Call for Tenders – Consultancy for the translation and adaptation of the digital travellers’ curriculum toolkit for youth and women in Syria Consultant Team Short term contract

Project Description:

The “Cooperation in the Cultural Field for Syria” Project, funded by the Fonds Équipe France, responds to the urgent need to rebuild social cohesion and foster community engagement in the suburbs of Damascus and Aleppo, areas profoundly affected by years of conflict. These communities continue to face widespread destruction, disrupted family and social networks, limited access to education, and significant psychosocial trauma. The project is planned for a 27-month implementation period, divided into two phases.

To address these challenges, the project will establish five fully equipped cultural and educational centers in Daraya, Aleppo, and other parts of rural Damascus (Reef Damascus) yet to be identified. These centers will provide inclusive, vibrant spaces for learning, cultural engagement, and community interaction, combining physical and digital resources, including the Digital Travellers Curriculum, media libraries, and innovative digital learning platforms. The initiative will engage 2,500 participants, with particular attention to youth and women-1,700 participants under 30 years old, and 1,250 women will benefit directly.

Overall Objective:

Strengthen social cohesion in Syria and promote active community involvement in the suburbs of Damascus and Aleppo through the creation of cultural and educational facilities.

Specific Objectives:

• SO1 – Access to Culture and Education: Enhance access to cultural and educational resources, both physical and digital, through the establishment of community spaces equipped with media libraries, learning tools, and digital platforms tailored to the needs of youth and women.
• SO2 – Social Cohesion and Psychosocial Support: Rebuild social networks and strengthen community resilience through psychosocial support programs and participatory cultural activities that emphasize local memory, identity, and shared heritage.

BSF’s Intervention:

Bibliothèques Sans Frontières (BSF) will lead and coordinate the implementation of the project in close collaboration with its local partners DAR, MARS, INARA, and Screens of Peace. As the lead organization, BSF will ensure strategic oversight, technical supervision, and partnership management throughout the project lifecycle. This includes quality assurance, alignment of all educational and digital resources with project objectives, and the integration of cross-cutting themes such as psychosocial support, gender inclusion, and digital literacy.

BSF’s contributions and interventions will include:

• Designing and establishing multimedia libraries and learning spaces adapted to the needs of youth and women.
• Translating and adapting educational and cultural resources, including the Digital Travellers Curriculum, to ensure they are context-appropriate, culturally relevant, and fully accessible in Arabic and English (a version in Arabic, and a version in English).
• Providing technical support, training, and capacity-building for local facilitators and staff to ensure the centers’ sustainable operation.
• Coordinating with local authorities, municipalities, and cultural institutions to foster community ownership, enable the replication of best practices, and ensure broad community engagement.
• Delivering participatory cultural and psychosocial programs to restore social ties, promote resilience, and reinforce local social cohesion.

The Digital Travellers (DT) (“Les Voyageurs du Numérique”) (WEBSITE LINK: Digital-Travellers • Home ), funded by the European Union, represents a key component of the project’s educational strategy. It is designed to strengthen digital skills among young people and women, equipping them with the competencies needed to access employment opportunities, engage safely online, and navigate the digital world responsibly. The curriculum covers three main dimensions:

1. Coding and Digital Culture: Foundational and advanced digital skills, coding, and digital creativity.
2. Digital Inclusion: Promoting equitable access to digital tools and opportunities.
3. Digital Citizenship: Including online safety, privacy, combating online harassment, critical thinking, and the ability to verify information and detect misinformation.

The DT combines interactive sessions, practical workshops, and learning games to ensure digital education is accessible, inclusive, and engaging for all participants. Training sessions will be delivered by the project’s NGO partners, with BSF providing training-of-trainers (ToT) for one facilitator per center to ensure quality and sustainability.

By translating and adapting this curriculum for the Syrian context, BSF will enable young people and women to develop practical digital skills, enhance their employability, and gain tools to navigate the current socio-economic challenges while fostering learning and empowerment within the new cultural and educational centers.

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2. ^ Digital-Travellers • Home

1. Objectives of the Toolkit

The primary objective of this toolkit is to provide a fully translated, culturally adapted, and pedagogically sound Arabic/English version of BSF’s Digital Travellers Curriculum (“Les Voyageurs du Numérique”), specifically tailored for youth and women in the suburbs of Damascus and Aleppo, including displacement-affected and host communities. The toolkit aims to serve as a practical, user-friendly, and contextually relevant resource that enables facilitators and educators to deliver high-quality digital literacy programs, fostering both technical competencies and broader psychosocial and social outcomes.

The toolkit is designed around the three core dimensions of the Digital Travellers Curriculum, with the following objectives for each:

i) Coding and Digital Culture

• Equip youth and women with foundational and advanced digital skills, including coding, problem-solving, and digital creativity.
• Encourage collaborative learning and the practical application of digital tools in education, daily life, and entrepreneurial initiatives.
• Foster critical thinking, innovation, and confidence in using digital technologies.

ii) Digital Inclusion

• Promote equitable access to digital tools and learning opportunities for all youth and women, including those from displacement-affected or underserved communities.
• Address barriers such as limited connectivity, literacy gaps, or socio-economic exclusion.
• Enable participants to actively engage with technology in ways that are meaningful, accessible, and contextually relevant.

iii) Digital Citizenship

• Build responsible and ethical digital behaviours, including safe use of the Internet, privacy protection, and combating online harassment.
• Develop critical skills to detect misinformation, evaluate content reliability, and navigate online spaces safely.
• Encourage respectful and constructive engagement in digital communities.

1.1. Target Audience

Direct Audience:

• Youth (15-30 years): In-school, out-of-school, and returnee youth with varying digital literacy levels, seeking skills for education, employment, and entrepreneurship.
• Women (18+ years): Vulnerable or marginalized women, including displaced and host community members, aiming to gain digital skills, access information, and engage safely online.
• Facilitators and Educators: Local NGO staff, teachers, and community center facilitators delivering the toolkit curriculum, trained in both digital skills and pedagogy.

Indirect Audience:

• Families and communities benefiting from improved social cohesion, resilience, and digital literacy of participants.
• Local institutions and organizations that adopt or replicate the curriculum and participatory learning approaches.

1.2. Learning outcomes

Participants completing the translated and adapted toolkit / curriculum should be able to:

i) Coding and Digital Culture

• Apply foundational and advanced digital skills, including coding, problem-solving, and digital creativity, for example, creating digital content, developing simple applications, and exploring responsible online practices.
• Use digital tools effectively for education, daily life, and entrepreneurial activities – starting from basic digital literacy (e.g., Word, Excel, and online communication tools) and progressing toward more advanced applications relevant to learners’ needs and contexts.

ii) Digital Inclusion

• Access and use digital technologies equitably, overcoming barriers such as limited connectivity or literacy gaps.
• Engage confidently in digital learning environments, regardless of prior experience.

iii) Digital Citizenship

• Navigate the Internet safely and responsibly, protecting privacy and personal data.
• Recognize and combat online harassment, misinformation, and fake news.
• Demonstrate ethical, respectful, and responsible behavior in digital spaces.

Cross-cutting outcomes:

• Strengthen resilience, self-confidence, and social skills through participatory learning activities.
• Contribute to community cohesion by collaborating, sharing knowledge, and applying digital skills in practical, locally relevant ways.

1.3. Facilitator guidance and handouts

To ensure effective delivery of the Digital Travellers Curriculum, the toolkit will include comprehensive facilitator guidance and participant handouts, designed to be practical, user-friendly, and adaptable to local contexts:

Facilitator Guidance:

• Step-by-step instructions for delivering each module, aligned with the three curriculum dimensions: Coding & Digital Culture, Digital Inclusion, and Digital Citizenship.
• Detailed session plans, learning objectives, timings, and suggested activities for interactive and participatory learning, directly linked to the contents to be deployed. The consultancy firm/consultant may also propose additional relevant content or adaptations to ensure contextualization and alignment with learners’ needs.
• Tips for adapting activities to varying literacy and digital skill levels, ensuring inclusivity and accessibility.
• Guidance on facilitating discussions, encouraging collaboration, and addressing sensitive topics related to psychosocial well-being, online safety, and ethical digital behavior.
• Instructions for integrating assessment and reflection exercises to track participant progress and understanding.
• Recommendations for creating a supportive and engaging learning environment that fosters confidence, empowerment, and social cohesion.

1.4. Participant Handouts

• Clear, visually engaging materials summarizing key concepts, exercises, and practical applications.
• Interactive worksheets, case studies, and step-by-step guides to reinforce hands-on learning.
• Scenarios, examples, and exercises contextualized to Syrian communities, daily life, and participants’ socio-cultural realities.
• Quick-reference guides and digital literacy tips to support continued practice beyond the sessions.

1.5. Creation of short explanatory videos

Development of 2–3 concise/short videos per core dimension in Arabic Language:

• Coding and Digital Culture: Short tutorials introducing key coding concepts, digital problem-solving, and creative digital expression, using simple, relatable examples.
• Digital Inclusion: Videos highlighting access to digital tools, overcoming barriers, and practical tips for participating fully in the digital world.
• Digital Citizenship: Clips focusing on online safety, responsible behavior, privacy, and ethical digital interactions.

Contextualization: All videos feature scenarios, examples, and exercises relevant to Syrian communities, participants’ daily lives, and socio-cultural realities.

Engagement and Accessibility: Videos are visually engaging, easy to follow, and incorporate inclusive language and gender-sensitive approaches to reflect diverse experiences and needs.

Support for Continued Learning: Videos are designed for repeated viewing and use as quick references, complementing the participant handouts, worksheets, and other toolkit resources.

1.6. Gender Sensitivity and Intersectionality

The toolkit and its implementation are designed to ensure gender-sensitive and inclusive approaches, recognizing the diverse experiences and needs of participants:

• Gender-sensitive content and delivery:

  
  
  • Ensure equitable participation of women, girls, and men in all activities.
  • Adapt examples, case studies, and activities to be relevant and relatable for both female and male participants.
  • Promote women’s empowerment through skill-building, confidence development, and access to digital resources.
  
  

• Intersectional approach:

  • Recognize and accommodate differences in age, educational background, disability, displacement status, and socio-economic conditions.
  • Design activities and learning materials that are accessible and inclusive for participants with varying literacy and digital skills.
  • Consider psychosocial and cultural sensitivities to avoid exclusion or marginalization.
  
  

• Safe and inclusive learning environment:

  
  

  Foster respectful and supportive interactions among participants. Ensure that discussions around online behaviour, digital citizenship, and social cohesion are conducted in a manner that promotes equity, safety, and mutual understanding. To assess the impact of this component, a pre- and post-assessment (evaluation grid) will be used to measure changes in participants’ understanding, attitudes, and behaviours related to online safety, inclusion, and respectful interaction.

1.7. Language and Cultural Sensitivity

The toolkit will be fully adapted to the Arabic language and Syrian cultural context to ensure accessibility, relevance, and engagement for all participants:

• Language Adaptation:
  • Translate all materials into clear, simple, and culturally appropriate Arabic.
  • Use terminology that is understandable across different literacy levels and educational backgrounds.
  • Avoid technical jargon without explanation, ensuring participants can follow instructions and concepts easily.
  
  
• Cultural Relevance:
  • Adapt examples, case studies, scenarios, and activities to reflect local realities, daily life, and social norms in Damascus and Aleppo suburbs.
  • Integrate local stories, traditions, and references to make learning relatable and engaging.
  • Respect cultural and religious sensitivities in content, discussions, and exercises.
  
  
• Inclusive Communication:
  • Ensure materials are accessible to all participants, including women, youth, displaced persons, and marginalized groups.
  • Promote respectful interactions and dialogue during workshops, fostering a positive and safe learning environment.
  
  

2. Scope of Work and Expected Deliverables

The consultancy firm/consultant will be responsible for delivering a comprehensive set of services to translate, adapt, validate, and operationalize BSF’s Digital Travellers Curriculum (“Les Voyageurs du Numérique”) for youth and women in Syria.

All activities and outputs should be culturally relevant, gender-sensitive, pedagogically sound, and aligned with BSF’s three core curriculum dimensions: Coding & Digital Culture, Digital Inclusion, and Digital Citizenship.

The consultancy firm/consultant responsibilities will include the following tasks and corresponding deliverables:

2.1. Curriculum Review and Scoping

The consultancy firm/consultant will conduct a thorough review and mapping of the original Digital Travellers Curriculum to identify modules and learning materials most relevant to Syrian youth and women. This includes analyzing content structure, pedagogical methods, and thematic priorities to ensure alignment with the Syrian educational and social context.

The review will also assess areas that require cultural, pedagogical, or contextual adaptation, taking into account varying literacy levels, language nuances, and psychosocial considerations. Examples, case studies, and learning activities will be examined for cultural sensitivity and relevance, with recommendations proposed for modification or replacement.

Deliverable:
A Scoping and Review Report summarizing:

• A mapping of curriculum modules and components.
• Analysis of adaptation needs and proposed modifications.
• Recommendations for local case studies, activities, and culturally appropriate examples.
• An outline of the adapted curriculum structure to guide subsequent translation and development work.

2.2. Translation and Adaptation of the Curriculum

The consultancy firm/consultant will translate the selected and approved modules into clear, accessible, and culturally appropriate Arabic, ensuring that language and tone are inclusive and engaging for diverse learners. The translation should preserve pedagogical intent while adapting examples, activities, and references to Syrian realities.

The consultancy firm/consultant will ensure alignment with BSF’s participatory, interactive, and experiential learning methodology, embedding gender and psychosocial sensitivity throughout the content.

Deliverable:
A Draft Translated and Adapted Curriculum Toolkit, comprising:

• Facilitator Handbook: Step-by-step guidance, facilitation methods, and techniques for creating participatory and inclusive learning environments.
• Participant Guides: Simplified, visually engaging materials including exercises, real-life scenarios, and illustrations suited to different literacy levels.
• Interactive Workshop Materials: Worksheets, group activities, and exercises reinforcing the three core curriculum dimensions.
• Documentation of translation and adaptation decisions to ensure transparency and replicability.

2.3. Development of Educational Resources

Building on the adapted curriculum, the consultancy firm/consultant will produce a comprehensive Arabic-language resource package, ensuring coherence, accessibility, and usability.
All materials will be formatted for both online and offline delivery, accommodating low-connectivity contexts. The consultancy firm/consultant will design facilitator and participant tools that integrate assessment mechanisms such as pre/post-tests, reflection sheets, and feedback forms to evaluate learning progress.

Deliverable:
A Complete Educational Resource Package, including:

• Finalized facilitator and participant materials in printable and digital formats.
• Assessment and feedback tools for monitoring learning outcomes.
• Clear guidance on delivery, sequencing, and time management for facilitators.

2.4. Training of Trainers (ToT)

The consultancy firm/consultant will plan and conduct a two-day in-person Training of Trainers (ToT) for BSF staff and partner facilitators. The training will introduce participants to the adapted curriculum, strengthen their understanding of facilitation methods, and build their capacity to deliver participatory, gender-sensitive, and contextually appropriate learning sessions.

The ToT will include demonstrations, role-playing, peer feedback sessions, and collaborative exercises to ensure practical understanding of the materials.

Deliverable:
A ToT Report summarizing:

• The training agenda, objectives, and session outlines.
• A list of participants, learning outcomes, and evaluation results.
• Recommendations for follow-up mentoring, refresher sessions, or localized adaptations.

2.5. Validation, Finalization, and Reporting

The consultancy firm/consultant will organize validation sessions with BSF Regional Technical and Program Coordinators to review and refine the draft curriculum toolkit. A second round of validation will be conducted with implementing partners and facilitators to ensure the toolkit’s usability and contextual accuracy.

Feedback gathered will be systematically incorporated into the final deliverables to ensure the toolkit is fully adapted, practical, and ready for implementation.

The consultancy firm/consultant will also deliver a short refresher session for trained facilitators, offering guidance on effective application and sustainability of the curriculum.

Finally, the consultancy firm/consultant will produce a comprehensive final report summarizing all activities, outputs, challenges, and lessons learned throughout the assignment.

Deliverables:

• Finalized Curriculum Toolkit, including facilitator handbook, participant guides, and workshop materials fully formatted, validated, and ready for implementation in Syrian community centers.
• Final Consultancy Report documenting:
• The full process of translation, adaptation, validation, and training.
• Key outcomes, challenges encountered, and lessons learned.
• Recommendations for continued use, adaptation, and replication of the toolkit.
• Annexes including all finalized deliverables and validation feedback.

2.6. Cross-Cutting Considerations

All tasks and deliverables must:

• Ensure accessibility for participants with different literacy and digital skill levels.
• Reflect local cultural, social, and psychosocial contexts.
• Promote equitable participation, with attention to women, youth, and marginalized groups.
• Uphold BSF’s interactive, hands-on, and participatory methodology.
• Use inclusive, clear, and engaging Arabic language suitable for diverse community-based learning environments.

2. 7. Creation of Short Explanatory Videos

Development of 2–3 concise/short videos per core dimension in Arabic Language:

• Coding and Digital Culture: Short tutorials introducing key coding concepts, digital problem-solving, and creative digital expression, using simple, relatable examples.
• Digital Inclusion: Videos highlighting access to digital tools, overcoming barriers, and practical tips for participating fully in the digital world.
• Digital Citizenship: Clips focusing on online safety, responsible behavior, privacy, and ethical digital interactions.

Contextualization: All videos feature scenarios, examples, and exercises relevant to Syrian communities, participants’ daily lives, and socio-cultural realities.

Engagement and Accessibility: Videos are visually engaging, easy to follow, and incorporate inclusive language and gender-sensitive approaches to reflect diverse experiences and needs.

Support for Continued Learning: Videos are designed for repeated viewing and use as quick references, complementing the participant handouts, worksheets, and other toolkit resources.

3. Work Methodology

The consultancy firm/consultant is expected to adopt a systematic, participatory, and context-sensitive methodology for the translation, adaptation, and operationalization of BSF’s Digital Travellers Curriculum (“Les Voyageurs du Numérique”) for youth and women in Syria. The process will be carried out in close collaboration with the BSF team, following an iterative approach where each step and deliverable will be reviewed and validated to ensure alignment with BSF’s interactive and hands-on educational approach. The methodology should ensure that the final toolkit is culturally relevant, pedagogically sound, and gender-responsive.

3.1. Phased Approach

The consultancy will be implemented through the following interlinked phases, ensuring rigorous quality, iterative validation, and contextual adaptation:

Phase 1 – Curriculum Review and Scoping:

• Conduct a comprehensive review of the original Digital Travellers Curriculum to map all modules and identify key content relevant to the Syrian context.
• Assess each module for pedagogical clarity, digital relevance, cultural appropriateness, and alignment with the needs of youth and women in displacement-affected and host communities.
• Prepare a detailed Scoping Report, including recommendations for adaptation, module prioritization, and integration of gender-sensitive and psychosocially appropriate content.
• Engage with BSF Regional Technical and Program Coordinators to validate findings and confirm priorities.

Phase 2 – Translation and Contextual Adaptation:

• Translate curriculum content into clear, simple, and culturally appropriate Arabic, ensuring accessibility across literacy levels.
• Adapt examples, case studies, scenarios, and exercises to reflect local realities, social norms, and daily life in Damascus and Aleppo suburbs.
• Integrate participatory and interactive pedagogical approaches to foster engagement, critical thinking, and collaboration.
• Ensure all materials are inclusive, sensitive to gender, psychosocial needs, and local cultural dynamics.

Phase 3 – Development of Educational Resources:

• Produce a comprehensive facilitator handbook, detailing step-by-step session plans, learning objectives, interactive exercises, and guidance for managing group dynamics.
• Develop participant guides and interactive workshop materials, visually engaging, contextually adapted, and easy to follow.
• Include tools for self-assessment, reflection, and continuous learning, and external assessment.
• Ensure alignment with BSF’s methodology, emphasizing hands-on learning, collaboration, and digital creativity.
• Produce a comprehensive facilitator handbook, detailing step-by-step session plans, learning objectives, interactive exercises, and guidance for managing group dynamics.
• Develop participant guides and interactive workshop materials that are visually engaging, contextually adapted, and easy to follow.
• Include tools for self-assessment, reflection, continuous learning, and external assessment.

Creation of Short Explanatory Videos:

• Develop 2–3 concise/short videos per core dimension in Arabic Language:
  • Coding & Digital Culture: Short tutorials introducing key coding concepts, digital problem-solving, and creative digital expression, using simple, relatable examples.
  • Digital Inclusion: Videos highlighting access to digital tools, overcoming barriers, and practical tips for participating fully in the digital world.
  • Digital Citizenship: Clips focusing on online safety, responsible behavior, privacy, and ethical digital interactions.
  
  
• Ensure videos feature scenarios, examples, and exercises relevant to Syrian communities, participants’ daily lives, and socio-cultural realities.
• Make videos visually engaging, easy to follow, and inclusive, integrating gender-sensitive approaches and reflecting diverse experiences.
• Design videos as quick-reference resources to complement participant handouts, worksheets, and other toolkit materials, supporting ongoing practice beyond sessions.
• Ensure alignment with BSF’s methodology, emphasizing hands-on learning, collaboration, and digital creativity.

Phase 4 – Training-of-Trainers (ToT) and Capacity Building:

• Conduct at least one TOT session in Syria for 12 staff from BSF staff and partner facilitators, covering all curriculum dimensions: Coding & Digital Culture, Digital Inclusion, and Digital Citizenship.
• Provide practical guidance on facilitation techniques, adaptation for diverse participant groups, and inclusive delivery methods.
• Use interactive exercises, role-playing, and demonstration sessions to ensure facilitators gain confidence and mastery in implementing the curriculum.

Phase 5 – Validation, Review, and Finalization:

• Organize iterative validation meetings with BSF Regional teams to review draft materials and integrate feedback.
• Facilitate a second review round with partner organizations to ensure contextual relevance and practicality.
• Refine and finalize all materials based on feedback to produce a polished, ready-to-use toolkit.

Phase 6 – Final Delivery and Knowledge Transfer:

• Submit the final Arabic curriculum toolkit, including facilitator handbook, participant guides, and interactive materials.
• Submit the final English curriculum toolkit, including facilitator handbook, participant guides, and interactive materials.
• Conduct a short refresher session for facilitators to ensure smooth implementation and sustainability.
• Provide guidance for ongoing adaptation, replication, and integration of the curriculum in other community or educational centers.

4. Risk Assessment and Management

As part of your technical proposal, please include a dedicated section presenting your comprehensive approach to risk assessment and management for this consultancy. This section should demonstrate a clear understanding of the operational context in Syria and outline practical, feasible strategies to anticipate, prevent, and mitigate potential challenges that may affect the timely and successful delivery of the assignment.

For your reference, the following illustrative risks and suggested mitigation measures are provided:

• Risk: Operational delays due to coordination challenges or limited site access
  Suggested Mitigation: Maintain regular communication with BSF teams, use virtual tools for validation, and build contingency buffers into the timeline.
• Risk: Content misalignment with local cultural or educational realities
  Suggested Mitigation: Conduct thorough scoping and contextual review; incorporate iterative feedback from BSF and local partners.
• Risk: Unequal participation of women, girls, or marginalized groups
  Suggested Mitigation: Apply gender-sensitive and inclusive approaches throughout adaptation and facilitation; design materials for varying literacy and socio-economic levels.
• Risk: Limited digital infrastructure or participant digital literacy
  Suggested Mitigation: Provide offline-compatible resources, simple step-by-step guides, and facilitator guidance for low-tech solutions.
• Risk: Quality issues in translation, adaptation, or instructional materials
  Suggested Mitigation: Implement iterative validation, rigorous proofreading, and usability testing before final delivery.
• Risk: Security or compliance risks
  Suggested Mitigation: Adhere strictly to BSF ethical, data protection, and non-discrimination policies; monitor local context and adjust activities as needed.

While these examples provide guidance, tenderers are expected to conduct their own thorough risk assessment, identifying all relevant risks specific to this consultancy. Your proposal should demonstrate a proactive and structured approach, presenting mitigation strategies that are practical, actionable, and tailored to the operational realities, ensuring the successful, timely, and high-quality delivery of all deliverables.

To ensure that the toolkit and associated activities are culturally appropriate and contextually relevant, the following guidelines should be adhered to throughout the consultancy. These serve as practical reference points for the consultancy firm/consultant and do not constitute binding organizational policies:

• Community Engagement: Actively involve local community leaders, elders, and influencers in planning and implementation. Use participatory methods to ensure community members’ voices are heard and their perspectives shape project activities. Foster trust and buy-in by respecting local social structures and decision-making processes.
• Cultural Awareness: Respect and integrate local practices, norms, and traditions into all project activities. Ensure that all content, examples, and exercises align with community values and social norms.
• Language and Communication: Translate all materials into Modern Standard Arabic (Fusha) to ensure clarity and accessibility. Use simple, clear, and concise language suitable for participants with varying literacy levels. Apply culturally appropriate methods, including visual aids and interactive exercises, to enhance understanding and engagement.
• Gender Sensitivity: Ensure equitable participation of women, men, girls, and boys in all activities. Address the specific needs and challenges of different gender groups while fostering an inclusive learning environment.
• Respect for Traditions and Beliefs: Respect religious practices, local holidays, and cultural events in the project schedule, and where possible, acknowledge and celebrate local cultural occasions to build rapport and strengthen community engagement.
• Ethical Considerations: Obtain informed consent from all participants, clearly explaining the purpose, benefits, and potential risks of participation. Maintain confidentiality and protect participants’ privacy. Uphold the dignity and rights of all participants throughout the project.

1. ^ Digital-Travellers • Home

How to apply

INSTRUCTIONS TO TENDERERS

1. Purpose of the Tender

The purpose of this tender is to engage a highly qualified consultancy Firm/consultant to translate, adapt, and validate a section of BSF’s “Les Voyageurs du Numérique” (Digital Travellers), originally funded by the European Union. This consultancy will focus on customizing the curriculum for youth and women in Syria – particularly those from displacement-affected and host communities – ensuring it is culturally relevant, contextually appropriate, and fully aligned with BSF’s innovative educational methodology.

The DT is structured around three key thematic dimensions:

• Coding & Digital Culture – Introducing foundational and advanced coding concepts while fostering digital creativity, critical thinking, problem-solving, and collaborative online learning, with practical applications in education, daily life, and entrepreneurial endeavors.
• Digital Inclusion – Ensuring equitable access to technology and digital learning by addressing barriers such as limited connectivity, literacy gaps, and social or economic exclusion, empowering all youth and women to engage effectively with digital tools.
• Digital Citizenship – Promoting responsible, ethical, and safe use of digital technologies, covering online safety and privacy, combating harassment and misinformation, critically evaluating digital content, and fostering respectful and ethical behavior in online spaces.

Through this consultancy, the consultancy firm/consultant will deliver a comprehensive, contextually adapted Arabic/English curriculum/Toolkit that enables youth and women in Syria to:

• Develop essential digital skills for education, employment, and entrepreneurship.
• Navigate digital spaces responsibly, safely, and ethically.
• Strengthen resilience, coping mechanisms, and social inclusion in the face of current challenges.

2. Tender Schedule

• The Call for Tenders will be issued on 13 April 2026
• The Deadline for Clarifications is 24th of April 2026.
• The Proposal Submission Deadline is 30th of April 2026.
• The Evaluation of Proposals will take place by 7th of May 2026.
• The Offer to the Selected Candidate will be made on 19th May 2026.
• The Contract Signature is scheduled for 19th of May 2026.

3. Available Budget

The maximum budget for this assignment is (12,000) euros, inclusive of all fees, expenses, taxes, and any other costs related to the consultancy.

4. Timeline

The consultancy is expected to be completed within 8 weeks from contract signing (19th of May – the 14th of July 2026). All tasks outlined in Section C.2 must be completed within this timeframe.

5. Questions and Clarifications

All requests for clarification must be submitted in writing (preferably via email) no later than 24th of April 2026.

Contact Person: Farah Rahahleh, Email: admin.ME@bibliosansfrontieres.org

Important Notice:
Private communication with BSF regarding this tender may lead to disqualification.

6. Eligibility

Professional Experience:

• Proven experience in translating and adapting educational or digital skills training materials.
• Solid experience in developing and translating digital skills materials.
• Familiarity with digital literacy, coding, online safety, digital inclusion, and responsible digital citizenship.

Technical Competence:

• Knowledge of digital pedagogy and practical digital skills.
• Ability to develop facilitator handbooks, participant guides, and interactive workshop materials.
• Advanced experience in digital skills
• IT background

Regional Experience:

• Demonstrated experience working with educational or humanitarian organizations in Syria and/or the Middle East (ME) region.

Legal and Operational Capacity:

• Must be legally registered or an individual with a valid bank account.
• Capable of carrying out on-site activities in Syria, if required.

Compliance and Ethics:

• Adherence to BSF and FEF ethical, data protection, and non-discrimination policies.
• Must sign the Integrity Declaration (Annex 1).
• Declare nationality and compliance with anti-corruption, anti-fraud, and anti-collusion standards.

7. Tender Procedure

Tenders should be submitted to admin.me@bibliosansfrontieres.org before 30th of April 2026, 6:00 PM (Jordan time). Late submissions will not be considered.

BSF reserves the right to negotiate, accept, or reject any proposal and establish a shortlist of candidates.

8. Instructions for Submitting a Tender

The Tender must include:

Technical Proposal:

• Proposed detailed and clear methodology for the translation and adaptation of the part of digital travellers’ curriculum in the Syrian context
• Detailed workplan and timeline with milestones.
• CV(s) demonstrating relevant experience and qualifications.
• Examples of previous work in digital skills, training, or curriculum adaptation.

Financial Proposal:

• Total cost in EUR (inclusive of VAT).
• Estimated workload in person-days.
• Any additional costs (travel, insurance for Syria).

9. Payment Terms:

• The Inception Report will cover curriculum mapping and methodology, with a payment of 20%.
• The Draft Translated Curriculum will consist of the initial translation and adaptation, with a payment of 40%.
• The Final Curriculum Translated: will include the final toolkit received after the TOT, validation meetings, and integration of feedback, with a payment of 40%.

10. Evaluation of Tenders and Selection Criteria

Bidders will be evaluated based on the quality and relevance of their technical and financial proposals. The technical proposal, which carries the highest weight (85%), assesses the following: understanding of the Terms of Reference (5%), proposed methodology and toolkit (35%), relevant experience and references (20%), team qualifications and organizational capacity (15%), and a clear provisional workplan (10%). The financial proposal accounts for 15% of the total score.

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