https://devbusiness.un.org/content/short-term-consultant-international-supporting-planning-process-and-implementation
REQUEST FOR EXPRESSION OF INTEREST   Georgia Project Name: Georgia I2Q- Innovation, Inclusion and Quality Project No.168481 Assignment Title: Short Term Consultant (International) for Development of Terms of Reference on Fostering Quality Teaching and Learning in General Education   Contract/RFP No: GE-MESCS-212277-CS-INDV Georgia has received financing from the World Bank towards the cost of the Georgia I2Q- Innovation, Inclusion and Quality Project and intends to apply part of the proceeds to payments for goods, works, and related services and consulting services to be procured under this project. The Project consists of the following key components: Component 1- Improving Quality of and Access to Early Childhood Education and Care: support to facilitate expanded access to quality pre-school education in selected pre-schools. Component 2 – Fostering Quality Teaching and Learning in General Education: Support to provide a learning environment that is conducive to quality education in selected general education schools.   Component 3 – Strengthening Financing Options and Promoting Internationalization in Higher Education: Support to improve the quality and international competitiveness of higher education. Component 4 – System Strengthening and Stakeholder Communication: Support to facilitate a shift in attitude towards learning. Component 5 – Supporting Project Management, Monitoring, and Evaluations: Support capacity building for effective management and monitoring of the Project including provision of Operating Costs, Training, outreach and awareness campaigns, consulting services, M & E and, Project audits for (a) Project Management Team (PMT); and (b) Project Management Unit (PMU). The Project will be implemented over a six-year period by the Ministry of Education, Science, Culture and Sport of Georgia (MESCS) and its subordinate government agencies and by the Municipal Development Fund of Georgia (MDF). The Project Management Unit (PMU) created within MoESCS supports the implementation of the Project’s tasks above. The Project Management Team (PMT) created within MDF supports implementation of the separate component aimed to improve the relevant infrastructure and rehabilitate schools under the Project overall objectives. The Ministry of Education, Science, Culture and Sport of Georgia (MoESCS) now invites Individual Consultants (Consultants) to express their interest in providing the following services: Short Term Consultant (International) for Development of Terms of Reference on Fostering Quality Teaching and Learning in General Education Context of the General Education Sector Public education in Georgia is available to all persons of appropriate ages. Currently, there are more than half a million students at schools. The general education system is decentralized. Of the 2,084 operating schools (297 of which are non-Georgian and ethnic minorities receive education in their mother tongue), more than 50% are governed by the school directors elected by the school board of trustees, and the remaining schools by acting directors assigned by the MoESCS. The school system is divided into 3 levels: primary (age level 6-12), basic (age level 12-15) and secondary levels (age level 15-18) or alternative vocational education (2 years).  Basic education in Georgia (grades 1-9) is compulsory for all children aged 6-14.  Individuals with a secondary school diploma are eligible for higher education. Comprehensive set of reforms have been implemented in the education sector since 2004. The aim of the government is to introduce innovations and high standards in the system and develop human capital to achieve economic empowerment and overall prosperity of the country. This project is closely aligned with the government’s education sector reform strategy and aims to promote student-centered education system and improve teaching and learning quality and students’ outcomes as part of the envisaged reform.   The government has been committed to improving the access and quality of the secondary education and for this purpose implemented numerous initiatives including notable increasing the funding for the sector in recent years (Georgia's education budget amounted to 3.8 percent of GDP in 2016 as a result of a real increase of almost 47 percent in education spending since 2006). Some of the key reforms include the introduction of new curriculum with respective new generation of textbooks, developing teaching and learning resources, training school leaders and teachers and implementing state funded large-scale programs (free textbooks and  transportation services for all public school students, medical and psychological services, promoting inclusive education, school based development opportunities and professional support of teachers, career growth scheme, increase of teachers' salaries, etc.).  While important gains have been made, the reforms have not yet translated into better learning outcomes for students. Georgians enjoy relatively wide access to education. Educational enrollment is near universal at the primary level, and enrollment in secondary education is above the averages for the EU and ECA. However, an existing and growing gap between the skills taught in schools and the expectations of the labor market is one of the biggest constraints to Georgia’s growth. Overall, students in Georgia perform less well than their peers in other countries at a similar income level. Despite comprehensive set of reforms, yet many challenges remain with respect to the quality of education and training services, including linkages to the labor market. These challenges include but are not limited to (i) underachievement of Georgian students in international assessments; (ii) weaknesses in the preparation and continued professional development of teachers; (iii) insufficient alignment between the national curriculum and the needs of the labor market; and (iv) limited pathways beyond the secondary education to continued education. Georgian students continue to demonstrate below average levels of performance in international assessments at the pre-tertiary level. Georgia has participated in PISA since 2009. Georgia’s performance improved noticeably in all subjects between 2009 and 2015 with the highest gain (38 score points) between 2009 and 2015. However, results from the 2018 PISA assessment show a decline in student performance in reading and science. Students perform below the average when compared to student performance in countries in the same income group. In all three subjects, Georgia lags OECD and EU. In fact, the lower reading performance places students in Georgia at an equivalent of almost 2.5 years of schooling behind the OECD average. Recently released results from TIMSS (2019) show some improvements for Georgia; country has improved with 44 score points in grade four mathematics since 2003 and 36 points in grade four science since 2007. In grade 8 mathematics, 30-point increase was recorded, and 27 points increase in grade 8 science since 2011. However, Georgia needs to strive for equitable performance across all population groups going forward. As an early adopter of the Human Capital Project, Georgia is committed to improving the wellbeing of its future generations. Based on the Bank’s Human Capital Index, a child born in Georgia today will be 57 percent as productive when she grows up as she could be if she enjoyed complete education and full health. This is lower than the average for ECA region but slightly higher than the average for Upper middle-income countries. Between 2010 and 2020, the HCI value for Georgia increased from 0.54 to 0.57. Increasing the quality of education reflected in international test scores will help Georgia to meet ECA region average. The Bank’s ongoing Education Innovation, Inclusion and Quality Project (Project) is targeted to improve educational outcomes in Georgia. Georgia can apply its reform successes as a foundation for making further improvements in education and training and in addressing the above-mentioned challenges. Within the frames of the Project to support the GoG’s ongoing reform, the Study and Evaluation of Trends in General Education in Georgia has been initiated. The general objective is to conduct an education system diagnostic which will include elements of governance, alignment and efficiency, quality and delivery of education, teacher/staff policies, financing, resources, and student outcomes. Multi-component study and comprehensive evaluation of secondary education institutions (schools) will be designed and implemented to analyze the current situation, determining the impact of recent reforms, identify development dynamics and trends and prepare set of recommendations for developing a comprehensive and whole school improving programs. The study’s results will support the MoESCS to learn the progress of recent reform initiatives, including whole school improvement program (so called “new school model”) implementation, analyze the achievements and challenges, make further decisions and plan interventions based on the evidences and reliable data. It is expected that study will be conducted during the period of March 2021-October 2021. The study will analyze the relevant information of specified areas to support further development in the sector and facilitate evidenced based decision-making process. To support the effective planning and implementation of procurement process on Fostering Quality Teaching and Learning in General Education envisaged by the Components 2 of the Project, the PMU needs an international expertise to define detailed scope of services for the activity and its following tendering, including market research of potential service providers/consulting companies.   Objective of the assignment The objective of this assignment is to provide technical support to PMU for the purpose of tendering the upcoming activity for Fostering Quality Teaching and Learning in General Education envisaged under the Component 2 of the project. Scope of Work The Consultant under this assignment will be responsible for undertaking the following Phases: Phase I – Preparatory Works Conduct preparatory works to develop the Terms of Reference for Fostering Quality Teaching and Learning in General Education. Terms of Reference should be focused on implementing the following:   Develop diversified approach to school quality management, define mechanisms and instructions Based on the findings of school diagnostics that includes evaluation of on-going pilot, suggest the revised approach for school improvement including pilot program upgrade and expansion scheme   Revision and upgrade of school leaders’ recruitment and career advancement policy and mechanisms Review and update the assessment practice and methodology for formative continuous assessments of students (grade 1- 12) with special emphasis of formative continuous assessments of students with disabilities and/or diverse education needs Conduct capacity building of teachers for effective use of formative assessment tools considering the specifics of assessing students with disabilities and/or diverse education needs Develop national assessment policy framework for general education level Identify and develop the mechanism for implementing new national assessment policy/system. Capacity building activities for relevant government agencies to implement national assessment system for general education level Piloting new assessment tool and mechanisms Implement national assessments Set up innovation and STEAM extracurricular programs including but not limited to arts, entrepreneurship, gaming in up to 200 schools Survey/qualitative assessment of beneficiary participants to assess changes in attitudes or increased interest towards STEAM, particularly among girls Expected outputs of the assignment for Fostering Quality Teaching and Learning in General Education: Whole school improvement Quality enhancement framework/mechanisms/instructions are developed for public general education institutions Whole school improvement plan and programs are renewed and introduced supporting the implementation of national curriculum and effective school management    School leaders’ recruitment and career advancement policy and mechanisms revised Continuous formative assessment of students Existing formative assessment methodology and tools are reviewed and updated including methodology and tools for assessing students with disabilities and/or diverse education needs Teacher training modules for implementing effective formative assessment tools (including online versions) and manual developed and capacity building activities conducted National assessment policy framework National Assessment system policy framework is developed and adopted by MoESCS The mechanisms are indented and tools developed for implementing new national assessment policy Capacity building activities for implementing new assessment system are defined and conducted Mechanisms are selected and Pilot assessment/s conducted National assessments are implemented in selected grades & subjects Innovation programs elaborated. Schools are selected and needs assessment conducted to offer the targeting programs Survey/qualitative assessment conducted.   The preparatory works shall be planned and implemented under supervision of PMU in close cooperation with the relevant stakeholders, the Client, its structural units and donor organizations. Within the preparatory stage the Consultant is expected to undertake following necessary actions, including but not limited to mapping, collecting and evaluating necessary data and resources for developing Terms of Reference. Such data can include the project related documents- POM, PAD, relevant statistical data, information on GoG’s strategic priorities for developing General Education, regulations and legislative framework, relevant researches, analytical and progress reports, lessons learned and the best applicable international practices.  Phase II – Development of the Terms of Reference Based on the results of preparatory work the Consultant shall: prepare the Terms of Reference with relevant sections incorporating information on the Project, national context of General Education, general and specific objectives of the assignment, detailed scope of services and deliverables, activities to be implemented, tentative time schedule of deliverables and reporting requirements, qualification requirements toward company experience, team composition and qualification requirements of experts, estimated duration of the assignment and etc. The Covid-19 pandemic situation shall also be considered and Covid-19 mitigation requirements stipulated for executing the assignment presented; prepare detailed evaluation criteria and design the system for the evaluation of the technical proposals received in response to the Terms of Reference, including implementation approach, methodology, work plan and the relevant topics for the interview with the team of Key-Experts if necessary; Estimate the resources needed for the implementation of the assignment. For this purpose, the Consultant shall survey the market, considering both national and international, for mapping the potential consultant companies with sufficient capacity and relevant experience and prepare the estimated budget of the assignment, including the preliminary individual time input of experts and other possible expenses necessary for successful implementation of the assignment.   All documents developed during this assignment are intended for internal use only and shall not be disclosed for the third party/parties during the assignment and at least 2 years after its completion. The Consultant will sign the respective nondisclosure declaration. The Consultant shall study the clause 3.14 on Conflict of Interest by The World Bank Procurement Regulations for IPF Borrowers at the following link: https://www.dropbox.com/s/e56uq5tqyyour8g/Procurement%20Regulations_WB_2... Other Related Tasks During services the Consultants shall organize the meetings with the Client and other relevant stakeholders as needed to obtain necessary information and data, present and discuss the key aspects and recommendations to formulate a vision and related set of necessary actions. Stakeholders include representatives of the education institutions, principals, teachers, staff, resource officers, parents, experts from the Teacher Professional Development Center, the Examinations and Assessment Center, National Center for Educational Quality Enhancement etc.   Interested individuals shall provide information demonstrating that they have the necessary experience to perform the aforesaid services. CVs of the candidates should cover experience in relevant to the project activities. Required Qualifications Advanced degree, preferably in education management or related disciplines; Minimum 10 years of working experience in General Education sector (management, research, policy planning, analysis and/or formulation), including 5 years of international experience; In-depth knowledge of General Education systems in upper-average income / developed countries; Experience of planning/management the execution of complex multi-task assignments in similar field, including preparation of the detailed scope of such services and budgeting; Demonstrated skills in team-work and effective interaction with senior government officials; Knowledge of Georgian General Education sector, regulatory framework and implementing agency functions would be an asset; Excellent report writing skills; Proficiency in English Language. Note: The MoESCS reserves it’s right to verify submitted references and use obtained information for evaluation purposes. Duration of Assignment Lump-sum contract will be signed with successful Consultant for the duration of 3 months. The assignment is expected to commence in April 2021.  The Consultant will be supported by the local Individual Consultant. The attention of interested Consultants is drawn to paragraph 3.14 “Conflict of Interest” of the World Bank’s Guidelines: World Bank’s “Procurement Regulations for IPF Borrower, July 2016 revised August 2018”, setting forth the World Bank’s policy on conflict of interest.  In addition, please refer to the following specific information on conflict of interest related to this assignment: The consultant shall not receive any remuneration in connection with the assignment except as provided in the contract. The consultant and its affiliates shall not engage in consulting or other activities that conflict with the interest of the client under the contract. The contract shall include provisions limiting future engagement of the consultant for other services resulting from or directly related to the firm’s consulting services in accordance with the requirements of paragraphs 3.16, 3.17 and 3.18 of the Guidelines. An individual consultant will be selected in accordance with the procedures set out in World Bank’s Guidelines: World Bank’s “Procurement Regulations for IPF Borrower, July 2016 revised August 2018” “Selection of Individual Consultants”. Interested consultants may obtain further information by email: [email protected] Cover letter and CVs of candidates in English language must be submitted electronically, indicating the name of position on the subject to the address below not later than, March 18, 2021, 1 7:00 hours. Name: Ia Iashvili  Position: Procurement Specialist Address: N52 Dimitri Uznadze str., Tbilisi, 0102, Georgia Email: [email protected] Web-Site: www.iiq.gov.ge   Georgia I2Q- Innovation, Inclusion and Quality Georgia Not cancelled INDV- Individual Consultant Selection Request for Expression of Interest Consulting Services- Individual Thursday, March 18, 2021- 17:00 WB-P675772-02/21 IBRD89550 GE-MESCS-212277-CS-INDV P168481 Notice version number: 1 General- Education and Training Tuesday, February 23, 2021 OP00117980 English Tuesday, February 23, 2021- 09:44 Ministry of Education, Science, Culture and Sports Ia Iashvili 52 Dimitri Uznadze street, Tbilisi +995595900903 [email protected] Other Education, Tertiary Education, Public Administration- Education, Primary Education, Early Childhood Education World Bank Sunday, February 21, 2021- 19:00 IBRD/IDA Loans (PE) Ministry of Education, Science, Culture and Sports USD 30000.00 Short Term Consultant (International) for supporting the planning process and Implementation of procurement on "Fostering Quality Teaching and Learning in General Education" Procurement Specialist www.iiq.gov.ge proc_voc_id: 86141501 proc_voc_title: Educational advisory services seg_id: 86000000 seg_title: Education and Training Services family_id: 86140000 family_title: Educational facilities class_id: 86141500 class_title: Educational guidance services cmdty_id: 86141501 cmdty_title: Educational advisory services