Establishment of a centre of excellence for the training and upskilling of metal workers in Rwanda

Reference Number: 83488151

1. Context

The Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH is a federally owned international cooperation enterprise for sustainable development with worldwide operations. The GIZ Office in Kigali covers GIZ’s portfolio in Rwanda and Burundi. GIZ Rwanda/Burundi implements projects on behalf of the German Federal Ministry for Economic Cooperation and Development, the European Union and other commissioning authorities in the following priority areas: Sustainable Economic Development, Good Governance, Climate, Energy and Sustainable Urban Development, Digitalization and Digital Economy, Mineral Governance, Peace and Security in the Great Lakes Region.

1.1. GIZ: Special Initiative “Decent Work for a Just Transition” (Invest for Jobs)

Under the brand Invest for Jobs, the German Federal Ministry for Economic Cooperation and Development (BMZ) put together a package of measures to support local and international companies in investment activities that have a high employment impact in its African partner countries. The Special Initiative “Decent Work for a Just Transition”, its official title, offers comprehensive advice, contacts, and financial support to overcome investment barriers.  

Its objective is to team up with companies, to offer comprehensive advice, contacts and financial support to overcome investment barriers, to improve the competitiveness of small and medium sized enterprises and to eventually create good jobs and improve working conditions and social protection in eight African partner countries, including Rwanda. Invest for Jobs is implemented by GIZ, amongst other implementing partners.  

In Rwanda, GIZ implements Invest for Jobs via the project: “Job Partnerships and SME Promotion”. The project was launched in June 2019 and runs until April 2027. For more information, see www.invest-for-jobs.com. 

Despite good economic growth (2023: + 8.2 %) and a declining unemployment rate (2023: 17.2 %, - 3.3 percentage points compared to 2022), Rwanda's economic growth is insufficient in terms of employment and poverty reduction, particularly regarding the 250,000 people who need to be integrated into the labour market each year.

To tackle this challenge, the Special Initiative Invest for Jobs implements investment and employment promotion measures in Rwanda, focusing specifically on identifying and reducing investment barriers, and promoting small and medium sized enterprises. Activities are monitored and evaluated at the level of direct beneficiaries (i.e., international and local companies, their employees, job seekers), measuring employment and competitiveness effects.

The project’s objective and approach are aligned with Rwanda’s key development strategies such as the country’s Vision 2050 and the second National Strategy for Transformation (2024-2029) (NST 2). Amongst others, these documents target the creation of 250,000 decent and productive jobs annually, seek to improve technical and vocational education and training, and foster the Made in Rwanda strategy.

This assignment will support a specific measure of Invest for Jobs geared towards the strengthening of demand-oriented technical and vocational education and training (TVET) in the metal processing sector to enhance investments and job creation in this sector and promote Rwanda as a manufacturing investment destination, as further detailed below.

1.2. Project background

1.2.1. Central problem

A central problem regarding technical and vocational education and training in Rwanda’s metal processing sector concerns the insufficient alignment of training content and occupational standards with industry requirements. Training content taught at vocational schools often does not meet company needs, with limited links between technical and vocational education and training schools (TVET colleges) and companies.

While equipment and learning resources at TVET colleges are of a good standard in some cases, there are few linkages to factory floors and lean manufacturing processes. Trainers and instructors often lack experience and have little to no showcase projects on the ground to understand actual industry requirements. Companies, on the other hand, are not sufficiently involved in training, which is also due to the low density of companies in the metal processing industry.

1.2.2. Target indicators

To address these challenges and improve the quality of TVET training in Rwanda’s metal processing sector, GIZ has partnered with the German company Rema Fertigungstechnik GmbH (hereafter: Rema) and RP College Huye to set up a model workshop for the training and upskilling of mechatronics and industry mechanics.

The aim of this integrated development partnership with the private sector (IDPP) with Rema is to increase the demand-orientated employment of young Rwandans in metal works and electrical engineering occupations, targeting the following indicators:

• 100 young Rwandans (at least 10 % women) are to be trained/ upskilled in mechatronics and industry mechanics in line with demand.
• At least 80 of these 100 trainees are successfully placed in permanent positions in companies in Rwandan industry at least three months after their training/ upskilling.

1.2.3. Essential project steps

Note: This chapter outlines the overall project details for the contractor to better understand the project’s purpose and scope. Specific work packages for the contractor are outlined in chapter 2.

The orientation of vocational training towards industry needs requires the following:

1. Definition of occupational standards and development of training regulations, curriculum, course content, teaching scripts and materials for the occupations listed.
2. Planning, setting up and equipping of a model training workshop at RP College Huye.
3. Establishment of an internship system with industry partners for in-company training on demand-oriented, realistic products.
4. Development of a qualification and examination system, involving educational partners (RP College Huye; Rwanda TVET Board (RTB)), as well as participating companies.
5. Measures to transfer the results achieved to other TVET institutions and companies in the business network.

Supported professions

The project will focus on the professions of (1) Mechatronics Technician and (2) Industry Mechanic.

At the beginning of the project, a needs analysis will be carried out to determine how many of the total 100 skilled workers will be trained and placed in each profession.

Definition of occupational standards and training regulations

The objective of the definition of occupational standards is to lay down the foundations for the acquisition of occupational competences.

The training regulations set out the basic principles for training in the respective occupation (see above). A training regulation contains the name of the occupation, the duration of training, the vocational skills, knowledge and abilities, instructions on the factual and temporal structure of the teaching of vocational skills, knowledge and abilities and the examination requirements.

Training Materials

The training documents for the professions mentioned above will be developed based on the approved training regulations. The documents are to be structured in an action-orientated manner and will contain practical training projects. At the outset, the programme will teach the basics of occupational health & safety and environmental protection. Technical content will be covered in specific learning units that correspond to the material distribution plan laid down in the training regulations.

The workflows are planned, checked and assessed separately. Test procedures and test equipment for quality control need to be presented. Notes on operational, technical and customer-orientated communication round off the materials.

The course materials will be produced in close cooperation with the lead partner company Rema from Germany and RP College Huye and will be geared towards practical learning on specific industrial products. This ensures that the teaching is up-to-date and of high quality.

Setting up a model training workshop

The labour market expects TVET graduates to have skills, knowledge and competencies that are at the cutting edge of technology. The project will therefore set up a model workshop for metal and electrical training at RP College Huye and equip it with functional equipment and technology. The model workshop will be used for vocational training during the project but will remain in place afterwards so that it can be used in the long term for further training by RP College Huye and possibly other partners.

Overview of the training programme

The project will conduct four (4) training cohorts of three (3) months each, with an intake of 25 students per cohort (i.e. a total of 12 months of training). To allow for adequate preparation and closure of the project, a total of 21 months is foreseen, including 7 months preparation time, and 2 months for project closure.

The implementation of the training programme will follow the dual vocational training model, with theory-based training periods and practical components.

At the model workshop at RP College Huye (see chapter 1.2.3.4), the project intends to use a training product for drinking water purification from Germany as the basis for the practical training. The reason for choosing this product is due to the variety of technical skills required for its construction process. For example, trainees will have the opportunity to learn not only mechanical processing, especially welding and mechanical assembly, but also the construction process and control of the electrical components.

The assessment of learning - examination system

During their training, young people acquire vocational competences that empower them to carry out professional activities. They must be able to carry out job orders independently and on their own responsibility. Specifically, professional competence includes independent planning, execution and monitoring. To assess this set of competencies, an examination will be developed in collaboration with RTB, aligning with professional practice, industry requirements, and operational processes, including both a written and a practical part.

Personnel in technical and vocational education and training

The quality of technical and vocational education and training is very closely linked to the quality of the teaching staff. The continued professional education and training of teaching staff is particularly important in this regard. This project will therefore collaborate closely with RP College Huye to develop an organizational model for the continuous professional development of TVET staff for the training of skilled metal and electrical workers in the occupations mechatronics and industry mechanics and present the same to the relevant authorities (RTC; Ministry of Education, etc.), with the aim to support regulated teacher training in Rwanda. However, as this project is limited to two training professions and does not pursue an integrated systemic approach, it cannot be guaranteed to what extent the local authorities will adopt the proposed organisational model.

Transfer measures

The following transfer measures will be taken for the possible expansion and transfer of the programme to other vocational schools:

• Development of information materials.
• Organising information events at other TVET colleges.
• Upon request, individual counselling of other schools on the procurement of equipment.
• Sample demonstrations in selected technologies and techniques.
• Regular press and public relations work.

2. Tasks to be performed by the contractor

The contractor is responsible for providing the following services:

The contractor will support the lead partner company Rema and RP College Huye in the implementation of six (6) work packages, as defined in detail below.

2.1. Work Package 1: Project management & reporting

The contractor will support Rema in the preparation, coordination and implementation of the work plan of the project, including stakeholder management and partner relations. It will further assume reporting duties.

In addition to the reports required by GIZ in accordance with the AVB, the contractor submits the following reports:

• Inception report
• Contributions to reports to GIZ’s commissioning party
• Brief quarterly reports on the implementation status of the project (5‑7 pages)

2.2. Work Package 2: Occupational standards, training regulations, and course documents

The contractor will be tasked to 1) review the legal regulations governing training for skilled metal and electrical workers in Rwanda and to 2) assess/ familiarize him-/herself with Rwandan and German occupational standards and training regulations to identify gaps and areas for improvement in the field relevant for the scope of this project.

For this, the contractor will organize and implement a study visit to Germany, including a Training of Trainers (ToT) for the Lead Expert and the Lead Technical Trainer (see chapter 4) on company level in Germany. The trip is foreseen to take place in July/August 2025 for a period of approx. 3 full weeks.

Based on the findings and insights, the contractor will work together with the German partner company Rema and RP College Huye to adapt demand-driven occupational standards and training regulations for the supported occupations. Furthermore, the contractor will be responsible for the adaptation and – where necessary – conceptualization of training documents for the Rwandan context to support effective vocational education.

As a result of work package 2, it is expected that:

• Demand-driven occupational standards and training regulations for the supported occupations have been adapted/conceptualised/ translated to the Rwandan context and approved by RP College Huye and RTB.
• The training documents for the project have been finalised and coordinated with RTB and RP College Huye.
• 2 experts under this contract (Team Leader/ Lead Technical Trainer) were successfully trained in Germany.
• The transfer of know-how has been completed, and all data and information are available at RP College Huye.

2.3.  Work Package 3: Setting up of a model workshop

Prior to the initiation of the training, a model workshop has to be established and equipped at RP College Huye. The contractor will support the German lead partner company Rema and RP College Huye in the process of furnishing and equipping (machines, devices, equipment) this model workshop on the premises of RP College Huye and ensure its readiness for occupancy, orientated to the requirements of the industry.

Note: The contractor will not bear any costs for furnishing and equipping the model workshop but will advise the private sector partner Rema and RP College Huye on the process. All costs related to the furnishing, equipment, and operationalization of the workshop will be borne by Rema (equipment) and RP College Huye (provision of space, running costs).

2.4. Work Package 4: Vocational training and examinations

The contractor will be tasked to detail the procedures and responsibilities of all parties involved in the vocational training of the 100 metal and electrical engineering professionals. This includes selecting trainees based on criteria agreed with all implementing partners, ensuring a transparent and merit-based approach.

Following the selection, the contractor will train 100 trainees in the designated occupations (Mechatronics Technician and Industry Mechanic), implementing an agreed curriculum that includes both theoretical instruction and practical training periods. The training will encompass four training cohorts of three months each, with an intake of 25 students per cohort.

To ensure high training standards, the contractor will establish quality and certification criteria, develop a framework for examination standards and regulations, and implement a structured examination system for the identified occupations. Additionally, the contractor will organize and conduct examinations for all trainees who successfully complete the program, aiming for a minimum success rate of 80 %.

Finally, the contractor will be tasked to document the procedures, financing mechanisms, processes, and responsibilities to support the sustainability and scalability of the training approach.

2.5. Work Package 5 : Employment promotion

The contractor will actively involve Rwandan employers for the placement of the 100 trained workers. To promote employer engagement, the contractor will organize at least four information/ awareness raising events to raise awareness for the project and facilitate the placement of trainees with partner companies after their successful training. The costs for these events (venue, catering, technical equipment, moderation etc.) must be budgeted in the financial offer of the contractor.

As one step to foster permanent employment, the contractor will engage with companies to promote the hosting of at least 80 of the 100 trainees for internships in the two months following their training. These arrangements shall be formalized through internship or training contracts.

Finally, the contractor will facilitate the placement of at least 80 % of successfully trained workers into permanent positions at registered metal processing companies in Rwanda, contributing to sustainable employment outcomes.

 2.6. Work Package 6 : Transfer Measures

The contractor will develop information materials to support the dissemination and long-term impact of the project. To further promote knowledge transfer, the contractor will organize regular information events and practical demonstrations at other TVET institutions.

Additionally, the contractor is tasked to provide individual counseling and coaching to interested TVET schools and partners, advising them on potential transfer measures to integrate project outcomes into their own training programs.

To enhance visibility and stakeholder engagement, the contractor will also be responsible for regular public relations activities, ensuring broad awareness and sustainable adoption of the project.

2.7. Overview of milestones

Milestones, as laid out in the table below, are to be achieved during the contract term:

Period of assignment: from contract start until 28 February 2027.

3.Concept

In the tender, the tenderer is required to show how the objectives defined in Chapter 2 are to be achieved, if applicable under consideration of further method-related requirements (technical-methodological concept). In addition, the tenderer must describe the project management system for service provision.

Note: The numbers in parentheses correspond to the lines of the technical assessment grid.

3.1. Technical-methodological concept

Strategy (1.1): The tenderer is required to consider the tasks to be performed with reference to the objectives of the services put out to tender (see Chapter 1 Context) (1.1.1). Following this, the tenderer presents and justifies the explicit strategy with which it intends to provide the services for which it is responsible (see Chapter 2 Tasks to be performed) (1.1.2).

Cooperation (1.2): The tenderer is required to present the actors relevant for the services for which it is responsible (1.2.1.) and describe the cooperation strategy to interact with them (1.2.2).

Steering structure (1.3): The tenderer is required to present and explain its approach to steering the measures with the project partners (1.3.1) and its contribution to the results-based monitoring system (1.3.2).

Processes (1.4): The tenderer is required to describe the key processes for the services for which it is responsible and create an operational plan or schedule (1.4.1) that describes how the services according to Chapter 2 (Tasks to be performed by the contractor) are to be provided. In particular, the tenderer is required to describe the necessary work steps and, if applicable, take account of the milestones and contributions of other actors (partner contributions) in accordance with Chapter 2 (Tasks to be performed) (1.4.2).

Learning and innovation (1.5): The tenderer is required to describe its contribution to knowledge management for the partner (1.5.1) and GIZ and to promote scaling-up effects (1.5.2).

3.2. Project management of the contractor (1.6)

The tenderer is required to explain its approach for coordination with the GIZ project. In particular, the project management requirements specified in Chapter 2 (Tasks to be performed by the contractor) must be explained in detail (1.6.1.).

The tenderer is required to draw up a personnel assignment plan with explanatory notes that lists all the experts proposed in the tender; the plan includes information on assignment dates (duration and expert days) and locations of the individual members of the team complete with the allocation of work steps as set out in the schedule (1.6.2.).

The tenderer is required to describe its backstopping concept (1.6.3.). The following services are part of the standard backstopping package, which (like ancillary personnel costs) must be factored into the fee schedules of the staff listed in the tender in accordance with Section 3.3.1 of the GIZ AVB:

• Service-delivery control
• Managing adaptations to changing conditions
• Ensuring the flow of information between the tenderer and GIZ
• Assuming personnel responsibility for the contractor’s experts
• Process-oriented steering for implementation of the commission
• Securing the administrative conclusion of the project

4. Personnel concept

The tenderer is required to provide personnel 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.

The below specified qualifications represent the requirements to reach the maximum number of points in the technical assessment.

4.1. Team leader

Tasks of the team leader

• Overall responsibility for all work packages of the contractor (quality and deadlines), as outlined in Chapter 2 of the ToR
• Coordinating and ensuring communication with GIZ, partners and other involved actors
• Personnel management, in particular identifying the need for short-term assignments within the available budget, as well as planning and steering assignments and supporting local and international short-term experts
• Provide regular reporting in accordance with deadlines

Qualifications of the team leader

• Education/training (2.1.1): Master of Science (M.Sc. or equivalent) in Project Management or Business Administration (e.g. MBA), with a focus on workforce development & training and engineering management or similar
• Language (2.1.2): Business language skills in English, equivalent to C1-level language proficiency as per the Common European Framework of Reference for Languages (CEFR); Fluent in Kinyarwanda, equivalent to B2-level as per the CEFR
• General professional experience (2.1.3): 8 years of professional experience in project management, developing and overseeing vocational / technical training programmes for engineering professions.
• Specific professional experience (2.1.4): 5 years in developing training regulations, occupational standards, employment promotion and company networking.
• Leadership/management experience (2.1.5): 5 years of management/leadership experience as project team lead or manager in a private sector company in the field of metal works / electrical engineering.
• Regional experience (2.1.6): 2 years of relevant industry experience in Germany and/or countries with similarly advanced metal and electric engineering sectors; 5 years in projects in Sub-Saharan Africa, preferably
• Development cooperation (DC) experience (2.1.7): 2 years experience with donor-funded projects and reporting requirements.
• Other (2.1.8): 2 reference projects showing the experience with organizing international study visits, training programs, financial management, and technical documentation in the past 5 years (refers to the expert him- / herself and should be shown in his / her CV).

4.2. Key expert 1: Lead Technical Trainer

Tasks of key expert 1

• Primary responsibility for implementation of work package 2 (Occupational standards, training regulations, and course documents) and work package 4 (Vocational Training and Examinations), as outlined in Chapter 2 of these ToR, with key emphasis on:
• Participate in international study visit / ToT in Germany
• Reviewing/adapting/ conceptualizing training regulations, occupational standards, and curriculum/ training documents
• Develop and deliver training on life/ soft skills, vocational training, and technical education, as per approved training regulations and curriculum.
• Organise and oversee internship / work placement programme
• Facilitate and oversee examinations.
• Provide regular reporting in accordance with project requirements and deadlines.
• Support implementation of work package 1 (Project Management & Reporting); work package 3 (Setting up a model training workshop at RP College Huye); and work packages 5 and 6 (employment promotion; transfer measures), as follows:
• Assume project coordination tasks, as delegated by Team Leader.
• Support establishment and equipping of a model workshop.
• Organise and oversee internship / work placement programme
• Facilitate employment promotion and company network establishment.
• Facilitate organisation and implementation of information and networking events
• Contribute to the development of communications materials, and assume communication and networking tasks, as required by the project.

Qualifications of key expert 1

• Education/training (2.2.1): Master’s degree or equivalent in Industrial Engineering or a related field (e.g. Mechanical Engineering; Electrical Engineering; Mechatronics), with an additional proven qualification as accredited TVET trainer.
• Language (2.2.2): Business language skills in English, equivalent to C1-level as per the CEFR; Fluent in Kinyarwanda, equivalent to B2-level as per the CEFR
• General professional experience (2.2.3): 6 years of professional experience in vocational training, technical education, or project management in an engineering profession.
• Specific professional experience (2.2.4): 5 years of experience in developing training regulations, occupational standards, TVET curricula and training documents, as well as managing technical training workshops for an engineering profession.
• Leadership/management experience (2.2.5): 5 years of management/leadership experience as a project team leader or manager in a company.
• Regional experience (2.2.6): 2 years of relevant industry experience in Germany and/or countries with similarly advanced metal and electric engineering sectors, with exposure to vocational training programmes; 5 years’ experience in TVET projects in Africa, preferably Rwanda.
• Development Cooperation (DC) experience (2.2.7): 2 years experience with donor-funded projects and reporting requirements
• Other (2.2.8): 2 reference projects from the last 5 years showing both, the experience in implementing training programs in the metal sector and experience in technical documentation (refers to the expert him- / herself and should be shown in his / her CV).

Soft skills of team members

In addition to their specialist qualifications, the following qualifications are required of team members:

• Team skills
• Initiative
• Communication skills
• Socio-cultural skills
• Efficient, partner- and client-focused working methods
• Interdisciplinary thinking

4.3. Key expert 2: Assistant Technical Trainer

Tasks of key expert 2

• The assistant trainer shall complement the lead technical trainer (key expert 1) with the implementation of work package 3 (Setting up Model Workshop), work package 4 (Vocational Training and Examinations), and work packages 5 and 6 (work placements and transfer measures), including, but not limited to, the following:
• Assist in the setup and maintenance of model training workshop.
• Help organize and participate in study visits and ToT in Germany.
• Support lead technical trainer in development and delivery of training measures on life/soft skills, vocational training, and technical education.
• Facilitate vocational training, internships / work placements, and examinations.
• Help organize employment promotion events / activities, and facilitate transfer measures
• Provide regular reporting and documentation support.

Qualifications of key expert 2

• Education/training (2.3.1): TVET degree in mechatronics and/ or industrial mechanics and a university qualification (Bachelor) in vocational training, engineering, technical education, or related fields.
• Language (2.3.2): Advanced language skills in English, equivalent to B2-level as per the CEFR, Fluent in Kinyarwanda, equivalent to B2-level as per the CEFR
• General professional experience (2.3.3): 4 years of professional experience in vocational training, technical education, or project management.
• Specific professional experience (2.3.4): 1 year industry experience in an in-company setting (work placement or employment) in one of the relevant professions (e.g. mechatronics; industrial mechanics)
• Leadership/management experience (2.3.5): N/A
• Regional experience (2.3.6): 2 years of experience in Africa, preferably Rwanda.
• Development cooperation (DC) experience (2.3.7): 1 year of experience with donor-funded projects and reporting requirements.
• Other (2.3.8): N/A

5.Costing requirements

5.1.  Assignment of personnel and travel expenses

Per diem allowances are reimbursed as a lump sum up to the maximum amounts permissible under GIZ Rwanda regulation.

Accommodation allowances are reimbursed as detailed in the specification of inputs below.

With special justification, additional accommodation costs up to a reasonable amount can be reimbursed against evidence.

All business travel must be agreed in advance by the officer responsible for the project

5.2. Sustainability aspects for travel

GIZ has undertaken an obligation to reduce greenhouse gas emissions (CO₂ emissions) caused by travel. When preparing your tender, please incorporate options for reducing emissions, such as selecting the lowest-emission booking class (economy) and using means of transport, airlines and flight routes with a higher CO₂ efficiency. For short distances, travel by train (second class) or e-mobility should be the preferred option.

CO₂ emissions caused by air travel must be offset. GIZ specifies a budget for this, through which the carbon offsets can be settled against evidence.

There are many different providers in the market for emissions certificates, and they have different climate impact ambitions. The Development and Climate Alliance (German only) has published a list of standards (German only). GIZ recommends using the standards specified there.

5.3. Specification of inputs

5.4. Workshops, events and trainings

The contractor implements the following workshops/ events:

• Events: At least 4 information/ awareness raising events across Rwanda as outlined in work package 5 for approx. 30 participants. See Chapter 2.5 for details.

6. Inputs of GIZ or other actors

GIZ and/or other actors are expected to make the following available:

• Existing training materials and other documents relevant for the adaption/ translation to the Rwandan context

7. Requirements on the format of the tender

The structure of the tender must correspond to the structure of the ToR. In particular, the detailed structure of the concept (Chapter 3) should be organised in accordance with the positively weighted criteria in the assessment grid (not with zero). The tender must be legible (font size 11 or larger) and clearly formulated. It must be drawn up in English.

The complete tender must not exceed 10 pages (excluding CVs). If one of the maximum page lengths is exceeded, the content appearing after the cut-off point will not be included in the assessment. External content (e.g. links to websites) will also not be considered.

The CVs of the personnel proposed in accordance with Chapter 4 of the ToRs must be submitted using the format specified in the terms and conditions for application. The CVs shall not exceed 4 pages each. They must clearly show the position and job the proposed person held in the reference project and for how long. The CVs can also be submitted in English.

Please calculate your financial tender based exactly on the parameters specified in Chapter 5 (Quantitative requirements). The contractor is not contractually entitled to use up the days, trips, workshops or budgets in full. The number of days, trips and workshops and the budgets will be contractually agreed as maximum limits. The specifications for pricing are defined in the price schedule.

8. Submission of the offer

8.1 Technical offer: Technical proposal must include the following documents:

Eligibility documents:

• Self-declaration of eligibility for the award
• Administrative documents of the Company: RDB registration certificate, VAT registration certificate and Tax clearance certificate
• 2 Company’s references for the project in the technical field of TVET in the metal sector in Africa in the last 3 years.

Technical proposal:

• Technical Proposal (attached template for technical proposal MUST be used)
• Up to date CVs of proposed experts

8.2 Financial offer:

Financial offer indicates the all-inclusive total contract price, supported by a breakdown of all costs as described in the specification of inputs. The costs must be in RWF and VAT excluded (Price sheet must be used).

Please submit EoI in 2 separated emails to RW_Quotation@giz.de until latest 03.06.2025:

1. The technical offer must be submitted in in PDF format via email, with the subject line clearly stated as: “83488151 – Technical Offer”. It must include two separate PDF attachments: Eligibility Documentation and Technical Proposal, including the CVs of proposed experts
2. The financial offer must be submitted in PDF format and as attachment to the email with the subject: “83488151 - Financial offer”. 

If the emails exceed the default email size of 30MB, offers can be exceptionally submitted through https://filetransfer.giz.de/, as indicated. The subject of recipient notification must be edited with the subject indicated and the notification message must include the password to access the files.

Offers submitted through any other sharing platform, as google documents or similar will not be considered.

Without the subject mentioned, your offer may not be considered

Offers submitted in hard copy will not be considered.

GIZ reserves all rights.

Annex:

• Annex 1 - Eligibility assessment grid
• Annex 2 - Self-declaration of eligibility
• Annex 3 -Technical Proposal template
• Annex 4 - Technical assessment grid
• Annex 5 - Price sheet