Lebanon Ministry of Education and Higher Education … · Ministry of Education and Higher...
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Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 1 of 31
Lebanon Ministry of Education and Higher Education
Second Education Development Project (EDP II) – P118187
School-based Development through enhanced Education Leadership
Terms of Reference
Design and Implementation of School Improvement Programs
(Proc. ref FC04-2.1)
1. Background
The Government of Lebanon (GOL) through the Ministry of Education and Higher Education
(MEHE) is implementing the Education Sector Development Plan (ESDP), based on the pillars of
the National Education Strategy that aim to provide: (i) Education Available on the Basis of
Equal Opportunity; (ii) Quality Education that Contributes to Building a Knowledge Society; (iii)
Education that Contributes to Social Integration; (iv) Education that Contributes to Economic
Development; and (v) Educational Governance. The ESDP is being led by the Ministry of
Education and Higher Education (MEHE) and the ESDP programs are funded by several external
agencies (World Bank, USAID, EU, UNICEF …).
The Education Development Project II (EDP II), funded by the World Bank, Loan Agreement #
7966-LE, under the law # 227 dated 25/10/2012, is currently being embarked upon by MEHE.
This project has prepared an integrated development strategy and developed the core
information and management tools required to commence project implementation.
In order to ensure effective integrated implementation of the EDP II and other projects, MEHE
has established an Education Sector Development Secretariat (ESDS). This Secretariat comprises
a multidisciplinary team of experts and officers for management and technical support,
reporting to the executive level of the Ministry.
1.1 Project Description:
The Second Education Development Project (EDP- II) will build on the achievements of the
Education Development Project I (EDP-I) that closed in December 2009 after a nine year
implementation period. EDP-I addressed (i) policy, planning and information management,
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 2 of 31
(ii) strengthening school leadership, pedagogical capacity and assessment of academic
achievement, and (iii) infrastructure and equipment.
Now, the EDP-II is designed to: (i) improve the quality of student learning outcomes in
order to enhance their social and economic wellbeing; and (ii) improve the internal and
external efficiency of the public education system.
The Project includes 3 components:
1. Early Childhood Education
2. School Based Development and Teacher Professional Development
3. Education Sector Policy Development and Management
The MEHE, through the Education Sector Development Secretariat (ESDS), is responsible
for managing the different components of the project.
The second component of EDP II, School Based Development and Teacher Professional
Development, is comprised of two subcomponents. These terms of reference address the
activities of the subcomponent concerned with school based development through
enhanced leadership.
1.2 Related Programs:
DRASATI, a USAID funded program, aims through one of its subcomponents to i) provide
leadership development training for all serving public school principals who have not
undergone any form of pre-service training; ii) pilot the school improvement program in
200 schools after building the capacity of a core team within each school to conduct a
school self-assessment and develop school improvement plans.
2. Overall and Assignment Objectives
2.1 Overall Objective:
School-based Development through enhanced Education Leadership is a Subcomponent of
the School-based Development and the Teacher Professional Development component
(mentioned under Section 1.1.)
The objective of this subcomponent is to enhance the quality of teaching and learning at
the school level through the adoption and gradual implementation of the “New Vision of
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 3 of 31
the School”, recently drafted by MEHE and the Educational Center for Research and
Development (ECRD). The New Vision of the School aims at building the capacity of the
school community to lead quality improvement in education. This vision is achieved when
school based planning and improvement address needs identified through performing a
school self-assessment and are focused on improved teaching and learning and led by
effective and participative leadership reflected through the close collaboration between
the school principals, school staff members, and parents’ councils.
As suggested above, this subcomponent is set up to create the necessary incentives and
conditions for schools to take the leading role in improving the general learning outcomes
of students and the implementation of other critical quality-oriented reforms in the sector.
The key instrument to achieving such an objective is a ‘School-based Planning, Development
and Improvement Model.’ This model introduces the different phases that schools go
through in order to complete the school improvement cycle; which starts with the school
self-assessment where areas of strength as well as areas of improvement are identified.
Based on the findings of the school self-assessment, school planning committees will
develop improvement plans implemented through a contract based (non-competitive)
school innovation fund.
This fund will be facilitated through a School Grant Support Program (SGSP).
The “School-based Planning, Development and Improvement Model” will be implemented
in 300 public schools whose principals and administrative staff have undergone training that
allows them to carry out school based planning and improvement.
In this context, now the MEHE intends to select a firm to support the project in successively
achieving part of the objectives of this sub-component.
2.2 Objectives of the Assignment:
Based on the New Vision of the School and the training that the school principals and
administrative staff will undergo through EDP-II (under a separate assignment/contract:
“Design and Delivery of a Professional Development Program for School Principals and
Administrators ), the objectives of the assignment are:
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 4 of 31
(i) To design and implement a school self-assessment and assessment model and
instruments in 300 public schools (based on effective school standards and
indicators prepared by the Ministry of Education and Higher Education. The selected
schools’ staff (principals and a number of administrators) must have undergone
training in the domain of school-based improvement implemented through EDP- II
(under a separate assignment/contract for the “Design and Delivery of a
Professional Development Program for School Principals and Administrators”.)
(ii) To train twelve members from MEHE on topics relevant to being responsible for
following up on the implementation of the school improvement plan and the School
Grant Support Program (SGSP), in addition to 30 facilitators that will support the
schools in this process.
(iii) To design and deliver training for school planning committee members on school based
planning
(iv) To design and implement a School Grant Support Program including internal and
external quality assurance, monitoring and evaluation regulations for the SGSP.
(v) To train financial officers on the financial mechanisms of the SGSP
3. Scope of Services, Tasks of the Firm and Deliverables of the Assignment:
3.1 Scope of Service and Tasks
a. Based on the effective school standards and indicators, design a school self- assessment
and assessment model and instruments, implement the self-assessment component of
the model in 300 public schools, and then the assessment component of the model with
15 selected schools after completion of the implementation experiment.
The selection of the 300 public schools will be based on the following criteria:
- The school principals must have completed the leadership development program
(LDP).
- The school principals must have undergone additional training in the domains of
Leadership and School-based improvement (new leadership roles and vision),
Leadership and school-based planning, and Leadership and financial
management, implemented through EDP II (under a separate
assignment/contract for the “Design and Delivery of a Professional
Development Program for School Principals and Administrators”.)
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 5 of 31
- A group of school administrators (non-teaching staff) from the school must have
undergone training in the domains of school administration and information
management, implemented through EDP II (under a separate
assignment/contract for the “Design and Delivery of a Professional
Development Program for School Principals and Administrators”.)
b. Design guidelines for the School Improvement Plans.
c. Design the SGSP model through the development of a School Grant Manual.
d. Develop internal and external quality assurance, monitoring and evaluation of the SGSP.
e. Design and deliver a training program on the principles, procedures, and mechanisms of
school based planning and the School Grant Support Program (SGSP) to develop the
skills of 12 members from MEHE’s staff to become responsible for following up on the
implementation of the school improvement plan and the SGSP.
f. Design and deliver a training program on the principles, procedures, and mechanisms of
school based planning and the SGSP to develop the skills of 30 facilitators that will
support the schools under the guidance of MEHE.
g. Design and deliver a training program for 600 school planning committee members,
who have completed the training program in the domains of school based planning and
improvement through EDP-II (implemented by a Firm under a separate
assignment/contract for the “Design and Delivery of a Professional Development
Program for School Principals and Administrators”.)
h. Train 300 financial officers of the schools that will be selected for the implementation of
the school self-assessment and school improvement program on the financial
mechanisms of the SGSP.
i. Monitor and evaluate, on an ongoing basis, the Assignment activities under these terms
of reference.
3.2 Deliverables:
a. Submit The Start-up mission report.
b. Submit the startup mission report including the work plan and a monitoring plan
complete with the methodology and instruments that will be utilized to perform
ongoing monitoring of the Assignment activities under these terms of reference.
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 6 of 31
c. Design the school self- assessment and assessment model and instruments.
d. Submit the Inception Report.
e. Design guidelines for school improvement plans (concept and phases, procedures and
mechanisms for preparation, implementation, monitoring and evaluation) and
corresponding training materials.
f. Design the SGSP with corresponding training materials. The SGSP shall include but not
limited to: regulations, requirements, financial mechanisms, topics recommended for
projects and internal and external quality assurance monitoring and evaluation
mechanisms.
g. Design a training program on the school improvement plan guidelines, SGSP, the
monitoring and evaluation of school improvement plans. The training program will
target two (2) representatives of the school planning committee members of the 300
selected public schools, the 12 members of the unit and the 30 facilitators from MEHE).
h. Deliver training program in the Arabic language for the 12 members of the unit on the
school improvement plan guidelines, SGSP, and monitoring and evaluation of the
implementation of the school improvement plan. The training program is for a period of
three (3) days (each training day is 6 hours).
i. Deliver training program in the Arabic language for 30 facilitators who will be
responsible for following up and supporting the schools as they implement the school
improvement plan under the supervision of MEHE on the school improvement plan
guidelines, SGSP, and monitoring and evaluation of the implementation of the school
improvement plan. The selection of the facilitators shall be based on a set of established
criteria, to be confirmed in the inception phase). The training program is for a period of
three (3) days (each training day is 6 hours).
j. Implement the school self- assessment component of the model with the first cohort of
schools (75 selected schools) through:
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 7 of 31
i) Introducing the school self –assessment and assessment model to the 75
public schools (2 working days per group of schools, each group includes 7
schools)
ii) Following up on the implementation of the self -assessment in the 75
schools through field visits (2 visits per school).
iii) Submit analysis report of findings from the 75 schools.
iv) Revise and amend the school self- assessment component of the model and
instruments in response to the monitoring of the implementation of the
school self -assessment in the 75 schools
k. Deliver training in the Arabic language (refer to deliverable “e”) for the school planning
committee members of the first cohort of schools (75 schools) on the school
improvement plan guidelines, SGSP, and monitoring and evaluation of the
implementation of the school improvement plan. (2 members from each of the 75
selected schools) for a period of two (2) training days for each group (each training day
is 6 hours for a group of 25 committee members).
l. Deliver the training in the Arabic language for the financial officers of the first cohort of
schools, i.e. 75 schools with 1 financial officer from each school,_ (refer to deliverable
“d”) on the SGSP for a period of 1 training day for each group (each training day is 6
hours for a group of 25 financial officers).
m. Implement the school self- assessment component of the model with the second cohort
of schools (125 selected schools) through:
i) Introducing the school self –assessment and assessment model to the 125
public schools (2 working days per group of schools, each group includes 7
schools)
ii) Following up on the implementation of the self -assessment in the 125
schools through field visits (2 visits per school).
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 8 of 31
iii) Submit analysis report of findings from the 125 schools.
n. Implement the school grant support program (first cohort of 75 selected schools):
i) Follow up through meetings on the preparation of the school
improvement plans based on the school improvement guidelines and the
SGSP (1 meeting halfway through the period allocated for preparation for
each cohort).
ii) Evaluate the school improvement plans.
iii) Follow up through meetings on the implementation of the school
improvement plans based on the school improvement guidelines and the
SGSP (2 meetings).
iv) Revise the guidelines of the school improvement plans, amending them
where needed.
v) Revise the SGSP model through enhancing the procedures and
mechanisms of the school grant support program.
o. Implement the school self- assessment component of the model with the third cohort of
schools (100 selected schools) through:
i) Introducing the school self –assessment and assessment model to the
100 public schools (2 working days per group of schools, each group
includes 7 schools)
ii) Following up on the implementation of the self -assessment in the 100
schools through field visits (2 visits per school).
iii) Submit analysis report of findings from the 100 schools.
p. Implement the assessment component of the model with 15 schools who have piloted
the self- assessment for experimentation.
q. Deliver training in the Arabic language (refer to deliverable “e”) for the school planning
committee members of the second cohort of schools (125 schools) on the school
improvement plan guidelines, SGSP, and monitoring and evaluation of the
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 9 of 31
implementation of the school improvement plan. (2 members from each of the 125
selected schools) for a period of two (2) training days for each group (each training day
is 6 hours for a group of 25 committee members).
r. Deliver the training in the Arabic language for the financial officers of the second cohort
of schools (125 schools with 1 financial officer from each school) (refer to deliverable
“d”) on the SGSP for a period of 1 training day for each group (each training day is 6
hours for a group of 25 financial officers).
s. Implement the school grant support program (second cohort of 125 selected schools):
i) Follow up through meetings on the preparation of the school improvement
plans based on the school improvement guidelines and the SGSP (1 meeting
halfway through the period allocated for preparation for each cohort).
iii) Evaluate the school improvement plans.
iv) Follow up through meetings on the implementation of the school
improvement plans based on the school improvement guidelines and the
SGSP (1 meeting).
v) Revise the guidelines of the school improvement plans, amending them
where needed.
vi) Revise the SGSP model through enhancing the procedures and mechanisms
of the school grant support program.
*In case of extension of the project, the completion of items (v) and (vi) , must be postponed
till the implementation of the SGSP with the third cohort of schools (deliverable u) .
t. Submit final evaluation report of the self-assessment and assessment model.
u. Deliver training in the Arabic language (refer to deliverable “e” for the school planning
committee members of the third cohort of schools (100 schools) on the school
improvement plan guidelines, SGSP, and monitoring and evaluation of the
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 10 of 31
implementation of the school improvement plan. (2 members from each of the 125
selected schools) for a period of two (2) training days for each group (each training day
is 6 hours for a group of 25 committee members).
v. Deliver the training in the Arabic language for the financial officers of the third cohort of
schools (100 schools with 1 financial officer from each school) (refer to deliverable “d”)
on the SGSP for a period of 1 training day for each group (each training day is 6 hours for
a group of 25 financial officers).
w. Implement the school grant support program (third cohort of 100 selected schools):
i) Follow up through meetings on the preparation of the school improvement plans
based on the school improvement guidelines and the SGSP (1 meeting halfway
through the period allocated for preparation for each cohort).
ii) Evaluate the school improvement plans.
x. Submit the final evaluation report of the assignment.
4. Qualifications of the Consultant (Firm) and Staff
4.1 Firm general profile
The firm must have sufficient experience and high degree of competency in implementing at
least 1 similar project in time, scope, and context covering:
a. Designing, developing, delivering, and, evaluating school improvement programs
including self- assessment and school improvement planning phases, in addition
to school grant program;
b. Working on international projects, with sufficient experience in the Arab region
and /or in Lebanon;
The firm shall hold sufficient expertise to accommodate appropriately for the local context,
and accordingly may partner with another firm to ensure that.
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 11 of 31
The Firm must hold an appropriate organization to prepare, implement, monitor, and
evaluate all relevant activities while maintaining focus on the agreed scope, outcomes
and benefits at all times.
The Firm may explore establishing a strong core team of international and national
personnel (Specialists). The role of this team of Key personnel is crucial to the
implementation of the assignment.
The organization should hold a Team of Key Personnel and Short Term Experts as per
the following:
4.2 Key Personnel
The following staff will be required:
a. One Team Leader – Technical Manager:
(1) PhD. in Education Sciences, specialization in educational leadership and/or program
management
(2) More than 15 years of total professional experience (academic and practice) in
relevant context (such as but not limited to Education development, public
organizations, international organizations, and/or private enterprises) with a:
(i) approximately 10 years of international experience in managing
comparable projects (with technical advisory, management, technical
supervisory functions for activities relevant to the Assignment);
(ii) at least 4 years in similar posts for projects financed by international
donors (by the World Bank, is a plus)
(iii) working experience in the Arab region is a plus
(3) Experience in leading and managing a team (Program Designers, Trainers and
Facilitators) in educational development in the framework of international projects
(locally and/or abroad);
(4) Experience in the domain of assessing, designing and supervising the implementation
of school self- assessment and assessment model and instruments, school
improvement programs, school grant support programs;
(5) Ability to work within prescribed guidelines and structure;
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 12 of 31
(6) Excellent and effective communication skills in English (Arabic is a plus);
(7) Demonstrated analytical and interpersonal skills;
(8) Demonstrated efficient use of assignment budget
The Team Leader will be acting as the Technical Manager and will hold the overall
responsibility for managing the technical activities of the Project (described under this
TOR), including the coordination of the technical Key Experts (Designers and
Instructors), proper (or participation in the) reporting to the Client, and good
communication with Client and Key Stakeholders.
The Team Leader is expected to provide own substantive assistance related to the
Technical activities of the Assignment.
The level (frequency, number of working days) and type of intervention (locally or
remotely) of the Team Leader during the whole period of the Assignment is governed
by the Project requirements.
b. Three Program Designers
(1) Graduate Degree in Education with program design experience
(standards, school improvement, school self- assessment and
assessment, school grants etc.)
(2) 10 years of professional experience in program design, implementation,
and monitoring and evaluation
(i) One Program Designer must hold:
a. 7 years of International experience (regional experience is a plus) in
working on similar assignments;
b. Excellent written and oral communications skills in English (Arabic is
a plus).
(ii) Two Program Designers must hold:
a. 7 years of Regional experience (International experience is a plus) in
working on similar assignments with sufficient experience in the
national context;
b. Excellent written and oral communications skills in Arabic and
English.
(3) Experience in program design, development, and monitoring and evaluation
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 13 of 31
(4) Knowledge of competency-based training methodology (development and techniques)
(5) Design, implement, and evaluate school self-assessment and assessment programs and
school improvement programs
(6) Design, implement, and evaluate school grant programs
The Program Designers will be reporting to the Team Leader. They are expected to closely
coordinate amongst each other in the design of the material and ensure that the material
respond to the objectives of the assignment.
c. Trainers Six (6) minimum
General Qualifications
(1) Graduate Degree in Education or related discipline
(2) 10 years of local training experience, with a minimum of 5 years in adult instruction
(3) Preferably has professional experience in local general education settings or
management
(4) Knowledge of competency-based [experientially based] training methodology
(5) Previous experience in planning, instruction and evaluation of training modules
(6) Excellent written and oral communications skills in Arabic, and English or French
The trainers will be responsible for delivering the training for the school principals and
administrators.
Project-Specific Qualifications desired of the trainers
(7) Knowledge of:
Preparation and implementation of School self- assessment
and assessment model and instruments
School based planning and improvement
School Grants Support Programs
Financial Management
d. Logistics Coordinator
(1) Administrative Support expertise
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 14 of 31
(2) 10 years of local professional experience
(3) Assist the Firm, Team Leader and Trainers in the planning and delivery of the training
phase
(4) Coordinate and follow up on all logistics needed for the smooth implementation of all
activities of the assignment.
(5) Excellent written and oral communications skills in Arabic and English.
The Logistics coordinator will be reporting to the designated Firm’s Counterpart, and
will work in close coordination with the Client and the trainers.
4.3 Other Non-Key Experts:
The Consultant (Firm) should complement the skills of the core team (described as key
personnel) and shall name individuals to participate in specified roles (interpreters,
translators…) within the project team and provide full curricula vitae and any other
information considered relevant by the Consultant.
These Experts will support the key experts in the successful completion of the project in
due time and up to the requisite quality and standard.
4.4 Support Staff:
The Consultant (Firm) shall provide sufficient support/backstopping (technical,
resources…) from the headquarters to ensure the proper implementation of the
assignment.
An appropriate person shall be assigned by the Firm in the capacities of an official
“Counterpart/Representative of the Firm” towards more efficient, practical, and
enhanced coordination with the Client. The “Counterpart” shall hold sufficient
experience in the local context, and shall be assigned to the approval of the Client, for
the whole duration of the Assignment, holding the overall responsibility for managing
and ensuring a smooth, timely, and successful implementation of the Project with an
efficient use of the Funds, including the responsibility for:
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 15 of 31
a. Coordination:
(1) ensuring a proper coordination of all relevant activities;
(2) ensuring locally an appropriate and efficient coordination between the Firm, the
Project Team, and the Client.
b. Participation in the Meetings, when necessary or upon the clear request of the Client.
c. Issuing proper reporting and invoicing on behalf of the Firm.
d. Ensuring proper administrative control of the project expenditures, preparation of
Invoices with supporting documentation, and the timely delivery of reports.
e. Excellent written and oral communications skills in Arabic and English.
The Consultant (Firm) shall name this counterpart, Key Personnel and any other key short-
term specialists, to be managed and provided in accordance with the strategy (Organization
and Methodology) proposed by the Consultant in its proposal and as approved by the Client.
The strategy describes the: duration, timing and type of the intervention, the scope of work of
each expert, the coordination mechanism between experts, explanation of how the
nominated experts will ensure completion of the objectives in due time, etc…
The Firm will provide an assurance that all key members of the proposed team will be made
available as specified in the proposal, if the Firm is selected.
5. Accountability and reporting obligations and time schedule for Deliverables:
The overall time frame of the Assignment is Three (3) years, where many activities will be
implemented in various locations (e.g. Public Schools or Centers distributed over the main
cities of the Governorates) covering most of the regions of Lebanon.
If the needs of the Project require, and only in accordance with the conditions and terms of
the funding, an extension to the duration of the assignment might be considered (subject to
written agreement of the parties).
The firm will be accountable for:
5.1 Preparing, implementing, monitoring, and evaluating all relevant activities.
5.2 Maintaining at all times focus on the agreed scope, outcomes and benefits.
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 16 of 31
5.3 Reporting to the Client:
In addition to the deliverables (mentioned in the previous sections), the following are the
general reporting and material requirements:
a. General requirements:
(1) all reports should be concise and limited to relevant issues of significant
importance;
(2) all reports to be produced will include a short executive summary. The executive
summary should be limited to 2-5 pages, with key tables, figures and/or maps
provided as an Annex to the executive summary
(3) the main text should focus on findings, conclusions, and recommended actions,
supported by annexes that present the detailed data collected and citations for
any references used in interpreting those data.
(4) all figures, drawings, and maps will be provided on large format papers, folded
appropriately to fit into the report with a scale easy to read and proper legends.
(5) All written materials and reports are to be submitted for Client’s review and
approval in:
(i) 5 hard copies:
a. 2 originals and 1 copy printed in English
b. 1 original and 1 copy printed in Arabic
c. all to be arranged in a soft/electronic copy on three (3) CD
ROM s, unless otherwise instructed by the Client.
(6) All reports shall be double sided to minimize paper use.
(7) All reports will be submitted reviewed and must be approved by the Client.
b. Work Plan:
A finalized Work Plan for the assignment (clearly identifying the activities and their
links and the progress/Critical Path) to be submitted before the start of the
implementation by the Consultant to the Client:
(1) showing all activities and allocated resources
(2) using Critical Path Method
c. Start-up Mission Report:
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 17 of 31
A Start up Mission Report in Word format (fully accessible) to be submitted within 3
weeks after commencement date. The Start-up Mission report would comprise the
following:
(1) setting the baseline;
(2) identifying risks with recommendations
(3) Reporting:
(i) suggested list of short term experts
(ii) Work Plan
(4) any other relevant issue
d. Inception Report:
An Inception Report in Word format (fully accessible) to be submitted within 3 months
after commencement date.
(1) Evaluation of the status;
(2) Findings and recommendations (including risks management)
(3) Reporting:
(i) suggested list of short term experts
(ii) Progress
(iii) updated Work Plan
(4) any other relevant issue
e. Prepare a monitoring plan complete with the methodology and instruments that will
be utilized to perform ongoing monitoring of the Assignment activities under these
terms of reference, including:
(1) Meetings:
(i) Start Up meeting (before the start of the implementation): to set the
guidelines for starting the implementation
(ii) Progress Meetings: as per the need and upon the request of the Client
(iii) Coordination Meetings: as per the need and upon the request of the
Client
(iv) Reporting requirements: including the requirements stated here in
(notably progress reports)
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 18 of 31
f. Progress reports:
Progress reports in Word format (fully accessible) produced at the end of each quarter
of the year. The reports would comprise:
(1) Descriptions of all activities carried out during that quarter including
deliverables related to the implementation of the assignment
(2) f indings and recommendations with identified risks and risks
(3) mitigation
(4) Contract implementation arrangement:
(i) actual progress (versus planned) and refined implementation
(ii) staffing
(iii) activities for next quarter
(iv) suggested list of short term experts
(v) updated Work Plan
(5) Information on quality control including:
(i) visit;
(ii) video of critical activities, photographs…
(6) Any other relevant issue
g. Minutes of Meeting:
Minutes of Meetings in Word format (fully accessible) produced within 24 hrs after the
end of each meeting.
h. Final Report:
A final report (in Word format-fully accessible) will be a comprehensive report about
the completion of the assignment, to be submitted within 15 days after completing the
implementation of all activities including:
(1) presentation of the main activities
(2) findings
(3) lessons learned including changes that were introduced to the plan of action
and the rationale behind them
(4) policy recommendations for institutionalization
(5) and specific items with possible follow-up work for MEHE
(6) etc.
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 19 of 31
Invoicing when a certain Deliverable is completed and as the per the Mode of Payment
specified in the Special Conditions of the Contract;
An outline of all deliverables (in terms of the details of activities/tasks required, working-days,
and proposed timeframe) follows in Annex-1.
Nevertheless, the Consultant/Firm is held accountable for the timely submittal of the here
above documents and reports to the approval of the Client. The Client shall have the right to
withhold any payment until the fulfillment of these requirements in their due sequence.
6. Client’s Input and Counterpart Personnel
6.1 Institutional Arrangements and Reporting:
a. Mr. Fadi Yarak, the Director General of MEHE, Dr. Nada Mneimneh of the ESDS, and
Ms. Elham Komaty, the responsible for the subcomponent. The Firm performing this
Terms of Reference shall report to all of them (The number of copies requested for all
material and reporting as set in Section 5 has considered this arrangement).
b. The firm performing this Terms of Reference shall closely collaborate with the
designated responsible in the ESDS of the MEHE.
6.2 Professional and support counterpart personnel to be assigned by the Client to the
Consultant’s team:
Designated responsible/s will be assigned by MEHE to interact with the Firm team on
the relevant Technical matters.
6.3 Services, facilities and property to be made available to the Firm by the Client:
The firm will be provided with the following documents: for example, EDP-II project
documents, and data and reports relevant to the sub-component, and any other
relevant, agreed-upon, and accessible documents.
a. Data to be provided by the Client (directly relevant to the implementation of the
Tasks):
The Client will be responsible of providing the following data:
(1) Project component description and general implementation plan;
(2) Effective school standards and indicators developed by MEHE;
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 20 of 31
(3) Financial mechanisms and budgeting regulations of public schools in
Lebanon;
(4) Training material for principals and administrators developed under
another contract within EDP-II for the “Design and Delivery of a
Professional Development Program for School Principals and
Administrators”.
(5) Learner (Trainee) Profile;
(6) Selection of participants;
(7) Access to Training centers.
6.4 Reimbursable costs:
The Client will indicate in the Request for Proposals (RFP) if any reimbursable costs
beyond travel, lodging, and related costs for the Key Staff should be included in the
financial proposal.
It is likely that following logistics for the Trainings (and Assessment) will be
discussed and agreed upon negotiations of the contract, including logistics for
Trainees travel and other expenses (e.g. organize soft and hard copies for all
participants of training materials...)
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 21 of 31
Annex 1: Detailed Description of Phases
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 22 of 31
Task Year 1 Year 2 (2014) Year 3 (2015) Year 4 (2016)
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
1. Development and Piloting of School Self- Assessment Model and Instruments Phase1
Phase2
Phase3
Phase 4
Phase 5
Phase 6
Phase 7
2. Design &development of guidelines for the School Improvement Plan with corresponding training material
Phase1
Phase 2
3. Design of the School Grant Support Program with corresponding training material
Phase1
Phase 2
Phase 3
4. Delivery of training for 12 members from MEHE
Phase1
Phase2
Phase3
Phase 4
5. Delivery of training for 30 facilitators
Phase 1
Phase 2
Phase 3
6. Delivery of training material for 600 school planning committee members
Phase 1
Phase 2
Phase 3
Phase 4
Phase 5
Phase6
Phase 7
Phase 8
7. Delivery of training for 300 financial officers
Phase 1
Phase 2
Phase 3
8. Submission of Final Report of Assignment
This phase will take place during the assigned quarter but will not consume the whole duration. Please refer to timeframes below.
.below. Following up on the implementation of school improvement plans will take place within these periods. Specific timeframes will be determined later.
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 23 of 31
1. Development and Piloting of School Self- Assessment Model and Instruments
Phase 1 and 2
Time frame: April, 2014- July, 2014
The expected duration is 4 months with an estimation of 35 working days.
Phase 1: Developing measurement tools for the developed effective school standards and indicators
1.1 Submit Start up Mission Report (April 2014).
1.2 Develop measurement tools for the indicators of the effective school standards.
Phase 2: Design and development of a Self- Assessment and Assessment Model including procedures,
mechanisms, and an evaluation system for the model and instruments
2.1 Develop the supporting material for the school self- assessment.
2.2 Set the time frame for conducting the school self-assessment.
2.3 Determine the reporting means and procedures to the MEHE.
2.4 Identify the methodology, mechanism and tools for analyzing the results of the self-assessment.
2.5 Design and develop an evaluation system for the school self- assessment and assessment model
and instruments.
2.6 Submit Inception Report. (latest by July 2014)
Phase 3: Piloting and evaluating the model with 75 schools
Time Frame: October 2014- January 2015
The expected duration is 4 months with an estimation of 109 working days
3.1 Introduce the self-assessment component of the model to 75 schools represented by the
principal and 2 selected school planning committee members (2 working days per each group of
schools, each group includes 7 schools).
3.2 Follow up on the implementation of the self-assessment component- through 2 field visits per
school (each field visit requires half of a working day).
3.3 Analysis report of findings from this pilot school self-assessment from 75 schools (every 8 school
reports require 1 working day).
3.4 Revise and amend the school self- assessment component of the model and instruments in
response to the monitoring of the implementation of the school self -assessment in the 75
schools.
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 24 of 31
(The Firm shall allocate for 1 coffee break and one meal for the participants in addition to the
Transportation fees, during the introduction of the self-assessment)
Phase 4: Extending the self- assessment component model into 125 schools
Time Frame: Feb, 2015 – July, 2015
The expected duration is 6 months with an estimation of 177 working days
4.1 Extend the reviewed model into 125 schools, which includes introducing the program to the
principal and 2 selected school planning committee members (2 working days per each group of
schools, each group includes 7 schools).
4.2 Following up on the implementation of the self-assessment component - through 2 field visits
per school (each field visit requires half of a working day).
4.3 Analysis report of findings from the 125 schools (approximately 16 working days).
(The Firm shall allocate for 1 coffee break and one meal for the participants in addition to the
Transportation fees, during the introduction of the self-assessment.)
Phase 5: Extending the model into 100 schools
Time Frame: October, 2015-Jan, 2016
The expected duration is 4 months with an estimation of 145 total working days
5.1 Extend the reviewed model into 100 schools, which includes introducing the program to the
principal and 2 selected school planning committee members (2 working days per each group of
schools, each group includes 7 schools).
5.2 Following up on the implementation of the self-assessment component- through 2 field visits
per school (each field visit requires half of a working day).
5.3 Analysis report of findings from the 100 schools. (approximately 13 working days).
5.4 Revise and amend the school self- assessment component of the model and instruments in
response to the monitoring of the implementation of the school self -assessment in the 100
schools.
(The Firm shall allocate for 1 coffee break and one meal for the participants in addition to the
Transportation fees, during the introduction of the self-assessment.)
Phase 6: Experiment the Assessment Component of the Model
Time Frame: March, 2016-April, 2016
The expected duration is 2 months with an estimation of 17 total working days
6.1 Implement the assessment component of the model with 15 selected schools of the 300 who have
piloted the self-assessment for experimentation.
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 25 of 31
6.2 Evaluate the assessment component of the model (2 working days)/
Phase 7: Submission of Final Evaluation Report on the self-assessment and assessment model
Time Frame: April, 2016
The expected duration is 1 month with an estimation of 3 working days
7.1 Submit Final Evaluation Report.
2. Design and development of guidelines for the School Improvement Plan with corresponding
training material
Time Frame Phases 1: August 2014
The expected duration is 1 month with an estimation of 8 working days
Phase 1:
1.1 Develop the guidelines for the school improvement plans (concept and phases, procedures and
mechanisms for preparation, implementation, monitoring and evaluation).
1.2 Develop other supporting material that will guide the development and implementation of the
plan (examples of but not limited to timetables, sample school improvement plans, meeting and
facilitation mechanisms).
1.3 Develop corresponding training material with evaluation mechanism.
*The training material will target the 12 members of the unit and the 30 facilitators from MEHE), and
the representatives of the school planning committee members of the 300 selected public schools.
Phase 2:
Time Frame: July 2015 to July 2016
Estimated working days: 2
2.1 Revise the guidelines of the school improvement plan (twice in the duration of the project, after
the pilot of the preparation of the school improvement plans the 75 schools and towards the end
of the project).
3. Design the School Grant Support Program with Corresponding Training Material
Time Frame Phases 1: August 2014
The expected duration is 1 month with an estimation of 9 working days
Phase 1:
1.1 Design of the School Grant Support Program which includes a manual covering, but not limited to:
regulations, requirements, application procedures and implementation guidelines, basis for
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 26 of 31
evaluating, grading and funding proposals, topics recommended for projects, types of school based
projects selected, financial mechanisms.
1.2 Develop internal and external quality assurance, monitoring and evaluation mechanisms of the
SGSP.
1.3 Develop corresponding training material with evaluation mechanism.
*The training material will target the 12 members of the unit, the 30 facilitators from MEHE) and the
representatives of the school planning committee members of the 300 selected public schools.
Phase 2:
Time frame: July 2015 till September 2016 (periodically, based on the submission of improvement
plans by each cohort)
Estimated working days: 37 working days distributed over the implementation period of the SGSP.
Evaluate the school improvement plans and recommend eligibility for the school grant support program.
Phase 3:
Time Frame: October, 2015 and September, 2016
Estimated working days: 2 days
Revise the school grant support program two times during the duration of the project (after the pilot of
the implementation of the school improvement plans with the 75 schools and towards the end of the
project).
4. Delivery of training for 12 members from MEHE designated responsible for following the
implementation of the school improvement plans and school grant support program
Time Frame: September 2014
The expected duration is 1 month with an estimation of 5 working days
Phase 1:
Organize logistics related to training delivery, keeping in mind that on one day, the maximum number of
hours of training is six.
The Firm shall allocate for 1 coffee break and one meal for the participants in addition to the
Transportation fees.
Phase 2:
Deliver training for 12 members over a period of 3 days.
Phase 3:
Evaluate training material and training.
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 27 of 31
Phase 4:
Time frame: July 2015 till September 2016 (periodically, based on the submission of improvement
plans by each cohort)
Estimated effort included in Phase 4 of Task 3.
Follow up on the 12 members already trained during the evaluation of the school improvement plans.
5. Delivery of training for 30 facilitators designated responsible for following up and supporting the
schools as they implement the school improvement plans and school grant support program
Time Frame: September 2014-October, 2014
The expected duration is 1 month with an estimation of 5 working days
Phase 1:
Organize logistics related to training delivery, keeping in mind that on one day, the maximum number of
hours of training is six.
The Firm shall allocate for 1 coffee break and one meal for the participants in addition to the
Transportation fees.
Phase 2:
Deliver training for 30 facilitators over a period of 3 consecutive days.
Phase 3:
Evaluate training material and training.
6. Delivery of training for 600 school planning committee members who have undergone previous
training on school improvement programs
Phase 1:
Deliver training for first cohort of school planning committee members.
Time Frame for Phase 1: January, 2015 -March, 2015
The expected duration is 3 months with an estimation of 14 working days
1.1 Organize logistics related to training delivery (2days in groups), keeping in mind that (i) on one day,
the maximum number of hours of training is six, (ii) maximum number of trainees per group is 30.
(The Firm shall allocate for 1 coffee break and one meal for the participants in addition to the
Transportation fees. )
1.2 Deliver training for 150 school planning committee members (each school is represented by the
principal and a trained administrator (non-teaching staff member)
1.3 Evaluate training materiel and training.
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 28 of 31
Phase 2: Follow up on the preparation of the school improvement plan based on the school
improvement guidelines and the school grant support program with the first cohort of schools (75
schools).
Time Frame: April 2015- July 2015
Estimated working days: 9
2.1 Conduct one follow up meeting with the 75 schools, with approximately 8 schools in each meeting.
Phase 3: Follow up on the implementation of the school improvement plan and on the internal and
external quality assurance, monitoring and evaluation of the SGSP with the first cohort of schools (75
schools).
Estimated working days: 20
* The timeframe of implementation will be determined later based on the schedule of the school
improvement plan. However, it is expected to be initiated on October, 2015.
3.1 Conduct two follow up meetings during the implementation with the 75 schools, with approximately
8 schools in each meeting.
3.2 Revise the guidelines of the school improvement plans, amending them where needed. Revise the
SGSP model through enhancing the procedures and mechanisms of the school grant support
program.
Phase 4: Deliver training for second cohort of school planning committee members- 125 schools
Time Frame: October, 2015-December, 2015
The expected duration is 3 months with an estimation of 22 working days:
4.1 Organize logistics related to training delivery (2days in groups), keeping in mind that (i) on one day,
the maximum number of hours of training is six, (ii) maximum number of trainees per group is 30.
4.2 Deliver training for 250 school planning committee members (each school is represented by the
principal and a trained administrator (non-teaching staff member).
4.3 Evaluate training.
Phase 5: Follow up on the preparation of the school improvement plan based on the school
improvement guidelines and the school grant support program with the second cohort of schools (125
schools)
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 29 of 31
Time Frame: December 2015 – February, 2016
Estimated working days: 15
5.1 Conduct one follow up meeting on the preparation of the school improvement plan with the 125
schools, with approximately 8 schools in each meeting.
Phase 6:
Follow up on the implementation of the school improvement plan on the internal and external quality
assurance, monitoring and evaluation of the SGSP with the second cohort of schools (125 schools)
Time frame: Q4 2016
Estimated working days: 17
6.1 Conduct one follow up meeting during the implementation with the 125 schools, with
approximately 8 schools in each meeting.
6.2 Revise the guidelines of the school improvement plans, amending them where needed.
6.3 Revise the SGSP model through enhancing the procedures and mechanisms of the school grant
support program.
*In case of extension of the contract:
- complete the second follow up meeting with the 125 schools during implementation. For
information only, the estimated working days are 15.
-postpone the revision of the school improvement guidelines and the SGSP till the end of the project.
Phase 7: Deliver training for third cohort of school planning committee members
Time Frame: March, 2016-May, 2016
The expected duration is 2 months with an estimation of 19 working days:
7.1 Organize logistics related to training delivery (2days in groups), keeping in mind that (i) on one day,
the maximum number of hours of training is six, (ii) maximum number of trainees per group is 30.
7.2 Deliver training for 200 school planning committee members (each school is represented by the
principal and a trained administrator (non-teaching staff member).
7.3 Evaluate training.
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 30 of 31
Phase 8:
Follow up on the preparation of the school improvement plan based on the school improvement
guidelines and the school grant support program with the third cohort of schools (100 schools)
Time Frame: June, 2016-August, 2016
Estimated working days: 12
8.1 Conduct one follow up meeting with the 100 schools, with approximately 8 schools in each meeting.
8.2. Conduct two follow up meetings with approximately 8 schools in each meeting.
For information and in case of extension of the contract, follow up on the implementation of the
school improvement plan with the third cohort of schools based on the school improvement
guidelines and the school grant support program (100 schools).
* The timeframe of implementation will be determined later based on the schedule of the school
improvement plan.
Estimated working days: 24 (for information)
7. Delivery of training for 300 financial officers
Phase 1: Deliver training for first cohort of financial officers
Time Frame for Phase 1: February, 2015 – April, 2015
The expected duration is 3 months with an estimation of 4 working days
1.1 Organize logistics related to training:
1 day delivery, keeping in mind that (i) on one day, the maximum number of hours of training is six,
(ii) maximum number of trainees per group is 25
The Firm should allocate for 1 coffee break and one meal for the participants in addition to the
Transportation fees.
1.2 Deliver training for 75 financial officers
1.3 Evaluate training
Phase 2: Deliver training for second cohort of financial officers
Time Frame: September, 2015 November, 2015
The expected duration is 3 months with an estimation of 6 working days
Ministry of Education and Higher Education
Education Sector Development Secretariat (ESDS) P.O.BOX: 14 5516 - Unesco – LEBANON
Fax: 961-1- 772651
Terms of Reference-ref# FC04-2.1 Page 31 of 31
2.1 Organize logistics related to training:
1 day delivery, keeping in mind that (i) on one day, the maximum number of hours of training is six,
(ii) maximum number of trainees per group is 25
The Firm should allocate for 1 coffee break and one meal for the participants in addition to the
Transportation fees.
2.2 Deliver training for 125 financial officers.
2.3 Evaluate training.
Phase 3: Deliver training for third cohort of financial officers
Time Frame: March, 2016-May, 2016
The expected duration is 3 months with an estimation of 5 working days
3.1 Organize logistics related to training:
1 day delivery, keeping in mind that (i) on one day, the maximum number of hours of training is six,
(ii) maximum number of trainees per group is 25.
The Firm should allocate for 1 coffee break and one meal for the participants in addition to the
Transportation fees.
3.2 Deliver training for 100 financial officers.
3.3 Evaluate training.
8. Submit Final Report of Assignment (towards the end of Assignment)
*Please note that the dates indicated here above are tentative depending on the date of the
commencement of the Assignment.