Terms of Reference

for Consultancy to Develop an E-learning (Content Creation) Course

for Sub-National Administration Councilors

Project Improved Service Delivery for Citizens in Cambodia

Project number 21.2197.8-001.00
Timeframe 10 months, June 1st, 2023, to March 30th, 2024

Table of contents
1. Background ................................................................................................................ 2
2. The e-learning course / Web-based training (WBT) .................................................... 2
2.1. Course description .................................................................................................. 2
2.1.1. Overall goal, learning objectives, and topics ........................................................ 3
2.1.2. Target Groups / Learners..................................................................................... 5
2.1.3. Course Parameters (Content, Duration, etc.) ....................................................... 5
2.1.4. Course Format and Modes of Delivery................................................................. 6
2.1.5. Institutional and Organizational Factors ............................................................... 6
2.2. Technical Factors and Additional Specifications ...................................................... 7
2.2.1. Language(s) ........................................................................................................ 7
2.2.2. Level of Interactivity ............................................................................................. 7
2.2.3. Integration into LMS Platform............................................................................... 7
2.2.4. Online / Offline Access to the Course .................................................................. 7
2.2.5. Tracking of Learners’ Progress ............................................................................ 7
2.2.6. Accessibility and Inclusiveness ............................................................................ 8
2.2.7. Responsive Design .............................................................................................. 8
2.2.8. Updating the Course and Ensuring Sustainability ................................................ 8
2.3. Data Security and Upholding Data Privacy Regulations .......................................... 8
3. GIZ Project (Client) Structure and Contact Persons for the Provider ........................... 9
4. Tasks for the Provider, Timeline, and Process ............................................................ 9
5. Required Qualifications of the Provider ......................................................................10
6. Costing Requirements ...............................................................................................12
7. Format of the offer .....................................................................................................13
Additional instructions for the offer: ...................................................................................14

List of Abbreviations

Akademie für Internationale Zusammenarbeit (Academy for International

AIZ
Cooperation)
Auftragsverarbeitung (in English: Contract for Order Processing), a form that is
AUV required in case the processing personal data is necessary during the e-learning
development process
Auftragsverantwortliche/r (in English: officer responsible for the commission, or
AV
project manager for a GIZ project)

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 Allgemeine Vertragsbedingungen (in English: General Terms and Conditions of
AVB
Contract)
Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung (Federal
BMZ
Ministry for Economic Cooperation and Development)
CC Creative Commons
DSGVO Datenschutz-Grundverordnung (in English: GDPR)
GDPR General Data Protection Regulation of the European Union (in German: DSGVO)
GIZ Gesellschaft für Internationale Zusammenarbeit GmbH
IDD Instructional Design Document
LMS Learning Management System
TOM Technical and organizational measures
WBT Web-based training

1. Background
The Improved Service Delivery for Citizens in Cambodia (ISD) programme - commissioned by
the German Federal Ministry for Economic Cooperation and Development (BMZ) and co-
financed by the Swiss Agency for Development and Cooperation (SDC) - is implemented by
the Deutsche Gesellschaft für Internationale Zusammenarbeit GmbH (GIZ) between March
2022 and December 2025.
The ISD programme supports the Government of the Kingdom of Cambodia (GKC) in
implementing the National Programme phase 2 (NP-2: 2021-2030). Together with concerned
national level key actors - the National Committee for Sub-National Democratic Development
Secretariat (NCDDS) and Ministry of Interior (MoI), among others; and with sub-national level
administrative partners - Battambang, Banteay Meanchey and Siem Reap provinces as well
as their districts and municipalities - ISD programme is to strengthen institutional and personal
capacity of actors at Sub-National Administrations (SNA) in order for them to improve public
service delivery such as administrative services, waste management, water management,
health, local finances as well as for them to perform better roles and to take better
responsibilities in dealing with complaint related to service delivery and administrative
management reported by citizens. In addition, ISD programme supports SNA councils to take
initiatives dealing with local issues as well as to fulfil their roles given by the laws and legal
documents for a more harmonized, responsive, and accountable public service delivery.
2. The e-learning course / Web-based training (WBT)
2.1. Course description
The GKC recognizes that the governance reform is crucial to achieve its economic and social
goals. Decentralization is a strategy to improve local governance; it’s part of democratization
process. The GKC started implementing the decentralization reform in Cambodia at
Commune/ Sangkat (C/S) level with establishing C/S councilors, which were directly elected
by the citizens after promulgating a law on administrative management at C/S. Three years
later, a strategic framework on Decentralization and De-concentration (D&D) was introduced
aiming at developing management system at capital, provincial, municipal, district, Khan,
commune and Sangkat levels based on the principles of democratic participation. This system
operates with transparency and accountability to promote delivery of public services to meet
the needs of citizens and to promote local development contributing to poverty reduction. To
fulfil this vision, a law on administrative management at capital and province (C&P),
municipality, district and Khan (DMK), called Organic Law, was released in 2008. C&P and
DMK administrations and C/S administrations are called SNA and are governed by SNA
councils which are indirectly elected every five years by C/S councilors and by citizens
respectively.
The two main roles of the councils are to do what is necessary in order to achieve the purpose
of establishing, promoting and sustaining democratic development in their jurisdictions and are
to implement functions transferred by the national government. In fulfilling these roles, each
SNA council is given legislative and executive authorities. The first refers to the authority to
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issue/ adopt local bylaws to serve interest of its local citizens under its sphere for given
responsibilities, the later refers to the authority to make decisions in its meetings based on
information and evidence; and to ensure that all those decisions are implemented by board of
governors (BoG) and council personnel.
With the new subsequent legal documents such as the Sub-decree# 182, 183 and 184 enacted
by the GKC, the administrative structures of DMK administrations were adjusted to achieve a
so called “Unified Administration”; this integrated all line offices at this level into DMK
administrative structures under the leadership of SNA councils as well as this transfers more
functions, in total 55 functions in 20 sectors, from the national level to DMK level with the aim
to enable DMK administrations to provide public services and foster local development in an
effective, transparent and accountable manner.
It's noticeably seen that numerous legislative and administrative steps were taken as well as
progress has been made, however, the SNA councils have limitations not to fully perform their
roles defined by the 2008 organic law, for example, concerning their authority to make
decisions; to oversee and to evaluate BoG’s and council personnel’s performance; and they
are not fully proven to be effective representatives of citizens. This is because of a limited
understanding of relevant legal documents as well as principles, their roles and responsibilities
as there has been e.g. insufficient training provided to them. The development of a
comprehensive, freely accessible e-learning course consisting of various modules will
overcome this shortcoming in a sustainable manner. The e-learning course will not be on
limited offer for promoting capacity of selected SNA councils in ISD provinces but is accessible
for all SNA councilors countrywide; it’s an open source i.e., accessible by everybody,
everywhere. The second advantage is that in case of a turnover of councilors after the next
SNA council election scheduled in mid-2024 (previous elections resulted in ~40% turnover of
councilors), the e-learning materials are readily available for the newly elected persons.

The core role for NCDDS is to issue an instruction for councilors to complete the training
modules in a given timeframe and document the successful participation. Newly elected
councilors are instructed to complete the mandatory training. ISD will simultaneously advocate
and cooperate with NCDDS on this matter to ensure stainability.
2.1.1. Overall goal, learning objectives, and topics
Overall goal:
To equip SNA councilors with the knowledge required to better fulfil their roles and
responsibilities to achieve their purpose of establishing, promoting, and sustaining local
governance in their jurisdictions.

This course consists of five modules contributing to goal 16 (Promoting peaceful and
inclusive societies for sustainable development, providing access to justice for all and
building effective, accountable, and inclusive institutions at all levels) of the Sustainable
Development Goals (SDG).
Learning objectives:

After completing this course, the SNA councilors will be able to:

- explain how D&D policy/ reform improve the service delivery and administrative
management.
- explain key components of democratic development and apply them to enhance good
governance in service delivery and local development.
- identify and compare roles and functions of SNA councilors and of BoG and apply
those roles properly defined by laws and legal documents.
- conduct interactive and effective council meetings conforming to internal rule of SNA
council, making democratically informed decisions, effective and interactive public

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 forum, and fruitful consultative meetings with relevant actors especially with the ones
effected by council decision - the citizens.
The e-learning course should cover the following modules for supporting SNA councilors to
make better decisions responding to citizens’ request.

1) Understanding Decentralization and De-concentration (D&D)

In this module, the councilors will learn about:
• What is meant by Decentralization and De-concentration (D&D)? what are the
differences among the two?
• Why did the Cambodian government choose to implement the reform at SNA
levels? What is the policy background in Cambodia?
• Objective of implementing D&D reform
• Policy and legal framework supporting the reform

2) Democratic Development
In this module, the councilors will learn about:
• What is meant by Democratic Development? What are the key components of
the Democratic Development?
• Why can Democratic Development be established in Cambodia? What are the
mechanisms applied to ensure Democratic Development?

3) Council roles, authorities, and functions:

In this module, the councilors will learn about:
• What are the roles of the councils?
• In fulfilling these roles, what are duties and authorities given by organic law to
council?
• Why council needs to issue local bylaw? Does council have this authority?
• Working procedure of council
• Illegal conduct of council
• Solution of local conflict
• What are the general functions (permissive) and specific (obligatory) functions?
• Local finances? DM fund execution, oversight, budget approval
• To develop arguments why council needs to be transferred sectoral functions
e.g., management functions in education or in health?
• Establishment of council committees and its roles and responsibilities, working
procedure
• Relations between DM and provincial administration
• Supporting and relation between DM and commune/Sangkat administration
• Relation between DMA and ministries and institutions

4) Roles and functions of governor and of board of governors

In this module, the councilors will learn about:
• What are the roles of the board of governors?
• What are the roles of the governor?
• How council and board of governors work together or relation between council
and board of governor?
• Accountability of governor to the council, why it matters?
• Working procedure of the board of governor

5) Council meeting and its internal rule

In this module, the councilors will learn about:
• Why the council meeting is important?
• What are the roles of council chairperson, councilors and board of governors?
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 • What are the “NOT to DO” or are violations of the internal rule when conducting
the council meeting?
• Legal framework related to the organization of council meeting
• Objective and type of council meeting
• Rights of councilors, citizens and civil society organizations to include issues in
the draft meeting agenda
• Obligation of councilors in notification about the absence from the meeting
• Roles and rights of invitees to attend a meeting

2.1.2. Target Groups / Learners

The SNA councilors are the primary target group of the e-learning course. The SNA councils
are elected every five years; the turnover rates differ but are usually above 30%. The
councilors are mostly male dominant; often retired government officials. After recent
elections, more young councilors were elected and have been holding positions in SNA
councils.

The ISD programme will select ten DMA1s from its partner DMs based on a number criterion
such as the availability of internet access (optic cable or wire), the existence of a waste sub-
committee etc. to install the self-learning stations for councilors to access the e-learning
contents. Self-learning stations are desktop computers with monitors equipped with
headsets, mouse and keyboards where councilors who don’t have proper working space - at
home, smartphone or in their offices - may study.

The provider to design and develop the e-learning course is to give introduction on self-learning
stations and on the e-learning contents to selected SNA councilors and other relevant actors;
after that, concerning sustainability the responsible adviser of the ISD programme continues
to advise especially SNA councilors how to use the set up self-learning stations to access the
e-learning contents. In addition, NCDDS and/ or NASLA and ASAC are to issue an instruction
to all SNA councilors to mandatorily complete the course, all five modules, in the e-learning
platform.

2.1.3. Course Parameters (Content, Duration, etc.)

The content of this course needs to be developed. Selected input materials are available2; however,
they should be further developed for correctness and completeness by a Subject Matter Experts
(SME) in the field of Decentralisation & De-concentration Reform, particularly in the Cambodian
context. S/h/d will be sub-contracted by the provider, CVs have to be presented to ISD before entering
the sub-contract3.

As listed in the section 2.1.1 (Overall goal, learning objectives, and topics), this course
consists of 5 modules starting with general concept on D&D, the principles of democratic
development and reflection in the current legal documents, the roles of SNA councilors and
of BoG and the interactive, effective council meetings. Each module should take max. 1.0
hours seat time to complete. Each module is related to each other; one should start from the
first module and work forward to the last module of the course.

As described in the General Terms and Conditions of Contract (AVB), all rights of use to
texts, media used (in particular photos, illustrations, images, and audiovisual material) and
case studies are transferred to the client (GIZ project) upon delivery of the completed web-
based training. The publication of the courses as Open Educational Resources (OER) should
be made possible, as it is standard when using atingi as a distribution platform. If using other

1 District Municipal Administrations

2 Organic law, subdecree#216, Subdecree#184, Technical document of council meeting
3 ISD may propose suitable candidates if desired

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platforms, OER should also be the preferred solution in line with the Principles for Digital
Development to which GIZ is committed (especially the principles Use Open Standards,
Open Data, Open Source, and Open Innovation). OER material is recognizable by a free
license label. The most common free license labels in use are Creative Commons (CC)
licenses that have established themselves internationally as the standard for open licenses
and particularly for OER. The most frequently used licensing model worldwide is that of the
Creative Commons (CC). Creators and users of works that are intended for open reuse thus
have a particularly practical instrument at their disposal in the spirit of development
cooperation.

The course created here as part of this tender is published or used under the following
license: CC BY
• Materials from the existing face-to-face training to be converted (e.g., trainer guide
and notes, participant manual, activities, assignments, case studies, etc.)
• Handbooks or articles on the topic of the course
• Initial graphics and ideas on the format, content, and topics
• Existing training on similar topics (for example, for other target groups)
2.1.4. Course Format and Modes of Delivery
The method of delivery of this course is a self-paced and unfacilitated learning format and
mode. The content of the e-learning is delivered by using different elements (Video, text,
graphic etc.). The target group should be free to learn at their own pace.
2.1.5. Institutional and Organizational Factors
The e-learning development team should consist of:
• Decentralisation adviser for strengthening councils of the ISD programme who
provides overall steering and management; he is responsible for coordinating how all
e-learning development team members are involved as well as the perspective
stakeholders such as representative of NCDDS, of NASLA, of PALCs in the target
provinces and selected target group etc. He is also responsible for managing the
provider.
• A team Lead from the provider whose roles are to manage the process within
provider and to produce the e-learning material for client. S/h/d is responsible for
managing the instructional designer and media developer. The provider needs to
manage the subject matter expert (SME) who is responsible for developing the
content for the e-learning. The team Lead is to give approval on the finished e-
learning materials.
• An instructional designer undertakes in cooperation with SME to curate the most
relevant content to be included in the course, to identify methodologies to be used to
deliver curated content, to organize the flow of information by making sure they are in
sequential and smooth without losing context and by moving them from old to new as
well as from complex to simple etc. The instruction designer is to devise modes of
assessment and interactions (tests, quizzes etc.) to ensure optimum efficacy of the e-
learning course.
• A media developer is to create the visual content, to produce interactive and
immersive graphics, charts, and illustrations, to turn the e-learning storyboard
elements into reality, to revise the visual e-learning content based on feedback.
• The SME, who is sub-contracted by the client has the roles are to develop content of
e-learning (in Khmer) on the five key modules listed in section 2.1.1 with didactic
perspective which include facilitator’s guide (session plans), workbooks for
participants, activities, assignments, and case studies for converting to e-learning.

Design of the content for e-learning and conversion of content to e-learning material,
creation of visual content with interactive and immersive graphics are under the

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 coordination of team lead of the provider. In case, there are needs to involve with
stakeholders, the decentralization adviser of the GIZ is in charge of project steering,
managing and coordinating in cooperation with a team lead of the provider as well as
involving with stakeholders.

The ISD programme will procure the IT equipment for this e-learning course and will
set up self-learning stations in 10 selected districts and municipalities with a reliable
internet connection.

After successfully completed this course (all five modules), each participant should be
given a certificate, which are automatically generated in PDF-format by the system.
In the development process, it’s crucial to engage/ consult with key stakeholders such as
representatives of the Provincial Associations for Local Councils (PALC), representatives of
the Association of Sub-National Administration Councils (ASAC) and representatives of the
National School of Local Administration (NASLA). As NASLA and ASAC are mandated to
strengthen capacity of SNA councilors in Cambodia, they should be listed on all certificates
together with GIZ project.

2.2. Technical Factors and Additional Specifications

2.2.1. Language(s) and Inclusiveness
The version of the e-learning course should be created in Khmer with normal (general) font
style “Khmer OS Siem Reap”, font size of 12.
Audio narration and on-screen buttons in Khmer, voice overs are to be added.
2.2.2. Level of Interactivity
The e-learning course should have a low to medium level of interactivity, including the
following features: Cohesive presentation with branched elements, adaptive feedback, and
remediation.

2.2.3. Integration into LMS Platform

To ensure proper hosting, the digital format of the course should be independent of the
platform and fulfill general standards (SCORM 1.2 or SCORM 2004/X-API).
After the provider has developed the e-learning course modules, these will be integrated into
an LMS platform by GIZ, as follows:

On atingi.org, the GIZ standard, which is based on a Moodle system.

2.2.4. Online / Offline Access to the Course

Because the target group does not always have reliable Internet access, the courses should
be developed to allow for offline use as well as online use via the atingi app on smartphones
e.g. Additionally, the transcript for all media files should always be made available for the
learner.

2.2.5. Tracking of Learners’ Progress

Learners’ progress through the courses should be tracked as follows:
• After each section / module, learners should complete a short assignment (such as a
multiple choice test, quiz or other activity). When the learners successfully complete
this assignment, the section is shown as “completed”. Only a successful completion
of the assignment will allow the learner to enter the following module.”
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 • Sub-sections should also be tracked and marked as completed, so the learners can
avoid repeating content that they already did.
• After the learners complete the entire course, including the final assignment, a
certificate of completion is generated.
2.2.6. Accessibility and Inclusiveness
The interaction design of the e-learning (interface) should be based as much as possible on
the Web Content Accessibility Guidelines (WCAG), an internationally recognised standard
created by the World Wide Web Consortium (W3C). Learners with visual or hearing
impairments should be considered, e.g., by usage of voice-over narration or subtitles for the
content, special navigation features or the possibility to switch to a higher contrast for display
on the screen. In general, the course to be developed needs to be inclusive. Inclusive
design means creating usable, functional and easy-to-use digital learning content that meets
the needs of as many individuals as possible.
2.2.7. Responsive Design
Responsive web design is an approach that aims to make web pages render well on a
variety of devices and window or screen sizes from minimum to maximum display size to
ensure usability and satisfaction. The course should be designed in a “mobile first approach”;
i.e. compatible for use on mobile phones / tablets (Android and iOS) as well as computers in
a browser or in an app (for this, the atingi app can be used).
2.2.8. Choice of Authoring Tool, Updating the Course, and Ensuring
Sustainability
During the term of the contract, the contractor guarantees support for technical errors in the
course (e.g., exercises that do not function properly), the correction of errors caused by
system upgrades of Moodle and also undertakes to arrange for minor text changes that
become necessary (e.g., due to overlooked spelling errors, incorrectly assigned exercise
answers or similar).
2.2.9. Authoring Tools: Licensing or Follow-Up Fees and Sustainability

Courses (incl. all source files) should always be developed and handed over so that they can
be updated at a later date without obtaining any licenses by the GIZ project (for example,
after the end of the contract) and/or by the political or implementation partner (for example,
after the end of the GIZ project) themselves.

Whenever possible, preference should be given to open-source tools (such as the authoring
tool ADAPT or H5P provided by atingi). If proprietary (commercial) authoring tools such as
Articulate Rise or Adobe Captivate (and media from their respective libraries) are used for
the course development, it must be ensured that no license fees or subsequent fees are
incurred e.g. when updating or adjusting at a later stage.

2.3. Data Security and Upholding Data Privacy Regulations

“No personal data shall be processed during the creation of the e-learning course(s).”

Therefore, as part of the contract for developing e-learning, the client and the contractor shall
conclude a “contract for order processing” (AuV) in accordance with Article 28 GDPR. It shall
be annexed to these tender documents.

The bidder must set out the technical and organizational measures (TOM) it takes to ensure
a high level of data protection and data security in an annex to its bid. This also applies if the

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bidder has already been audited by the contractor in the past. Details on the relevant TOM
can be found at the end of the AuV (see section "Note on technical organizational measures
(TOM)"). The TOM of the bidder/contractor must reflect the state of the art, the nature,
scope, context and purposes of the processing of personal data, as well as the risk to the
rights and freedoms of the data subjects. After a positive review, the contract is concluded
with the Annex AuV.

The contractor should also indicate in its bid all relevant certifications it has (e.g., according
to ISO 27001) or: The contractor should be certified according to ISO 27001 based on basic
IT-protection. → Note *3

In addition, the contractor must advise the client on compliance with data protection
formalities.

This includes, in addition to the contractor's obligations as a processor, to record the

processing of personal data carried out for the client in a list of processing activities
accordance with Article 30 (2) of the GDPR, to prepare a notification to the client's list and to
draw up a data protection declaration related to the individual tool → Note *8; if the
contractor lacks the information required for this, it shall request this from the contracting
authority.

3. GIZ Project (Client) Structure and Contact Persons for the

Provider
The GIZ project (the client) consists of different outputs. Strengthening capacity of SNA
councils to make decisions and to promote citizens engagement in making decisions is an
integral part of one of this project outputs, which is under the leadership of the province team
leader and the Decentralisation Advisor for strengthening local councils, is one of her
subordinates and is assigned to manage and coordinate the development of this e-learning
course and is a contact person for the e-learning agency (the provider).
4. Tasks for the Provider, Timeline, and Process
The provider is responsible for developing the e-learning course described in Section 2,
including the following steps and according to the timeline below:
• Preparing and running a kick-off workshop with the client to launch the development
process of the e-learning course, based on the results of the scoping stage that was
conducted by the client and any preliminary course concepts.
• Creating a high-level instructional design document (IDD), then revising by integrating
feedback from client and/or subject matter experts (who is sub-contracted by the
client).
• Creating a detailed storyboard for the course, then revising by integrating feedback
from client and/or subject matter experts (who is sub-contracted by the client)
• Developing a prototype of a part of the course, then revising by integrating feedback
from the client
• Developing the e-learning course, including interactive and multimedia elements
(except for sound), then integrating feedback from client (based on the content
developed by the SME)
• Recording, editing, and adding of videos or audio.
• Handing over the course to the client in SCORM format, including source files and
documentation of CC licenses.
• Give introduction on self-learning stations and on the e-learning contents to selected
SNA councilors, DMA and other relevant actors.
• Updating the course (see 2.2.9) and Costing Requirements

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Any sub-contracting of tasks should be conducted according to the AVBs.

Timeline

The timeline includes at least the following milestones:

The piloting phase starts after the final version of the e-learning has been received.

Deadline Milestone Comments

(month 1) Reviewing the documents from the Meeting via Teams or Skype
scoping stage, course concept, and
other materials provided by the client,
meeting with client to clarify
questions, creating a high-level
instructional design document (IDD)
of the course
(month 2) Kick-Off Workshop with relevant Workshop with GIZ project team
stakeholders from GIZ to discuss
high-level IDD
(month 2) Developing a detailed storyboard
based on the IDD, which includes
instructions for graphics, interactions,
etc.
(month 3) Presenting and discussing the Presentation at GIZ offices or via
storyboard Teams
(month 3) Revising the storyboard based on
feedback from client (and subject
matter experts)
(month 4) Final approval by client of the
storyboard
(month 5) Provider shares a prototype with
client, integrates feedback
(month 5) Production of e-learning content,
multimedia elements (except for
sound)
(end of month 6) Presentation of the first version Presentation takes place either at GIZ
(without sound or video) office or via Teams
(month 7) Revisions + production of final version
with sound and/or video
(month 8) Presentation of the final version (with
sound)

(month 9) Piloting the course (by the client)

(month 10) Adjustments to include feedback and

lessons learned from pilot
(month 10) End of project

Period of Contract: From May 2023 to end of February 2024

5. Required Qualifications of the Provider
The bidder is required to provide 1) a team lead/ project manager, (2) an instructional
designer, and (3) a media / technology developer, who are suited to filling the positions
described, on the basis of their CVs (see Chapter 7), the range of tasks involved and the
required qualifications. A SME experienced with the D&D reform in Cambodia shall be sub-
contracted for up to 20 expert days4.

4 CV must be presented to ISD before sub-contracting

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The below specified qualifications (i.e., experience and competencies) represent the
requirements to reach the maximum number of points (10 points).

The team members should bring the following experience and competencies:

Team Lead to be assessed in section 2.1 of the Assessment Grid)

Qualifications (as demonstrated with concrete examples in the CV):

• Education/training (2.1.1): University qualification (Bachelor) in IT, Business Studies,

Media Design, Digital Learning / Training, Communications, or related field.
• Language (2.1.2): Excellent communication/coordination and interpersonal skills, with
excellent written and spoken English and Khmer language skills required.
• General professional experience (2.1.3): 8 years of experience in the field of IT projects,
digital learning, and training
• Specific professional experience (2.1.4): 8 years of experience in developing project
management plans for e-learning courses; managing project teams for developing e-
learning, including personnel, budget, and time; working with clients, subject matter
experts, and other stakeholders to produce high-quality e-learning that meets the
requirements and stays within the specified time, scope, and budget; managing the
stakeholder communication process.
• Leadership/management experience (2.1.5): 5 years
• Regional experience (2.1.6): Experience working in or consulting projects in the context
of (Cambodia). Understanding of and have ability to work well within government system
and good understanding of D&D reform in Cambodia.
• Development Cooperation (DC) experience (2.1.6): 5 years’ experience in DC (working in
the field of international development cooperation, for example at an international,
regional, or bilateral development agency; UN organization; NGO; relief organization, or
similar organization)

Expert 1: Instructional Designer (1 person) (to be assessed in section 2.2 of the

Assessment Grid)

Qualifications (as demonstrated with concrete examples in the CV):

• Education/training (2.2.1): University qualification (Bachelor) in Instructional Design,
Media Design, Digital Learning / Training, Communications, or related field.
• Language (2.2.2): Excellent communication/coordination and interpersonal skills, with
excellent written and spoken English and Khmer language skills required.
• General professional experience (2.2.3): 7 years of experience in the field of digital
learning and training. Strong theoretical and practical background in training delivery and
pedagogy as well as online learning.
• Specific professional experience (2.2.4): 7 years of experience in instructional design for
e-learning / WBTs; developing storyboards and content for e-learning and virtual courses;
working with subject matter experts to convert existing face-to-face training content into
e-learning.
• Regional experience (2.2.6): Experience working in or consulting projects in the context
of (Cambodia)
• Development Cooperation (DC) experience (2.2.7): Experience in DC (working in the field
of international development cooperation, for example at an international, regional, or
bilateral development agency; UN organization; NGO; relief organization, or similar
organization)

Expert 2: Media / Technology Developer (1 person) (to be assessed in section 4.3 of the
Assessment Grid)

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Qualifications (as demonstrated with concrete examples in the CV):
• Education/training (2.3.1): University qualification (Bachelor) in Arts, Media Design,
Digital Learning / Training, Communications, or related field.
• Language (2.3.2): Very good language skills in Khmer.
• General professional experience (2.3.3): 5 years of experience in the field of creative
industries, digital art, multimedia design, digital learning and training.
• Specific professional experience (2.3.4): 5 years of experience in developing multimedia
elements / graphics / graphical guiding elements for e-learning applications (animations,
videos, etc.); LCMS use/programming/implementation; implementation of industry e-
learning standards, SCORM/X-API.
• Development Cooperation (DC) experience (2.3.7): Experience in DC (working in the field
of international development cooperation, for example at an international, regional, or
bilateral development agency; UN organization; NGO; relief organization, or similar
organization).

Note: In order to ensure quality standards for courses on atingi, experts 2 and 3 will
be required to complete atingi course on Learning Design (ca. 4h) as part of the staffs
onboarding process.

6. Costing Requirements
Assignment of personnel
The assignment of personnel is based on the following numbers of days needed to produce
5 hours of e-learning content (seat time):

Team leader: Assignment for up to 17.5 expert days

Expert 1: Instructional Designer: Assignment for up to 50 expert days
Expert 2: Media / Tech Developer: Assignment for up to 55 expert days
Sub-contracted SME: up to 20 expert days

Please submit the attached price sheet with your offer.

Traveling to Battambang, Banteay Meanchey and Siem Reap provinces for consultation with
partners and for delivering an introduction workshop on self-learning stations and e-learning
content, 5 working days (2 experts).

Support and Maintenance Services

The bidder is asked to offer support and maintenance services to cover small updates to
courses that have already been completed and piloted as follows:

Expert 1: Support / Maintenance Instructional Designer: 03 expert days

Expert 2: Support Maintenance Media / Tech Developer: 03 expert days

The time needed to make the changes should be kept track of by provider according to
contract terms.

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 7. Format of the offer
The structure of the bid must correspond to the structure of the ToRs. In particular, the
detailed structure of the concept (Chapter 3) is to be organized in accordance with the
positively weighted criteria in the assessment grid (not with zero).

It must be legible (font size 11 or larger) and clearly formulated. The bid is drawn up in
English.

The complete bid shall not exceed 6 pages (excluding CVs).

The offer submitted by the bidder should contain the following sections. Please refer to the
Assessment Grid for the weightings in percentages for each section.

1. Description of methodological and didactic approach. This section of your offer should
describe the overall methodological and didactic approach for the course to be developed.
Please base your answers in this section on your interpretation of the information contained
in section 2.1 (subsections 2.1.1 through 2.1.5) of these ToRs (but do not repeat this
information verbatim in your offer).

First, propose an appropriate concept and format for the e-learning course and include initial
ideas for the appearance and design of the course. This part of your offer will be evaluated in
line 1.1.1 of the assessment grid.

Second, describe which didactic methods the course should use and explain why these
methods fit the target group and help them to achieve the learning objectives. This part of
your offer will be evaluated in line 1.1.2 of the assessment grid.

2. Description of the technical design. This section of your offer should describe the
technical design of the course to be developed. Please base your answers in this section on
your interpretation of the information contained in section 2.2 (subsections 2.2.1 through
2.2.9) and section 2.3 of these ToRs (but do not repeat this information verbatim in your
offer).

First, describe how to fulfil the technical requirements of the learning modules to be
developed. This part of your offer will be evaluated in lines 2.1.1 of the assessment grid.

Next, describe how to connect the e-learning modules to other systems / interface
management. This part of your offer will be evaluated in lines 2.1.2 of the assessment grid.

Finally, describe how data protection and data security will be ensured during the process of
developing the e-learning. This part of your offer will be evaluated in line 2.2.1 of the
assessment grid.

3. Description of the development process. This section should describe the development
process. Please base your answers in this section on your interpretation of the information
contained in section 4 of these ToRs (but do not repeat this information verbatim in your
offer).

Describe the process steps that you would take to develop the e-learning course. This part of
your offer will be evaluated in line 3.1.1 of the assessment grid.

Describe how to manage the knowledge and information flows needed for the project. This
part of your offer will be evaluated in line 3.1.2 of the assessment grid.

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Proposed a detailed timeline for the project (using the timeline shown in these ToRs as a
basis). This part of your offer will be evaluated in line 3.2.1 of the assessment grid.

Describe your concept for staff planning for the project (i.e., list who will be a part of the
project team and briefly describe what roles and responsibilities each team member has, and
how they will work together). This part of your offer will be evaluated in line 3.2.2 of the
assessment grid. (A detailed look at each team member’s qualifications is included in the
Proposed Staff section, described below).

4. Proposed Staff.
The bidder is required to submit a current CV for each team member to demonstrate that
s/he is able to perform the range of tasks involved and brings the required qualifications (as
described in these TORs in Section 5, Required Qualifications of the Bidder). The CVs of the
personnel proposed in accordance with Chapter 5 of the ToRs must be submitted using the
format specified in the terms and conditions for application. The CVs must clearly show the
position, function and job the proposed person held in the reference project and for how long.
The CVs may be written in English. This part of your offer will be evaluated in sections 4.1 to
4.3 of the assessment grid.

The relative weight of each qualification is shown in the Assessment Grid. Only the
information contained in the CVs submitted with the offer can be taken into account for the
assessment of the offer. Information that is available through other sources outside of the
offer (such as LinkedIn pages, websites, information from the GIZ consultant database,
discussions from meetings and previous assignments, etc.) cannot be taken into account in
the assessment of the offer.

Additional instructions for the offer:

The structure of the offer should follow the structure of the assessment grid. It should be
clearly written and legible (11-point font or larger). The offer must be in English. The offer
should not exceed 6 pages (apart from CVs).

Please calculate your price bid based exactly on the aforementioned costing requirements. In
the contract the contractor has no claim to fully exhaust the days/travel/workshops/ budgets.
The number of days/travel/workshops and the budget amount shall be agreed in the contract
as ‘up to’ amounts. The specifications for pricing are defined in the price schedule.

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