technical & vocational … · wave 3 request for information ......

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)

RFI: Expanding & Improving Technical & Vocational Education & Training In the Kingdom of Saudi Arabia - Wave 3

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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;

mailto:[email protected]


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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

to [email protected]


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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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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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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


30/37

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


31/37

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


32/37

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


33/37

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


34/37

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:


35/37

APPENDIX 3 – TRAINING PROVIDER FACT SHEET

Executive Summary


36/37

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:


37/37

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):

[email protected]

coe.com.sa

+966 11 2504500

+966 11 2504501

Excellent Training for a Promising Future تأهيل متميز لمستقبل واعد

expanding & improving technical & vocational … · wave 3 request for information ......

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