REQUEST FOR EXPRESSIONS OF INTEREST
(CONSULTING SERVICES - FIRMS SELECTION)
Country: Ukraine
Name of Project: Lifting Education Access and Resilience in Times of Need in Ukraine Program
Grant No.: TF0C5794
Assignment Title: Consulting services for the development of teaching and learning materials (TLM) for the first cycle of study at the level of upper secondary education (10th grade)
Reference No. (as per Procurement Plan): LEARN-1.1-TLM10
The objectives of the LEARN are: to (i) improve teaching and learning conditions; and (ii) to strengthen the management capacity of the education system.
The total financing for the Operation is US$451 million using a combination of the World Bank's financial instruments: Program-for-Results (PforR) complemented by Investment Project Financing (IPF).
The MoES intends to apply part of the grant proceeds to eligible payments for consulting services for which this Request for Expressions of Interest has been issued.
The consulting services (hereinafter – the Services) include:
• developing teaching and learning materials (hereinafter referred to as “TLM”) for the first cycle/year of upper secondary education (Grade 10);
• upgrading the MoES digital repository for TLM storage and use by expanding the repository’s capacity, as well as updating the User Manual for the repository;
• developing, publishing, and disseminating hard copies of the Manuals on TLM;
• conducting training for TLM users; and
• organizing a final event for dissemination of the results.
The expected period for the Consultant’s provision of the Services is approximately 12 calendar months from the date of contract signing.
The required objective of the Services must be achieved by the Consultant within the agreed program and in accordance with the Ukrainian legislation, the World Bank’s policies and rules and requirements of the Terms of Reference (TOR), which is attached.
Ministry of Education and Science of Ukraine (hereinafter – Client/MOES) now invites eligible consulting firms (hereinafter – Consultants) to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services.
The evaluation of the expressions of interest provided by the Consultants will be carried out based on the following criteria:
Legal status and market experience
Experience in digital education
Cooperation with international organizations
Financial stability
Confirmation of qualification. A Consultant shall provide:
Availability of qualified specialists. The company must confirm the availability of at least 7 specialists having permanent/long-term contracts (the term of which exceeds 12 months):
Key Experts will not be evaluated at the shortlisting stage.
The attention of interested Consultants is drawn to Section III, paragraphs, 3.14, 3.16, and 3.17 of the World Bank’s «Procurement Regulations for IPF Borrowers» September 2023 with amendments of February 2025 (hereinafter – Procurement Regulations), setting forth the World Bank’s policy on conflict of interest.
Consultants may associate with other firms to enhance their qualifications, but should indicate clearly whether the association is in the form of a joint venture and/or a sub-consultancy. In the case of a joint venture, all the partners in the joint venture shall be jointly and severally liable for the entire contract, if selected. In the case of foreign company, the representative office/JV/consortium with local firm should exist by the date of the Contract signing.
A Consultant will be selected in accordance with the “Quality and Cost Based Selection” arrangements described in the Procurement Regulations and to be specifically set out in the Request for Proposals.
Further information can be obtained at the address below during office hours from 9 a.m. to 6 p.m.
Expressions of interest must be delivered in a written form, in Ukrainian or English, to the address below by e-mail by June 25, 2026, 1:00 pm local time.
Ministry of Education and Science of Ukraine
Attn: Yevhen Kudriavets - Project Coordinator
E-mail: uiherp@mon.gov.ua CC: serhiy.artemenko@uiherp.org, kateryna.kovtun@mon.gov.ua
Expressions of interest to be clearly marked: «LEARN-1.1-TLM10: Expression of Interest».
TERMS OF REFERENCE
Consulting services
for the development of teaching and learning materials (TLM)
for the first cycle of study at the level of upper secondary education
(10th grade)
Contract LEARN-1.1-TLM10
World Bank Project ID No.: P504171, Grant Number: TF0C5794
List of abbreviations
AUSO All Ukrainian School Online
GLO Group of learning outcomes
SSPUSE State Standard of Profiled Upper-Secondary Education
SSBSE State Standard of Basic Secondary Education
LEARN The Program "Lifting Education Access and Resilience in Times of Need in
Ukraine Program"
MoES Ministry of Education and Science of Ukraine
NIO NUS Implementation Office
NUS The New Ukrainian School
PDF Portable Document Format
SSEQ State Service of Education Quality
TLM Teaching and Learning Materials
UCEQA Ukrainian Center for Education Quality Assessment
UIRO Ukrainian Institute of Education Development
Word Microsoft Word document format
Table of Contents
I. CONTEXT 4
II. OBJECTIVES 5
III. SCOPE OF SERVICES 7
Component 1. Creation of TLMs for educational sectors by expert groups 7
Component 2: Upgrading digital repository for TLMs 9
Component 3: Publishing and dissemination of the Manuals on TLMs 9
Component 4: Capacity building for Pilot participants 11
Component 5: Organization of the final event – presentation of project results 12
Terms and requirements for implementation 13
IV. DELIVERABLES 17
V. REQUIREMENTS 18
Consultant 19
Personnel 20
Implementation mechanism 21
I. CONTEXT
Ukraine and the World Bank have signed the agreements for the Program "Lifting Education Access and Resilience in Times of Need in Ukraine Program" (hereinafter referred to as the LEARN).
The objectives of the LEARN are: to (i) improve teaching and learning conditions; and (ii) to strengthen the management capacity of the education system.
The total financing for the Operation is US$451 million using a combination of the World Bank's financial instruments: Program-for-Results (PforR) complemented by Investment Project Financing (IPF).
The Program-for-Results (PforR) is funded by a US$235 million credit provided by Bank resources, supported by credit enhancement from the Advancing Needed Credit Enhancement for Ukraine (ADVANCE Ukraine) Trust Fund, which is backed by the Government of Japan. This is formalized under the Financing Agreement between Ukraine and the International Development Association for the Program (CREDIT NUMBER 7626-UA). An additional US$150 million is provided under the Special Program for Ukraine and Moldova Recovery (SPUR) of the International Development Association (IDA) Crisis Facility, as outlined in the Loan Agreement between Ukraine and the International Bank for Reconstruction and Development for the Program (LOAN NUMBER 9721-UA). Financing Agreement (Additional Financing: Lifting Education Access and Resilience in Times of Need in Ukraine Program) between Ukraine and the International Development Association (CREDIT NUMBER 7905-UA) was signed in the amount of US$4.9 million.
Furthermore, US$30 million in Investment Project Financing (IPF) is secured under the Grant Agreement between Ukraine and the International Bank for Reconstruction and Development and the International Development Association, acting as the administrator of the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund (URTF GRANT NUMBER TF0C5794).
Furthermore, US$31.1 million in Additional Financing is provided through grant resources, consisting of US$30.0 million from the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund and US$1.1 million from the Global Partnership for Education Fund. This additional financing is formalized under the Grant Agreement between Ukraine and the International Bank for Reconstruction and Development and the International Development Association, jointly acting as a Supervising Entity for the Global Partnership for Education Fund and as administrator of the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund (URTF GRANT NUMBER TF0D0612; GPE GRANT NUMBER TF0D0613), and supports activities related to the continued implementation of the Program.
Hereinafter, the portion of the Operation financed through the PforR is referred to as the Program and the portion financed through the IPF is referred to as the Project.
The Project complements the LEARN by supporting the piloting of the NUS reform in grades 8 to 12 and strengthening the MoES’ capacity for education system management.
The Project will provide technical support to pilot the NUS reform in selected schools for grades 8 to 12, through: (i) developing, printing, delivering, and testing teaching and learning materials for the NUS Pilot; (ii) developing and carrying out training programs to teachers, school principals, and their deputies; (iii) providing technical assistance to design a fit-for-purpose instrument for measuring teacher classroom practices and to implement said instrument in a sample of classrooms in grades 8 and 9; and (iv) providing STEM, ICT, and other required equipment aligned with the NUS standards to schools in the NUS Pilot at the basic and upper-secondary education levels for grades 8 to 12.
Importantly, the IPF will also strengthen the management capacity of the MoES to manage, monitor, and evaluate the rollout of the NUS reform through: (i) providing technical assistance to the MoES’ units responsible for NUS implementation; (ii) strengthening the Ukrainian Institute of Education Development (“UIRO”) capacity; (iii) creating a Special Online Platform (“SOP”) for State Final Examination (“DPA”); (iv) modernizing the education management information system (“AIKOM”); (v) improving the education infrastructure planning.
Scope and impact
With a funding commitment of $419,9 million and a timeline extending to 2027, LEARN represents a transformative effort to ensure every child in Ukraine has access to safe, high-quality education. The initiative not only addresses immediate challenges posed by the conflict but also lays the groundwork for a resilient and future-ready education system.
The Consultant’s role in this program is critical, as they will design and implement robust frameworks and strategies to meet the evolving demands of Ukraine’s education system. These efforts will contribute to long-term educational recovery, resilience, and equity, ensuring that Ukrainian students are prepared for the challenges of a globalized, knowledge-driven world.
II. OBJECTIVES
The Assignment for the Consultant is:
TLM for each educational domain should consist of a study program, model sets of tasks, model projects, and corresponding compensatory learning course of at least 24 learning hours to be introduced/ implemented as an additional/ compensatory instrument for overcoming the learning gaps apart from/ concurrently with the textbooks for 10th grade participating in approbation in the pilot liceums. The compensatory learning course should be a set of additional multilevel competence-based assessment/ learning tasks aimed at the support/ equalizing students with different personal and social backgrounds, educational needs, learning experiences/ achievements.
This activity focuses on the development of TLM for all educational areas to equip teachers of schools participating in the piloting the State Standard of Profiled Upper-Secondary Education (SSPUSE)" (hereinafter – pilot schools) with the materials for:
These materials will be used by teachers of the pilot schools directly in the educational process to assess/ achieve expected learning outcomes, and/or serve as models for the development of similar tasks by teachers and authors of curricula/manuals/textbooks, ensuring a unified approach to assessing students’ learning achievement as well as comprehensive strategies for coping with educational losses.
Main tasks:
The Consultant will create materials that contain study programs, sets of model tasks, model projects, compensatory learning courses for all 10 educational domains, aimed at assessing the mandatory learning outcomes defined by the SSBSE/ SSPUSE. These materials will be used directly in the educational process by pilot schools, will serve as examples for teachers and authors of educational content, and will contribute to a unified approach to assessment. The developed materials will also be adapted for use with Ukrainian students abroad and in temporarily occupied/de-occupied territories, supporting the recognition of learning outcomes for students with limited or disrupted access to Ukrainian education.
A digital repository preliminary developed as a storage for TLMs under the Project Consulting services for the development of teaching and learning materials (TLM) for the final year of study at the level of basic secondary education (9th grade) and owned by an agency appointed by MoES will be upgraded to storage TLMs developed under Component 1 of this Assignment, and the User Manual for repository will be updated. The repository will support efficient storing, search, filtering, classification, and retrieval of tasks developed within Component 1 aligned with specific learning outcomes. This platform will ensure open access to the materials for educators, curricula/ materials’ developers, and other stakeholders. The main idea of the repository is to create collections of materials that are “linked” to the learning outcomes, which will allow users to select the necessary materials for various purposes, including students’ assessment.
Manuals on TLM will be developed (written), provided with editing and graphic design and published as hard copies to explain the purpose and structure of TLMs. Following review and approval according to the national regulations, these publications will be distributed to pilot schools for direct use and to support the development of similar resources by teachers and content developers. The dissemination of the manuals for pilot schools is expected to be done in digital format. Consultant is responsible for arranging the most effective way of editing and delivery of the product. For those purposes, both individuals and companies could be outsourced if needed.
The Consultant will deliver 1 general (introductory) and 10 domain-specific professional development courses (0,5 ECTS credit each) for teachers working with 10th grades in pilot schools and other relevant stakeholders (i.e. school principals/ deputy principals,trainers, teacher-trainers) – all teachers from pilot schools are expected to be covered during the assignment. This training will focus on the use of the developed TLMs, including how to apply the tools and tasks to assess student learning achievements effectively and to respond to the results of this assessment.
To promote the wider use and impact of the developed materials, the Consultant will organize a final presentation event. This event will present the project deliverables, raise awareness among broader stakeholders, and outline strategies for the scale-up and continued use of the materials, including potential replication by educational content developers.
The Assignment should be implemented during the 12 months since a date of contract signing.
The assignment will adhere to the policies and regulations set forth by Ukrainian legislation and the World Bank, ensuring that it is practical, adaptable, and responsive to both immediate and long-term needs. These efforts are aimed at positioning Ukraine’s education system as a model of sustainability, inclusiveness, and excellence that enables students to thrive in a globalized world. The TLM will be developed in line with the academic integrity principles and compliance with the intellectual property rights. The Consultant should provide the Quality Assurance Plan at the inception stage and should report on its implementation as part of the Phase 1-4 reports on deliverables.
III. SCOPE OF SERVICES
The selected consultant will be responsible for the completion of the following components to assure the development and implementation of TLMs for 10 educational domains:
(i) language and literature; (ii) foreign languages; (iii) civic and historical; (iv) maths; (v) science; (vi) technology; (vii) art; (viii) social and health; (ix) IT; (x) physical education. Each task must be performed with accuracy, professionalism, and in accordance with the outlined goals and requirements.
Component 1. Creation of TLMs for educational domains by expert groups
The Consultant will create 10 expert groups (the final list of experts is to be approved by the Client and NIO) and coordinate the development of TLMs for 10 educational domains. TLMs will be used by the pilot schools in the educational process apart from the draft textbooks introduced for approbation accordingly to the Resolution of the Cabinet of Ministers of Ukraine dated 26 August 2025 No. 1058 “On the implementation of the experimental project on the introduction in general secondary education institutions of educational programmes developed on the basis of the Typical Educational Programme for grades 10–12 of general secondary education institutions providing profile secondary education of the academic orientation”.
These materials will also serve as a model for creating high-quality tasks (including competency-based tasks) for developers of educational materials and teachers.
The TLM (for each specific educational domain) are model tools that contain study program, model sets of tasks, model projects and compensatory learning tasks for conducting diagnostic and summative assessments by GLO, and following compensatory/equalizing interventions and accompanying explanations and recommendations that provide clear guidance for users on how to use tasks/tools to assess student achievement.
The KPI for TLM development is presented in Annex 1.
A study program is a document that defines the sequence of achieving expected learning outcomes and describes the relevant content and educational activities for using model sets of tasks and model projects, as well as ompensatory learning tasks (24 hours of instruction). A study program should be designed for two semesters, with hours of instruction rationally divided between them. The structure of study programme must comply with the requirements of the typical educational programme for grades 10-12 of general secondary education institutions that provide profile secondary education with an academic track (https://mon.gov.ua/npa/pro-zatverdzhennia-typovoi-osvitnoi-prohramy-dlia-10-12-klasiv-zakladiv-zahalnoi-serednoi-osvity-iaki-zabezpechuiut-zdobuttia-profilnoi-serednoi-osvity-za-akademichnym-spriamuvanniam).
A model set of tasks is a set of tasks organized in accordance with the specification developed for a particular assessment and created in accordance with the requirements for model tasks.
The minimum number of model sets of tasks in the model tools repository is 3 per educational domain, including the mandatory ones:
Depending on the specifics of the educational domain and the GLO of the respective domain, the number of model sets can be increased (but not reduced) to provide a holistic representation of assessment opportunities for all GLO defined by the SSBSE/ SSPUSE for a particular domain.
Each model set of tasks should contain a sufficient number of individual tasks to conduct an objective assessment in accordance with the requirements of the SSBSE/ SSPUSE for the relevant period of study.
The number of tasks in the diagnostic work should be calculated proceeding from at least 2 academic hours of assessment. When creating tasks for diagnostic work, use the assessment guidelines defined for the 9th grade SSBSE, which remain relevant for the SSPUSE in accordance with the progress recorded at the link https://educationforlife.mon.gov.ua/interaktyvnyi-postup/?cycle%5B%5D=7-9&cycle%5B%5D=10-12. Tasks for 10th grade cannot duplicate tasks developed within the TLM for 9th grade.
The number of tasks in the final semester work should be calculated proceeding from at least 1 academic hour of testing for each group of results specified in the certificate of achievement for the relevant educational domain: (i) language and literature — 4; (ii) foreign languages — 4; (iii) civic and historical — 3; (iv) maths — 3; (v) science — 3; (vi) technology — 3; (vii) art — 3; (viii) social and health — 4; (ix) IT — 4; (x) physical education — 3.
The maximum number of tasks in a particular set depends on several factors: 1) the specifics of the subject-specific learning outcomes; 2) the availability and length of the stimulus materials (reading texts, instructions, etc.) needed to complete the tasks; 3) the type and nature of the tasks.
A set of tasks for educational fields where performance tasks are relevant, such as language and literature — listening & speaking; foreign languages — listening & speaking; science — conducting experiments; technology — product manufacturing; art — product manufacturing, performance; physical education — physical exercise, may contain fewer tasks if the set includes a performance task, compared to task sets for other fields.
The tasks may relate to stimulus materials (reading texts, situation descriptions, instructions for completion). The time required to work through the relevant materials should be taken into account when determining the maximum possible number of tasks for the estimated time of the set. The stimulus material should be necessary for the completion of the tasks and correspond in volume to the task set. When calculating the time required to work through the stimulus material, a guideline is up to 150 words per minute of text material.
When calculating the number of tasks for a set, it is necessary to proceed from the following average time limits for completing different types and kinds of tasks (depending on the length of the instructions and stimulus material):
Examples for calculating the number of tasks for a given time can be found in the external independent assessment test forms available at https://testportal.gov.ua/ofzvit/, as well as competency-based tasks available at https://nus-tasks.net/.
A model set of tasks specification is a description of a set of tasks that gives a complete picture of the specifics of the assessment and the determination of results based on it. The specification should contain information about the following:
A model project is a long-term project (at least one week) developed and described in detail within the educational domain, the results of which can be used for summative assessment (interim (thematic), semester, or annual).
The minimum number of model projects is 2: 1 for basic level and 1 for an advanced level of learning outcomes for each educational domain. Projects should differ by subjects of completion (individual, pair, microgroup, group) and by the modality of the leading activity with the intention to clearly express the potential of project activity in the educational process for different educational domains.
The model project plan is a comprehensive description of the project that provides a detailed overview of its organization, implementation, evaluation, and outcome. The plan should contain information on the following:
Compensatory learning tasks - set of content/ learning activities aimed at filling out identified learning gaps related to respective expected learning outcomes.
Minimal amount of the learning tasks is 200 evenly distributed among GLOs, defined by the SSPUSE for each educational domain. Respectively the number of GLOs is: (i) language and literature — 4; (ii) foreign languages — 4; (iii) civic and historical — 6; (iv) maths — 4; (v) science — 4; (vi) technology — 3; (vii) art — 3; (viii) social and health — 4; (ix) IT — 4; (x) physical education — 3. Learning tasks should be allocated among 24 hours of instruction as defined in the respective study program.
Learning tasks should be in line with the examples of learning tasks for 10-12 grades published here: https://educationforlife.mon.gov.ua/interaktyvnyi-postup/?cycle%5B%5D=10-12, and/or can extend the list of these examples and be suitable for use in the ongoing educational process as a separate extension of the textbooks’ tasks.
Component 2: Upgrading a digital repository for TLMs
This component focuses on upgrading a user-friendly digital environment (online repository) that will ensure efficient access to structured learning materials aligned with the mandatory learning outcomes of the SSBSE/ SSPUSE. The repository will support filtering, searching, saving, and integration with existing digital education platforms, enhancing their functionality.
Selected Consultant should review relevant existing digital solutions (particularly, repository for TLMs developed under the Project’s Consulting services for the development of teaching and learning materials (TLM) for the final year of study at the level of basic secondary education (9th grade) ) and propose implementation/improvement plan based on the analysis .
The improvement plan should be approved by the Client and then implemented by Consultant. If necessary the developer of the digital repository can be outsourced.
The User Manual for repository should be updated.
Component 3: Developing, publishing and dissemination of the Manuals on TLMs
Definition and components
This component focuses on the development of Manuals for teachers on the created TLMs for each educational domain (10 manuals, minimum 2 author’s sheets each) that will be distributed to pilot schools. The following indicative structure of the manuals may have peculiarities related to the specifics of learning assessment in certain educational domains.
Each Manual should serve as an instructional and explanatory source for the TLMs presented in the digital repository of materials (database) and contain the following components in its structure:
Literary editing. Perform comprehensive editing of TLMs to ensure clarity, consistency, and accuracy in Ukrainian.
Graphic design and layout of educational materials. Formatting of TLMs following visual guidelines provided by the MoES; materials are visually appealing, accessible and suitable for both print and digital distribution; final version of documents in electronic (PDF) and print-ready formats, along with editable source files for future updates.
Requirements
The Consultant shall ensure that the following requirements are met during the implementation of this component:
Component 4: Capacity building for Pilot participants
This component focuses on building the capacity of teachers involved in the piloting of the SSPUSE at the level of the 10th grade by equipping them with the necessary knowledge and skills to effectively use the developed TLMs, including appropriate use of tools and tasks for assessing student learning achievements and filling out identified learning gaps/ compensating educational losses/ equalizing students achievements. All teachers of pilot schools are expected to be covered by capacity building activities. Apart from the Pilot schools’ teachers other stakeholders (i.e. school managers, trainers, teacher-trainers etc) could be involved.
The training course will be designed and delivered to support the application of competency-based assessment principles and the integration of TLMs into the teaching and learning process. The course should be introduced gradually during the 2026-2027 school year in line with the development of the TLMs (see Component 1) with the purpose to explain to the audience how to use/ modify/ implement them in a real educational process. Based on the synchronous phase (set of webinars) corresponding asynchronous courses will be developed and launched for open access.
The training course should include the following components:
A modular format tailored to the progression of TLM development and use, aligned with the academic year.
Component 5: Organization of the final event – presentation of project results
This component focuses on organizing and conducting a final in-person event to formally present the project deliverables, including the developed training and learning materials (TLMs) and the digital repository. The event aims to summarize the outcomes of the pilot implementation of the 1-st cycle of PUSE, engage key stakeholders, and outline the next steps for further application and scaling of project outputs.
The event will serve the following purposes:
Event format:
Event components:
The Consultant shall be responsible for full logistical and organizational support to ensure a high-quality event experience. This includes:
Terms and requirements for implementation
The assignment must be completed within the agreed timeframe, and all deliverables must comply with the policies and rules set forth by Ukrainian law and the World Bank.
The consultant is expected to ensure smooth coordination with the MoES throughout the process, maintaining clear communication and regular updates.
It is expected that a clear implementation sequence will be followed to ensure logical coordination between the components.
In particular:
The Consultant is expected to propose a detailed implementation schedule in Quality Assurance Plan , including key milestones and estimated completion dates for each component. Based on the needs analysis, the Consultant will also propose an approach to the updating the digital repository and its integration with existing digital solutions. This schedule should reflect logical dependencies between tasks and ensure that the results are ready for public presentation.
IV. DELIVERABLES
The Consultant shall deliver the following deliverables, ensuring that they all meet the detailed requirements outlined in this ToR:
D1 (Component 1): TLMs for educational domains (Annex 1)
Set of competence-oriented tasks for 10 educational domains
Each set shall fully comply with the detailed requirements specified in this ToR.
D2 (Component 2): Digital repository of TLMs
Online repository of materials upgraded/integrated with existing digital solutions
A brief user manual is updated.
D3 (Component 3): Manuals on TLMs applying (Annex 1)
Manuals on applying TLMs for each domain, 10 Manuals total
Each Manual is an instructional and explanatory source for the TLMs presented in the TLMs repository.
D4 (Component 4): Training course on the use/development of TLMs
Approximately 3 general and 3 educational domains-specific webinars – totally about 35 webinars during the school year.
An online training course on the use/development of tasks for assessing students' learning achievements is available.
All pilot schools' teachers are covered by the training.
D5 (Component 5): Final Event
The final event to present the products developed under this ToR.
Representatives of the pilot schools and other stakeholders were involved in the event.
Monthly progress updates
Reporting requirements
This structure of deliverables ensures that all results are comprehensive, visually appealing, and effectively disseminated to the target audience, which will contribute to the success of the project.
Under the Lump-Sum Contract (World Bank Standard Form), payments shall be made to the Consultant upon submission and Client’s acceptance of the deliverables specified below, and upon submission of an acceptable invoice and a signed Certificate of Acceptance.
The Consultant will, no later than the 14th calendar day after completing the activities according to the Work Schedule will submit a respective draft report.
Algorithm for accepting the reports
The Consultant will, no later than the 14th calendar day, unless otherwise specified below, after completing the relevant Stages according to the Work Schedule, prepare the draft of the corresponding Report (Phase 1 Report/Phase 2 Report/Phase 3 Report/Phase 4 Report) (hereinafter – the Report)..
The draft of the Report package shall be drawn up in electronic (Word/Excel and PDF) format and sent to the Client’s email address specified in the Contract.
The Client will review the draft of the report within 14 calendar days from the date of its receipt and provide comments and suggestions for finalizing the draft of the report or confirm the efficiency and quality of the Assignment implementation and its correspondence with the requirements of this Terms of Reference.
The Consultant, within 7 calendar days from the date of receipt of comments from the Client, will process them and submit the revised report in electronic and paper format to the Client, together with a table indicating, for each comment, the method of its consideration or justification for the deviation.
If the Client has no comments on the revised report, the report shall be deemed approved, which shall be confirmed by a signed Acceptance certificate for services.
If the Client does not respond with comments on the draft Report and proposals for its revision within the above-mentioned period, the draft report shall be deemed accepted, and the Consultant shall be obliged to send the report in electronic PDF format and paper format to the Client.
Payment schedule
1. First Payment – 20% of the Contract Amount
Payable upon the Consultant’s submission and the Client’s acceptance of the Phase 1 Report, which includes: (i) C1.1 Formation of groups of experts in educational domain; () C2.1 Needs analysis / determination of the approach to the creation / integration of a digital repository of educational materials; () C1.2. Determination of the format of TLMs and the procedure for their examination; (iv) C1.3 Development and examination of the diagnostic work (input); (v) C1.4 Developing the Study programs; (vi) Quality Assurance Plan.
2. Second Payment – 25% of the Contract Amount
Payable upon the Consultant’s submission and the Client’s acceptance of the Phase 2 Report, which includes: (i) C1.5 Developing the compensatory learning tasks for the 1st semester; (ii) C4.1 Stakeholders training (1st wave of training course - webinars); (iii) C1.6 Developing the basic-level model project; (iv) C1.7 Creating summative semester work for the 1st semester; (v) C2.2 Upgrading a digital repository of educational materials; (vi) C1.8 Developing the compensatory learning tasks for the 2nd semester.
3. Third Payment – 25% of the Contract Amount
Payable upon the Consultant’s submission and the Client’s acceptance of the Phase 3 Report, which includes: (i) C4.2 Stakeholders training (2nd wave of training course - webinars); (ii) C.1.9 Developing the advanced-level model project; (iii) C1.10 Developing summative semester work for the 2nd semester; (iv) C3.1 Developing the Manuals on TLMs applying; (v) C3.2 Posting tasks in the repository; (vi) C4.3. Developing and launching an online course on TLMs applying.
4. Fourth Payment – 30% of the Contract Amount
Payable upon the Consultant’s submission and the Client’s acceptance of the Phase 4 Report, which includes: (i) C3.3 Publishing the Manual on TLMs applying; (ii) C5.1 Final presentation event; (iii) C5.2 Summarizing and reporting.
V. REQUIREMENTS
Consultant
The following minimum requirements (failed/passed criteria) shall be applied to determine the Consultant's qualifications:
Personnel
The consultant shall provide sufficiently qualified specialists and time allocation to perform the activities required by the scope of work and achieve the project objectives within the specified time, cost and quality parameters.
The Consultant's team should have key experts with the relevant knowledge and experience to develop and implement digital assessment products and tools. In addition, appropriate administrative staff, such as secretaries and translators, should support the team throughout the assignment.
The Consultant is expected to propose the number and type of staff required to perform the services effectively and efficiently. Costs for all proposed staff shall be included in the financial proposal. The Consultant shall also ensure that all proposed staff will be available during the time specified in the Assignment.
It is estimated that the development of content in all educational domains will require the involvement of 10 leading experts in educational domains and 20-30 experts in learning outcomes assessment/ curriculum development/ content design..
Experts are expected to carry out development of TLM, development of Manual, capacity building measures, and then planning/ moderating the final dissemination event.
Qualifications of key experts
Leading expert in the field of education – focuses on identifying sector-specific features and reviewing tasks for assessing learning achievements at the adaptation stage of the profiled upper secondary education in accordance with the learning outcomes and assessment criteria established by the SSPUSE. He/she interacts with stakeholders and advises on the implementation of assessment tools within the relevant field.
Qualifications and experience:
Learning Outcomes Assessment Expert – focuses on the development of learning outcomes assessment tasks in the relevant domain. Develops model assignments/tools/projects, teaching aids, and assessment methods, ensuring that they are aligned with competency-based standards. Collaborates with practitioners to refine and pilot these solutions.
Qualifications and experience:
The consent of the MoES to engage the proposed experts must be obtained prior to engagement based on the curriculum vitae provided by the Consultant. Key experts should confirm their qualifications by providing detailed CVs highlighting their experience, skills and relevance to the project profile. The Consultant shall identify all technical and support staff that will be required for the timely completion of the Assignment. In this regard, the Consultant is expected to indicate the number and availability of all technical and support staff to demonstrate that the objectives can be achieved. Therefore, the names of technical and support staff are requested, although resumes are not required.
The Consultant shall select and hire other experts (if necessary) in accordance with the profiles defined in its Methodology and these Terms of Reference.
The Consultant may outsource the organization of events (e.g., seminars, workshops, stakeholder meetings) to a specialized service provider. The selection, engagement and management of any such external service provider will be at the discretion of the Consultant, subject to the prior approval of the MoES. All arrangements shall be in accordance with the defined project scope, budget and quality requirements.
Implementation mechanism
Consultant
The Consultant shall be responsible for the support in all aspects and expenses of its team during the performance of the Services. The Consultant shall be responsible for hiring and remuneration of the staff. The Consultant shall also cover its own costs for additional technical, administrative and other support staff.
The Consultant shall provide all logistics, rent, supplies, computers, laptops and equipment necessary for the smooth delivery of the services and shall provide for the same in its financial proposal. These funds shall be provided only as rent, including maintenance, and shall not be provided as funds for the purchase of any logistics items in the Financial Proposal.
The Consultant will report on all aspects of the contract to the Client's authorized representative.
During the project implementation, the Consultant shall take into account the restrictions related to the military invasion/ the unstable security situation in Ukraine. Depending on the nature of the restrictions at the start date of the Contract, the Consultant may have to start with remote office work before being able to conduct field work and/or may prefer to engage local consultants in the early stages of the Contract. The Consultant is encouraged to explore all opportunities to engage local staff and benefit from their knowledge and experience.
Client
The Client shall be responsible for the implementation of the Project as a whole, and the Consultant's Assignment shall be managed and monitored by the Client's Executive Team.
All communication between the Client and the Consultant shall be in writing in English and/or Ukrainian. With regard to payments to the Consultant, amendments to the contract with the Consultant, submission of the Consultant's requests for the Client's prior approval and other similar cases and actions for which the Client considers such a method of correspondence mandatory, the correspondence shall be conducted by means of printed documents in a sufficient number of copies provided to the Client. In all other cases, correspondence by e-mail is acceptable, provided that the list of recipients is agreed upon by both parties in advance.
The Client shall provide all available data, documents, reports and studies related to the Assignment and necessary for the successful performance of the Services. The Consultant shall be solely responsible for verification, interpretation and use of such materials and data. The Consultant shall not disclose the received data/documents to any third party not involved in the Assignment.
Most of the available information is in Ukrainian. The consultant will organize translation, if necessary, at its own expense.
All products, results, reports, materials, etc. developed under the project are the property of the Ministry of Education and Science.
Equipment
No equipment shall be purchased on behalf of the Client under this service agreement and shall not be transferred to the Client after the termination of this agreement. Any equipment related to this contract that is to be purchased by the Client shall be procured through a separate procurement tender procedure.
Annex 1
KPI for the TLM and Manuals on TLM
| Educational Domain | Number of study programs | Minimum number of model sets* of tasks | Minimum number of model projects | Number of compensatory 24-hours courses in the 10th grade (1 hour = 45 minutes) | Manuals for TLM in digital and printed formats | ||||
for one diagnostic assessment in 10th grade (input at the beginning of the 1st semester) | for one summative assessment in the 1st semester of the 10th grade | for one summative assessment in the 2nd semester of the 10th grade | basic level of learning outcomes, the 10th grade
| advanced level of learning outcomes, the 10th grade | ||||||
1 | - () | Language and Literature (Ukrainian) | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 manual in digital and 200 hard copies |
2 | Mathematics | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 manual in digital and 200 hard copies | |
3 | Sciences | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 manual in digital and 200 hard copies | |
4 | Technological | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 manual in digital and 200 hard copies | |
5 | Informatics / Computer Science | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 manual in digital and 200 hard copies | |
6 | ’ | Social and Health-Preserving | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 manual in digital and 200 hard copies |
7 |
| Civic and Historical | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 manual in digital and 200 hard copies |
8 | Arts | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 manual in digital and 200 hard copies | |
9 |
| Physical Education (PE) | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 manual in digital and 200 hard copies |
10 | - () | Language and Literature (foreign) | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 digital and 200 hard copies |
| Total | 10 | 10 | 10 | 10 | 10 | 10 | 10 | 10 digital and 2000 hard copies | |
| Reporting | Phase 1 Report | Phase 1 Report | Phase 2 Report | Phase 3 Report | Phase 2 Report | Phase 3 Report | Phase 2 Report | Phase 3 Report –digital layouts Phase 4 Report – hard copies published |
*Note: One set of tasks consists of more than one task for a learner. One set of tasks means one variant.
nnex 2
Work schedule
Sub-component | Phase, activity | The result of the activity | Time frame | Estimated time frame, weeks since a date of contract signing | |||||||||||||||||||||||||||||||||||||||||||||||||||
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | ||||
Phase 1 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inception stage: development of Quality Assurance Plan; selection and hiring respective personnel | Quality Assurance Plan is developed; personnel is hired. | 1-4 |
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C1.1 | Formation of groups of experts in educational domain | All 10 groups of experts in specific domains have been selected and approved by the MoES | 1-2 |
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C1.2 | Determining the format of TLMs specifically for different educational domains and the procedure for their examination and approval | The format of TLMs has been agreed, taking into account domain specifics and the procedure for their examination and approval | 2-4 |
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C1.3 | Developing and examination of the diagnostic work (input) | Diagnostic work (input) for all 10 domains developed and approved | 4-8 |
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C1.4 | Developing the Study program | Study programs for all 10 domains developed and approved | 6-10 |
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C2.1 | Needs analysis / determination of the approach to the upgrading / integration of a digital repository of educational materials | Decision made to modernise/upgrade the repository considering existing digital resources. | 1-4 |
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| Submission of draft Phase 1 Report |
| 12 |
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Phase 2 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
C1.5 | Developing the compensatory learning tasks for the 1st semester | Compensatory learning tasks for all 10 domains developed and approved | 10-14 |
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C4.1 | Stakeholders training | Teachers of pilot schools were trained on using TLMs (1st wave of training course - webinars) | 11-13 |
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C1.6 | Developing the basic-level model project | Model projects for all 10 domains developed and approved | 14-15 |
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C1.7 | Creating summative semester work for the 1st semester | Summative semester works for all 10 domains developed and approved | 16-19 |
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C2.2 | Upgrading a digital repository of educational materials | An upgraded version of the TLMs repository was created and the relevant materials were posted | 5-19 |
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C1.8 | Developing the compensatory learning tasks for the 2nd semester | Compensatory learning tasks for all 10 domains developed and approved | 20-25 |
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| Submission of draft Phase 2 Report |
| 27 |
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Phase 3 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
C4.2 | Stakeholders training | Teachers of pilot schools were trained on using TLMs (2nd wave of training course - webinars) | 26-28 |
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C1.9 | Developing the advanced-level model project | Model projects for all 10 domains developed and approved | 27-31 |
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C1.10 | Developing summative semester work for the 2nd semester | Summative semester works for all 10 domains developed and approved | 32-36 |
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C3.1 | Developing the Manuals on TLMs applying | Manuals on TLMs applying are developed and approved (digital layouts) | 37-42 |
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C3.2 | Posting tasks in the repository | The developed materials are posted in the repository | 17-42 |
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C4.3 | Developing an online course on TLMs applying | An online course on 10th Grade TLMs applying for teachers and other stakeholders is developed and launched | 29-42 |
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| Submission of draft Phase 3 Report |
| 44 |
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Phase 4 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
C3.3 | Publishing the Manual on TLMs applying | Hard copies of Manuals on TLMs applying are published and disseminated | 43-44 |
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C5.1 | Final presentation event | Prepared and held an in-person event with representatives of pilot schools, and other stakeholders | 45 |
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C5.2 | Summarizing and reporting | Draft report prepared | 45-46 |
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| Submission of draft Phase 4 Report |
| 48 |
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Legend | |
C1 |
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C2 |
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C3 |
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C4 |
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C5 |
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"},{"id":"OP00443825","notice_type":"Request for Expression of Interest","noticedate":"08-May-2026","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2026-05-29T00:00:00Z","submission_deadline_time":"14:30","project_ctry_name":"Eastern and Southern Africa","project_id":"P506439","project_name":"Accelerating Access to Water, Sanitation and Hygiene in the Eastern and Southern Africa Region","bid_reference_no":"ZA-AUDA-NEPAD-523377-CS-CQS","bid_description":"Capacity development / training program on PPPs in water sector (online and in person), using APMG's PPP Certification Programme","procurement_group":"CS","procurement_method_code":"CQS","procurement_method_name":"Consultant Qualification Selection","contact_address":"230 15th Rd, Randjespark, Midrand, 1685","contact_ctry_name":"South Africa","contact_email":"wahaboui@auda-nepad.org","contact_name":"Ibrah Wahabou","contact_organization":"African Union Development Agency - New Partnership for Africa's Development","contact_phone_no":"(+27)0763157204","contact_web_url":"https://www.nepad.org/","submission_date":"2026-05-08T00:00:00Z","notice_text":"
\n\n
_____________________________________________________
\n\nREQUEST FOR EXPRESSIONS OF INTEREST
\n\n(CONSULTING SERVICES – FIRMS SELECTION)
\n\n\n\n
Country: Multinational
\n\nName of Project: Accelerating Access to Water, Sanitation and Hygiene in the Eastern and Southern Africa Region Project
\n\nGrant No.: P506439
\n\nAssignment Title: Consultancy Services to Design and Deliver a Comprehensive Capacity Development Programme on Public-Private Partnerships (PPPs) in the Water Sector (Online and In-Person) – Based on the APMG PPP Certification Programme (CP3P)
\n\nReference No: 403/AUDA/DITIR/CQS/2026
\n\nMethod: Consultant’s Qualifications Selection (CQS)
\n\n\n\n
The African Union Development Agency – New Partnership for Africa Development (AUDA-NEPAD) has received financing from the World Bank toward the cost of the “Accelerating Access to Water, Sanitation and Hygiene in the Eastern and Southern Africa Region Project”, and intends to apply part of the proceeds for consulting services. “Consultancy Services to Design and Deliver a Comprehensive Capacity Development Programme on Public-Private Partnerships (PPPs) in the Water Sector (Online and In-Person) – Based on the APMG PPP Certification Programme (CP3P)”
\n\n\n\n
The consulting services (“the Services”) include: Validation and Customization Based on TNA: Analyse results of the WASH MPA PPP Training Needs Assessment, Refine and align curriculum to identified capacity gaps, Submit an Inception Report including detailed curriculum mapping to: APMG CP3P standards; WASH MPA operational activities; and VGF and transboundary components; Curriculum Design and Contextualization: Develop a modular programme aligned with APMG CP3P and contextualized to water-sector realities
\n\nModule 1: PPP Fundamentals (Foundation Level); Module 2: Project Finance, Bankability & Viability Gap Financing, Module 3: Governance & Procurement, Module 4: Project Environment & Stakeholder Management, Module 5: Contract Management & Long-Term Oversight; Training Delivery: Online Phase – Foundation Level, In-Person Intensive Workshop (5 Days); Certification Administration: Be an Accredited Training Organization (ATO) under APMG, Register participants for CP3P certification, Administer examinations securely and Provide certification statistics and pass-rate analysis; Post-Training Evaluation & Knowledge Sustainability: Conduct competency improvement assessment versus baseline TNA, Develop a PPP Water Sector Toolkit (templates, financial models, checklists), Deliver Training-of-Trainers (ToT) session and Provide roadmap for institutionalizing PPP expertise within WASH MPA structures.
\n\n\n\n
\n\n
| \n\t\t\t Key Expert \n\t\t\t | \n\t\t\t\n\t\t\t Person-Days \n\t\t\t | \n\t\t
| \n\t\t\t Key Expert 1: Team Leader / Lead PPP Trainer \n\t\t\t | \n\t\t\t\n\t\t\t 40 \n\t\t\t | \n\t\t
| \n\t\t\t Key Expert 2: Infrastructure Finance & VGF Expert \n\t\t\t | \n\t\t\t\n\t\t\t 25 \n\t\t\t | \n\t\t
| \n\t\t\t Key Expert 3: Legal/Governance Expert \n\t\t\t | \n\t\t\t\n\t\t\t 20 \n\t\t\t | \n\t\t
| \n\t\t\t Key Expert 4: Water Sector PPP Specialist \n\t\t\t | \n\t\t\t\n\t\t\t 20 \n\t\t\t | \n\t\t
| \n\t\t\t Key Expert 5: Certification & Training Coordinator \n\t\t\t | \n\t\t\t\n\t\t\t 15 \n\t\t\t | \n\t\t
| \n\t\t\t Total \n\t\t\t | \n\t\t\t\n\t\t\t 120 \n\t\t\t | \n\t\t
\n\n
Total duration: 4–6 months from the date of contract signature
\n\n\n\n
\n\n
The African Union Development Agency – New Partnership for Africa Development (AUDA-NEPAD) now invites eligible consulting firms (“Consultants”) to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services. The shortlisting criteria are:
\n\n\n\n
Key Experts will not be evaluated at the shortlisting stage.
\n\n\n\n
The attention of interested Consultants is drawn to Section III, paragraphs, 3.15, 3.16, and 3.17 of the World Bank’s “Procurement Regulations for IPF Borrowers” February 2025 (“Procurement Regulations”), 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:
\n\n\n\n
\n\n
\n\n
\n\n
Consultants may associate with other firms to enhance their qualifications, but should indicate clearly whether the association is in the form of a joint venture and/or a sub-consultancy. In the case of a joint venture, all the partners in the joint venture shall be jointly and severally liable for the entire contract, if selected.
\n\n\n\n
A Consultant will be selected in accordance with the Consultant Qualification Selection (CQS) method set out in the Procurement Regulations.
\n\n\n\n
Further information can be obtained at the address below during office.
\n\n\n\n
Expressions of interest must be delivered to the address below by email on or before May 29th, 2026, 14:30 hours (South African Time). All EOI’s must be marked “403/AUDA/DITIR/CQS/2026 – Consultancy Services to Design and Deliver a Comprehensive Capacity Development Programme on Public-Private Partnerships (PPPs) in the Water Sector (Online and In-Person) – Based on the APMG PPP Certification Programme (CP3P)” in the subject line of the email.
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EOIs can also be sent by email, addressed to the address below. Interested Consultants may also obtain further information at the address below during office hours (09:00 - 17:00 South Africa time):
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The Chairperson, Internal Procurement Committee (IPC)
\n\nAfrican Union Development Agency (AUDA-NEPAD)
\n\nEco Origin, Block F,
\n\n349 Witch Hazel Street,
\n\nEco Park, Centurion.
\n\nEmail: procurement@nepad.org ; and copy to manthatir@auda-nepad.org
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Attention of: Procurement Division
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ANNEX 1: DECLARATION OF UNDERTAKING
\n\n\n\n
{Location, Date}
\n\nTo: The Chairperson Internal Procurement Committee (IPC)
\n\nAUDA-NEPAD
\n\n230, 15th Road, P. O. Box 218 Midrand,
\n\n1685 Johannesburg, South Africa
\n\n\n\n
Attention of: Head of Procurement Division
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We remain,
\n\nYours sincerely,
\n\n\n\n
\n\n
Signature:
\n\nName of Consultant:
\n\nAddress
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ANNEX 2: TORs
\n\n\n\n
| \n\t\t\t TERMS OF REFERENCE \n\t\t\t | \n\t\t|||||||||||||||||||
| \n\t\t\t Title of the Consultancy: \n\t\t\t | \n\t\t\t\n\t\t\t Design and Delivery of a Comprehensive Capacity Development Programme on Public-Private Partnerships (PPPs) in the Water Sector (Online and In-Person) – Based on the APMG PPP Certification Programme (CP3P) \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Consultancy type: (individual or firm) \n\t\t\t | \n\t\t\t\n\t\t\t Firm \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Method \n\t\t\t | \n\t\t\t\n\t\t\t Consultant Qualification Selection (CQS) Method \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Procurement Number (from procurement plan) \n\t\t\t | \n\t\t\t\n\t\t\t 403/AUDA/DITIR/CQS/2026 \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Background \n\t\t\t | \n\t\t\t\n\t\t\t Equitable access to Water, Sanitation, and Hygiene (WASH) is essential for inclusive development across Eastern and Southern Africa. Despite progress, large gaps remain in Sub-Saharan Africa — about 1 in 3 people, and nearly 1 in 2 rural residents, still lack access to at least basic drinking water services; and about 2 in 3 people, and roughly 3 in 4 rural residents, still lack access to at least basic sanitation services (World Bank WDI). These deficits undermine health, constrain economic productivity, increase climate vulnerability, and slow progress toward Sustainable Development Goal 6. \n\n\t\t\tThe Regional Support Project under the WASH Multi-Phase Programmatic Approach (MPA) supports Eastern and Southern African countries in strengthening systems, institutions, and financing mechanisms to accelerate access to water, sanitation, and hygiene services. \n\n\t\t\tAfrica faces an estimated annual infrastructure financing need of approximately USD 93 billion, with a financing gap of nearly USD 50 billion. While private capital and Development Finance Institution (DFI) resources are increasingly available, a critical bottleneck persists: the shortage of well-prepared, bankable projects ready for investment — particularly in the water sector. \n\n\t\t\tWater infrastructure remains among the most underfinanced sectors due to: \n\n\t\t\t
A key challenge identified through the WASH MPA Training Needs Assessment (TNA) is the capacity gap across three core knowledge domains: (1) PPP Project Management and Project Finance; (2) Governance and Institutional Arrangements; and (3) Project Environment and Stakeholder Ecosystem. \n\n\t\t\tThe MPA also includes specific activities related to Viability Gap Financing (VGF) studies (Activity 4.1.1) and supports regional/transboundary water initiatives in collaboration with IGAD and SADC-GMI. This requires specialized knowledge in structuring PPPs within cross-border and multi-jurisdictional contexts. \n\n\t\t\tTo address these needs, AUDA-NEPAD seeks to design and implement a comprehensive hybrid capacity-building programme aligned with the globally recognized APMG PPP Certification Programme (CP3P), tailored specifically to water-sector PPPs and the WASH MPA regional context. \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Rationale \n\t\t\t | \n\t\t\t\n\t\t\t This assignment directly supports AUDA-NEPAD's mandate to accelerate Africa's development through regional integration and enhanced institutional capacity. By building the skills needed to structure, procure, and manage water sector PPPs, this programme contributes to the realisation of Agenda 2063 — particularly Aspiration 1 (A Prosperous Africa) — and to achieving Sustainable Development Goal 6 (Clean Water and Sanitation). \n\n\t\t\tThe capacity gap identified in the WASH MPA Training Needs Assessment demonstrates the critical need for external expertise to design, develop, and deliver a structured certification-linked training programme. A consulting firm with APMG Accredited Training Organization (ATO) status is required to ensure the programme meets international standards and that participants can pursue formal CP3P certification. \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t The objectives of the assignment \n\t\t\t | \n\t\t\t\n\t\t\t The primary objective is to design, develop, and deliver a comprehensive hybrid (online and in-person) capacity-building programme on PPPs tailored to the water sector under the WASH MPA framework. \n\n\t\t\tThe programme shall: \n\n\t\t\t
| \n\t\t||||||||||||||||||
| \n\t\t\t Scope of work, activities and Tasks \n\t\t\t | \n\t\t\t\n\t\t\t Task 1: Validation and Customization Based on TNA \n\n\t\t\t
Task 2: Curriculum Design and Contextualization \n\n\t\t\tDevelop a modular programme aligned with APMG CP3P and contextualized to water-sector realities. \n\n\t\t\tModule 1: PPP Fundamentals (Foundation Level) \n\n\t\t\t
Module 2: Project Finance, Bankability & Viability Gap Financing \n\n\t\t\t
Viability Gap Financing (VGF): \n\n\t\t\t
\n\n\t\t\t \n\n\t\t\t \n\n\t\t\t Module 3: Governance & Procurement \n\n\t\t\t
Module 4: Project Environment & Stakeholder Management \n\n\t\t\t
Structuring PPPs for Transboundary Infrastructure: \n\n\t\t\t
Module 5: Contract Management & Long-Term Oversight \n\n\t\t\t
Task 3: Training Delivery \n\n\t\t\t(A) Online Phase – Foundation Level \n\n\t\t\t
(B) In-Person Intensive Workshop (5 Days) \n\n\t\t\t
Task 4: Certification Administration \n\n\t\t\tThe Consultant must: \n\n\t\t\t
Task 5: Post-Training Evaluation & Knowledge Sustainability \n\n\t\t\t
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| \n\t\t\t Capacity Building Program (if applicable) \n\t\t\t | \n\t\t\t\n\t\t\t This assignment is a capacity building programme. The transfer of knowledge is the primary objective. The programme combines online (asynchronous and live) training with in-person workshop delivery, and is aligned to the APMG CP3P certification framework. \n\n\t\t\tTarget participants include officials from AUDA-NEPAD, Member States, and Regional Economic Communities (RECs) with responsibilities in infrastructure finance, water sector regulation, PPP procurement, and project management. \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Expected results and deliverables \n\t\t\t | \n\t\t\t\n\t\t\t The following deliverables are required: \n\n\t\t\t
Reporting requirements: \n\n\t\t\tInception Report: To be submitted within 10 working days of contract signature. \n\n\t\t\tProgress Reports: Monthly, submitted to the AUDA-NEPAD Project Coordinator. \n\n\t\t\tDraft Final Report: To be submitted at least 10 working days before contract end for review and comment. \n\n\t\t\tFinal Report: Incorporating all AUDA-NEPAD comments, submitted at the close of the assignment. \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Location \n\t\t\t | \n\t\t\t\n\t\t\t The operational base for the assignment is Midrand, South Africa (AUDA-NEPAD Headquarters). The online training phase will be delivered remotely to participants across Eastern and Southern Africa. The in-person intensive workshop will be held at a venue in the region to be confirmed by AUDA-NEPAD, with possible locations including Johannesburg, Nairobi, or Addis Ababa. \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Timeframe of the assignment \n\t\t\t | \n\t\t\t\n\t\t\t Total duration: 4–6 months from the date of contract signature. \n\n\t\t\t
\n\n\t\t\t If warranted by programme outcomes and participant demand, optional follow-up support (Months 5–6) may be contracted as a second phase. \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Deliverables / Reports / Milestones Schedule \n\t\t\t | \n\t\t\t\n\t\t\t
\n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Submission & approval of reports \n\t\t\t | \n\t\t\t\n\t\t\t The Consultant will report to the AUDA-NEPAD Project Coordinator for the WASH MPA Regional Support Project, who is responsible for reviewing and approving all deliverables. \n\n\t\t\tA Steering Committee shall provide strategic oversight and shall be consulted on the Inception Report and Final Report. \n\n\t\t\tMonthly progress meetings shall be conducted between the Consultant and the Project Coordinator. \n\n\t\t\tAll reports shall be submitted electronically in MS Word and PDF formats. Where AUDA-NEPAD does not provide comments within 10 working days of report submission, the report shall be deemed approved. \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Language requirements: \n\t\t\t | \n\t\t\t\n\t\t\t All deliverables and communications shall be in English. Proficiency in French or Portuguese would be an added advantage given the regional nature of the assignment. \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Consultancy fees \n\t\t\t | \n\t\t\t\n\t\t\t This is a Lump-Sum Contract. The financial proposal shall be inclusive of all professional fees, examination fees, consultant travel, accommodation, and per diem costs associated with the in-person training delivery. \n\n\t\t\tAUDA-NEPAD will directly bear the costs of the training venue, participant accommodation, and virtual platform access for the online phase. \n\n\t\t\tThe intellectual property of all training materials developed under this contract shall be transferred to AUDA-NEPAD upon completion of the assignment. \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Person Days / Months \n\t\t\t | \n\t\t\t\n\t\t\t The following is an indicative estimate of key expert person-days: \n\n\t\t\t
\n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Governance, support and facilities to be provided by AUDA-NEPAD \n\t\t\t | \n\t\t\t\n\t\t\t AUDA-NEPAD shall provide: \n\n\t\t\t
The AUDA-NEPAD Project Coordinator shall serve as the primary interface between AUDA-NEPAD and the Consultant. A Steering Committee comprising representatives from relevant AUDA-NEPAD directorates and key regional partners shall provide strategic oversight. \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Proposed Payment Schedule \n\t\t\t | \n\t\t\t\n\t\t\t 1st Payment: Ten (10) percent of the lump-sum amount upon submission and approval of the Inception Report and Work Plan. \n\n\t\t\t2nd Payment: Twenty-five (25) percent upon completion of the online training phase and submission of recorded sessions. \n\n\t\t\t3rd Payment: Twenty-five (25) percent upon delivery of the in-person workshop and APMG examination administration. \n\n\t\t\tFinal Payment: Forty (40) percent upon submission and acceptance of the Final Completion & Evaluation Report, PPP Water Sector Toolkit, and all training materials. \n\t\t\t | \n\t\t||||||||||||||||||
| \n\t\t\t Experience of the Firm \n\t\t\t | \n\t\t\t\n\t\t\t The Consulting Firm must demonstrate: \n\n\t\t\t
| \n\t\t||||||||||||||||||
| \n\t\t\t Qualification and work experience required for Key Experts \n\t\t\t | \n\t\t\t\n\t\t\t Key Expert 1: Team Leader / Lead PPP Trainer \n\n\t\t\t
Key Expert 2: Infrastructure Finance & VGF Expert \n\n\t\t\t
\n\n\t\t\t \n\n\t\t\t
Key Expert 3: Legal / Governance Expert \n\n\t\t\t
Key Expert 4: Water Sector PPP Specialist \n\n\t\t\t
Key Expert 5: Certification & Training Coordinator \n\n\t\t\t
Competencies (all key experts): \n\n\t\t\t
| \n\t\t||||||||||||||||||
| \n\t\t\t Copyrights \n\t\t\t | \n\t\t\t\n\t\t\t Both data and materials used and produced under this assignment will be submitted to AUDA-NEPAD, who retain copyright. Consultants may not divulge, extract, quote, or make reference to the outcomes of this assignment in other work without the expressed written permission of AUDA-NEPAD. All intellectual property rights in the training materials, toolkit, and other deliverables developed under this contract vest in AUDA-NEPAD upon completion of the assignment. \n\t\t\t | \n\t\t
\n\n
"},{"id":"OP00439005","notice_type":"Request for Expression of Interest","noticedate":"16-Apr-2026","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2026-04-30T00:00:00Z","submission_deadline_time":"14:00","project_ctry_name":"Ukraine","project_id":"P504171","project_name":"Lifting Education Access and Resilience in times of Need in Ukraine Program","bid_reference_no":"LEARN-1.1-TRAINING","bid_description":"Consulting services for developing and carrying out training programs \nto teachers, school principals, their deputies (upper-secondary school)","procurement_group":"CS","procurement_method_code":"CQS","procurement_method_name":"Consultant Qualification Selection","contact_address":"01135, Kyiv, Beresteiskyi ave, 10","contact_ctry_name":"Ukraine","contact_email":"kateryna.kovtun@mon.gov.ua","contact_name":"Kateryna Kovtun","contact_organization":"Ministry of Education and Science of Ukraine","contact_phone_no":"+380 44 481 32 21","contact_web_url":"https://mon.gov.ua/","submission_date":"2026-04-16T00:00:00Z","notice_text":"
REQUEST FOR EXPRESSIONS OF INTEREST
\n\n(CONSULTING SERVICES – FIRMS SELECTION)
\n\nUKRAINE
\n\n\n\n
Country: Ukraine
\n\nProgram: «Lifting Education Access and Resilience in times of Need in Ukraine Program»
\n\nGrant №: TF0C5794
\n\nProject №: P504171
\n\nAssignment Title: Consulting services for developing and carrying out training programs
\n\nto teachers, school principals, their deputies (upper-secondary school)
\n\nContract Package ID: LEARN-1.1-TRAINING
\n\n\n\n
Ukraine has received financing from the World Bank toward the cost of the Lifting Education Access and Resilience in Times of Need in Ukraine Program.
\n\nThe Ministry of Education and Science intends to use part of the proceeds for consulting services, for which this REoI has been issued.
\n\nConsulting services (hereinafter referred to as "Services") include: developing and implementing two modular training programs for professional development: for Grade 10 teachers across 10 subject areas in pilot lyceums, currently estimated at approximately 3278 teachers, and school management teams and for 750 future trainers for teachers and managers of schools in NUS implementation on the level of Upper Secondary (Specialized) Education.
\n\nThe expected period for the Consultant to provide services for the development of the online course is approximately 14 calendar months, starting in June 2026.
\n\nDetailed information regarding the provision of the specified Services is provided in the Terms of Reference (hereinafter referred to as "TOR"), which is attached.
\n\nThe Ministry of Education and Science of Ukraine (hereinafter referred to as the "Client") invites qualified consulting companies (hereinafter referred to as "Consultants") to express their interest in providing the specified Services. Interested Consultants must provide information that confirms their qualifications and experience required to perform the Services.
\n\nThe evaluation of the expressions of interest provided by the Consultants will be carried out based on the following criteria:
\n\n1. Legal status and market experience
\n\n2. Experience in preparing documentation in both Ukrainian and English, including:
\n\n3. Financial stability
\n\n4. Confirmation of qualification.
\n\nA Consultant shall provide:
\n\n(i) certificates (if any)
\n\n(ii) letters of recommendation (if any).
\n\nThe attention of interested Consultants is drawn to Section III, items 3.14, 3.16, and 3.17 of The World Bank Procurement Regulations for IPF Borrowers[1], dated September 2023 with amendments of February 2025[2] (hereinafter referred to as the "Procurement Regulations"), which contains the World Bank's policy regarding conflict of interest.
\n\nConsultants may associate with other firms to enhance their qualifications, but should indicate clearly whether the association is in the form of a joint venture and/or a sub-consultancy. In the case of a joint venture, all the partners in the joint venture shall be jointly and severally liable for the entire contract, if selected.
\n\nSelection of a Consultant will be performed in accordance with Consultant’s Qualification-based Selection (CQS) method following World Bank’s Consultants Guidelines.
\n\nFurther information may be obtained at the address below.
\n\nExpressions of interest must be submitted in Ukrainian or English via email to the address: kateryna.kovtun@mon.gov.ua Cc: serhiy.artemenko@uiherp.org; by 2:00 PM Kyiv time on April 30, 2026.[3]
\n\nExpressions of interest to be clearly marked: " LEARN-1.1-TRAINING: Expression of Interest".
\n\nConsultants should provide not only information demonstrating their compliance with the Mandatory Minimum Qualification Requirements, but also information that meets the specific requirements of the assignment and will be considered an advantage. The Consultant rating will be based on compliance with these latter requirements. The Consultant with the highest rating, determined according to the established criteria for evaluating the Consultant’s qualifications, will be invited to submit a technical and financial proposal.
\n\nInformation on the Consultant’s experience provided by the Consultants must be documented (copies of contracts or parts thereof, and acceptance certificates for services provided; additionally, client references may be submitted, describing the specifics of the completed assignment).
\n\nInterested Consultants are additionally advised to pay attention to the following aspects when preparing their information:
\n\nConsultants who have submitted an EOI should not submit any documents or information after the deadline for EOI submission, except for providing documents and/or information requested by the Employer for clarification or explanation of the submitted EOI. Any exchange of information between the Employer and Consultants must be in writing via the official email addresses specified in this announcement.
\n\nLIST OF ATTACHED DOCUMENTS
\n\n[1] https://thedocs.worldbank.org/en/doc/6c0602876d68949e80820507d90a14ed-0290012023/original/Procurement-Regulations-September-2023.pdf
\n\n[2] https://thedocs.worldbank.org/en/doc/20fb60f35ce8f2b52bb205da13c4df79-0290012023/original/Revisions-of-the-Procurement-Regulations-September-2023.pdf
\n\n[3] Consultants are advised to ensure that their submission has been delivered to the recipient
\n\n\n\n
TERMS OF REFERENCE
\n\nConsulting services for developing and carrying out training programs
\nto teachers, school principals, their deputies (upper-secondary school)
Contract № LEARN-1.1-TRAINING
\n\nWorld Bank Project No. P504171, grant: TF0C5794
\n\n\n\n
List of abbreviations
\n\n\n\n
LEARN The Program «Lifting Education Access and Resilience in Times of Need in
\n\nUkraine Program»
\n\nMoES Ministry of Education and Science of Ukraine
\n\nNUS The New Ukrainian School
\n\nPDF The format of the document Portable Document Format
\n\nPL Pilot lyceums
\n\nTLM Teaching and learning materials
\n\nWord The format of the document Microsoft Word
\n\n
\nDeveloping and carrying out training programs to teachers,
\nschool principals, their deputies (upper-secondary school)
I. Background
\n\nUkraine and the World Bank have signed the agreements for the Program «Lifting Education Access and Resilience in Times of Need in Ukraine Program» (hereinafter referred to as the LEARN). The objectives of the LEARN are: to (i) improve teaching and learning conditions; and (ii) to strengthen the management capacity of the education system.
\n\nThe total financing for the Operation is US$451 million using a combination of the World Bank’s financial instruments: Program-for-Results (PforR) complemented by Investment Project Financing (IPF).
\n\nThe Program-for-Results (PforR) is funded by a US$235 million credit provided by Bank resources, supported by credit enhancement from the Advancing Needed Credit Enhancement for Ukraine (ADVANCE Ukraine) Trust Fund, which is backed by the Government of Japan. This is formalized under the Financing Agreement between Ukraine and the International Development Association for the Program (CREDIT NUMBER 7626-UA). An additional US$150 million is provided under the Special Program for Ukraine and Moldova Recovery (SPUR) of the International Development Association (IDA) Crisis Facility, as outlined in the Loan Agreement between Ukraine and the International Bank for Reconstruction and Development for the Program (LOAN NUMBER 9721-UA). Financing Agreement (Additional Financing: Lifting Education Access and Resilience in Times of Need in Ukraine Program) between Ukraine and the International Development Association (CREDIT NUMBER 7905-UA) was signed in the amount of US$4.9 million.
\n\nFurthermore, US$30 million in Investment Project Financing (IPF) is secured under the Grant Agreement between Ukraine and the International Bank for Reconstruction and Development and the International Development Association, acting as the administrator of the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund (URTF GRANT NUMBER TF0C5794).
\n\nFurthermore, US$31.1 million in Additional Financing is provided through grant resources, consisting of US$30.0 million from the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund and US$1.1 million from the Global Partnership for Education Fund. This additional financing is formalized under the Grant Agreement between Ukraine and the International Bank for Reconstruction and Development and the International Development Association, jointly acting as a Supervising Entity for the Global Partnership for Education Fund and as administrator of the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund (URTF GRANT NUMBER TF0D0612; GPE GRANT NUMBER TF0D0613), and supports activities related to the continued implementation of the Program.
\n\nHereinafter, the portion of the Operation financed through the PforR is referred to as the Program and the portion financed through the IPF is referred to as the Project.
\n\nThe Project complements the Program by supporting the piloting of the NUS reform in grades 8 to 12 and strengthening the MoES’capacity for education system management.
\n\nThe Project will provide technical support to pilot the NUS reform in selected schools for grades 8 to 12, through: (i) developing, printing, delivering, and testing teaching and learning materials for the NUS Pilot; (ii) developing and carrying out training programs to teachers, school principals, and their deputies; (iii) providing technical assistance to design a fit-for-purpose instrument for measuring teacher classroom practices and to implement said instrument in a sample of classrooms in grades 8 and 9; and (iv) providing STEM, ICT, and other required equipment aligned with the NUS standards to schools in the NUS Pilot at the basic education level for grades 8 to 12.
\n\nImportantly, the IPF will also strengthen the management capacity of the MoES to manage, monitor, and evaluate the rollout of the NUS reform through:
\n\n\n\n
With a funding commitment of $451 million and a timeline extending to 2027, LEARN represents a transformative effort to ensure every child in Ukraine has access to safe, high-quality education. The initiative not only addresses immediate challenges posed by the conflict but also lays the groundwork for a resilient and future-ready education system.
\n\nAt the current stage of implementation of the State Standard of Specialized Secondary Education, Ukraine is entering a critical phase of reform of upper secondary schooling. The introduction of specialized education requires significant changes at the school level, including the redesign of educational programmes, curriculum planning, assessment practices, and the organisation of the educational process. These changes place new demands not only on individual teachers, but on school teams as a whole, including teaching staff, school principals, and deputy principals, who must work collaboratively to ensure coherent and effective implementation of the State Standard.
\n\nEffective implementation of specialized secondary education therefore depends on the availability of targeted professional development and expert support for school teams. Training and support activities must strengthen both pedagogical capacity at the classroom level and leadership and management capacity at the school level. Given the scale and complexity of the reform, and the limited internal capacity of public institutions to deliver all required support activities directly, the engagement of external expertise is essential to design and deliver high-quality training, provide sustained expert support, and develop scalable solutions that can support the implementation of specialized secondary education beyond the pilot phase.
\n\nІІ. Objectives
\n\nThe Assignment for Consultant is:
\n\na) to develop and implement two modular training programs for professional development:
\n\nb) to develop a scalable online course on the implementation of the State Standard.
\n\nThe Program is aimed at strengthening the capability of school staff to implement the NUS reform in upper-secondary school.
\n\nThe overall objective of this assignment is to support the implementation of the State Standard by strengthening the professional capacity of trainer candidates and the teaching staff of 149 pilot lyceums (10th grade), pre-selected by the Ministry of Education and Science through an official administrative decision (the Order of the Ministry of Education and Science of Ukraine No. 437 dated 11.03.2026).
\n\nThis objective will be achieved through the design and delivery of two comprehensive training programmes providing participants (teachers, school principals, their deputies and trainer candidates) with practical tools to plan and implement educational programmes aligned with the State Standard.
\n\nSpecific Objectives
\n\nWithin the scope of Assignment, the school teachers, managers, and future trainers (three target groups) shall be trained to achieve the following learning outcomes/competencies including but not limited to:
\n\nTeachers:
\n\nUpon completion of the training, teachers will be able to:
\n\nSchool managers:
\n\nUpon completion of the training, school managers will be able to:
\n\nTrainer candidates
\n\nUpon completion of the training, trainers will be able to:
\n\nThe specific objectives of this assignment are to:
\n\nІІІ. Scope of Services
\n\nThe Program coverage is 149 pilot lyceums. Current gender balance of participants will be considered, and even regional representation of schools provided.
\n\nTwo separate training programmes shall be developed under this assignment.
\n\nThe first programme (Program 1) shall be designed for pedagogical staff, including teachers and school managers, and shall include both shared modules and role-specific modules tailored to teachers and school managers respectively.
\n\nThe second programme (Program 2) shall be designed for future trainers for teachers and school leaders (hereinafter referred to as trainer candidates), and shall include both shared modules and role-specific modules tailored to trainer candidates for teachers and school managers respectively.
\n\nEach training programme shall have a volume of 3 ECTS credits (1 ECTS credit = 30 hours, 1 hour = 60 minutes), including guided (contact) training hours and individual work.
\n\nBoth programmes shall be implemented in online format, combining synchronous and asynchronous learning.
\n\nIn addition, a separate programme of consultation sessions shall be developed and delivered throughout the academic year to provide ongoing professional support to programme participants.
\n\nThe Consultant is obliged to manage risks in line with the Risk Management Plan developed.
\n\nThe Consultant is obliged to ensure a safe and secure learning environment for all training activities delivered under this Assignment, in accordance with applicable national legislation and World Bank requirements. Emergency preparedness and response plans will be developed by Consultant for each training location for offline sessions in line with the World Bank War-Hazard Emergency Preparedness & Response Guidance for IBRD Ukraine Portfolio.
\n\nThe Consultant is obliged to adhere to the principles of academic integrity for all the activities and products created.
\n\nThe Consultancy Services are expected to start on June 1, 2026, for a period of 15 months, i.e., to be completed on September 30, 2027, with exact deadlines determined by MOES and PIU.
\n\nThe following activities shall be conducted to achieve the above-formulated objectives under Assignment:
\n\nThis assignment consists of two distinct but related tracks of activities addressing different capacity-building needs and requiring different types of expertise.
\n\nThe Consultant shall provide technical, organizational, and content development support in accordance with the scope described below.
\n\nInception phase
\n\nPurpose of the component
\n\nAn inception phase shall be conducted at the beginning of the assignment to confirm the implementation approach, experts’ availability to start the Assignment, workplan, timelines, and quality assurance arrangements relevant to the respective scope of services. The inception phase shall commence on the effective date of the Contract and shall last for a period of one (1) month.
\n\nThe inception phase will result in the submission of an Inception Report for the Client’s review and approval, including curricula and the overall structure of the training programmes.
\n\nSocial aspects, ethical behavior, and prevention of SEA/SH:
\n\nDuring the initial phase, prior to commencing work or interacting with stakeholders, all experts involved in the Task must:
\n\nTrack 1. Training and expert support for trainers and teaching staff of pilot lyceums
\n\nThis track focuses on strengthening the professional capacity of trainers and teaching staff of pilot lyceums to support the effective implementation of the State Standard of Specialized Secondary Education at the school level.
\n\nAs part of Track 1, the Consultant shall develop two professional development programmes:
\n\nEach programme shall serve as the basis for the design and delivery of training activities under Track 1 and shall support different online delivery formats, including large-scale webinars and role-based practical sessions, as applicable. In addition, the Consultant shall design and deliver a separate programme of expert consultation and support to be implemented throughout the academic year.
\n\nUpon successful completion of the online practical training component, teaching staff as well as school managers of pilot lyceums shall receive certificates confirming their participation and completion of the relevant training modules, in accordance with procedures agreed with the Client. Trainer candidates who successfully complete the online practical training component shall also receive certificates confirming completion of the training programme.
\n\nComponent 1.1. Development of training materials
\n\nPurpose of the component
\n\nThis component aims to design and develop a comprehensive, structured, and practice-oriented package of training materials to support the online delivery of training activities for teaching staff and trainer candidates of pilot lyceums on the implementation of the State Standard.
\n\nTraining materials developed under this component shall serve as the core content base for all training and expert support activities under Track 1.
\n\nScope of work
\n\nUnder this component, the Consultant shall carry out the following tasks.
\n\n1.1.1. Analytical and conceptual groundwork
\n\nThe Consultant shall:
\n\n1.1.2. Coordination of the trainer-expert team
\n\nThe Consultant shall:
\n\nThe activities are expected to be implemented by a team of trainer-experts. A core group of approximately twenty-three (23) trainer-experts shall be engaged to ensure subject-specific coverage across ten educational domains, as well as dedicated support for school leadership.
\n\n\n\n
1.1.3. Selection of trainer candidates
\n\nThe Consultant shall design and implement a transparent and merit-based process for the selection of trainer candidates to support the delivery of training and trainer-expert support activities under Track 1.
\n\nThe assignment envisages the preparation of an indicative cohort of approximately 750 trainer candidates, calculated as 30 trainer candidates per region across 25 regions, to ensure sufficient capacity for large-scale training and support activities. This cohort shall include trainer candidates working with teachers and trainer candidates working with school leaders, in line with the two professional development programmes developed under Track 1.
\n\nThe Consultant shall:
\n\n1.1.4. Design of the structure of training materials
\n\nThe Consultant shall:
\n\nOnline component (webinar-based modules)
\n\nThe online webinar component shall be structured around webinar-based modules and shall include:
\n\nIn addition, the programme for trainer candidates shall include:
\n\nOnline role-specific practical component (role-specific practical modules)
\n\nThe online role-specific practical component shall consist of role-specific practical modules and shall be designed to support hands-on application of the State Standard, as follows:
\n\nTrainer candidates selected for the practical component shall participate in the online role-specific practical component through co-facilitation and moderation of training activities for pedagogical staff, delivered jointly with expert trainers, as part of their practical preparation.
\n\nDevelopment of training content
\n\nThe Consultant shall:
\n\n1.1.5. Preparation of materials for different delivery formats
\n\nThe Consultant shall prepare training materials suitable for use in:
\n\n1.1.6. Quality assurance, review, and validation
\n\nThe Consultant shall:
\n\nComponent 1.2. Delivery of webinar-based online training for teaching staff and trainer candidates of pilot lyceums
\n\nThe webinar-based online training for teachers and school principals will be delivered by the trainer-expert team described under Component 1.1. Trained trainer candidates will participate in the webinars as learners and observers to prepare for their subsequent role in supporting role-based online practical training delivery and facilitation .
\n\nPurpose of the component
\n\nThis component aims to deliver a structured series of online webinars to support a shared understanding of the State Standard of Specialized Secondary Education among teaching staff, school principals, deputy principals of pilot lyceums, and trainer candidates.
\nThe webinar series shall serve as a large-scale dissemination and alignment mechanism, complementing role-based online practical training activities and expert-led support provided under other components of this assignment.
Target groups and indicative scale
\n\nThe webinar series shall target the following participant groups:
\n\nThe Consultant shall ensure that the design and delivery of the webinar series are suitable for the scale and diversity of these target groups.
\n\nScope of work
\n\nUnder this component, the Consultant shall carry out the following tasks.
\n\n1.2.1. Design of the large-scale webinar series delivery model
\n\nThe Consultant shall:
\n\nThe delivery model may combine synchronous and asynchronous modalities, provided that participant engagement and learning outcomes are ensured. Asynchronous participation may include recorded webinars, guided tasks, and other structured learning activities.
\n\n1.2.2. Delivery of live webinar sessions
\n\nThe Consultant shall:
\n\n1.2.3. Provision of asynchronous access to webinar content
\n\nThe Consultant shall:
\n\n1.2.4. Participant engagement and communication
\n\nThe Consultant shall:
\n\n1.2.5. Monitoring of participation
\n\nThe Consultant shall:
\n\nComponent 1.3. Delivery of online role-based practical training activities
\n\nPurpose of the component
\n\nThis component aims to support the practical application of the State Standard of Specialized Secondary Education through online role-based practical training activities for teaching staff and school leadership of pilot lyceums. The duration and format of online practical training activities (including the number of sessions per group) will be determined during implementation and approved by Client, based on the approved training design and delivery considerations, and is expected to range between six (6) and eight (8) sessions per group. These activities shall be delivered through collaborative facilitation by trainer-experts and trainer candidates, ensuring both content quality and effective engagement of participants. These online practical activities shall complement the webinar series delivered under Component 1.2.
\n\nDelivery model and geographic coverage
\n\nOnline role-based practical training activities under this component shall be organised to ensure broad geographic coverage and effective regional participation .
\n\nThe Consultant shall:
\n\nTarget groups and indicative participation
\n\nOnline role-based practical training activities shall be designed for participation by:
\n\nSelected trainer candidates shall participate in online role-based practical training activities as co-facilitators, supporting trainer-experts in the delivery of training sessions and in working with participant groups.
\n\nScope of work
\n\nUnder this component, the Consultant shall carry out the following tasks.
\n\n1.3.1. Planning and organisation of online role-based practical training activities
\n\nThe Consultant shall:
\n\n1.3.2. Delivery of online role-based practical training sessions
\n\nThe Consultant shall:
\n\n1.3.3. Coordination of trainer-experts and trainer candidates
\n\nThe Consultant shall:
\n\n1.3.4. Monitoring and documentation
\n\nThe Consultant shall:
\n\n\n\n
Component 1.4. Expert-led consultation support for teaching staff of pilot lyceums
\n\nPurpose of the component
\n\nThis component aims to provide ongoing expert-led support to teaching staff and school leadership (school principals and deputy principals) of pilot lyceums throughout the academic year to facilitate the practical and sustained implementation of the State Standard of Specialized Secondary Education.
\n\nThe component complements the webinar series (Component 1.2) and online role-based practical training activities (Component 1.3) by offering targeted, practice-oriented expert support focused on challenges emerging during implementation at classroom and school levels.
\n\nTarget groups
\n\nExpert-led support under this component shall be provided to:
\n\nTrainer candidates shall not be direct recipients of expert-led support under this component, but may participate in coordination activities, as appropriate.
\n\nScope of work
\n\nUnder this component, the Consultant shall carry out the following tasks.
\n\n1.4.1. Design of the expert support model
\n\nThe Consultant shall:
\n\n\n\n
1.4.2. Delivery of expert-led online consultation sessions
\n\nThe Consultant shall:
\n\nConsultation sessions shall be delivered primarily in an online format and may be organised separately for different target groups, as appropriate.
\n\nExpert-led consultations shall be delivered on a regular basis in a group format to ensure effective interaction and peer learning. Participants will be clustered into manageable groups, typically consisting of approximately 40–50 participants.
\n\nTeachers will be supported through sector-specific consultations across educational fields, while school principals and deputy principals will participate in separate group consultations tailored to their roles.
\n\nEach group is expected to receive consultations on a regular basis (e.g. monthly), with the overall volume and schedule of sessions defined by the Consultant in coordination with the Client, taking into account the number of participants and organisational considerations.
\n\nThe approach shall ensure adequate coverage of all participants and consistency of support throughout the implementation period.
\n\nConsultations shall be delivered by a pool of trainer-experts across educational fields and school leadership. The size and composition of the expert pool shall ensure manageable workload and continuity of support. The Consultant shall be responsible for identifying, contracting, and remunerating trainer-experts based on delivered consultation sessions, including preparation and facilitation time.
\n\n\n\n
1.4.3 Coordination with training activities
\n\nThe Consultant shall:
\n\n1.4.4. Monitoring, documentation, and feedback
\n\nThe Consultant shall:
\n\n\n\n
Track 2. Development of a scalable online course on the implementation of the State Standard
\n\nOverall purpose
\n\nTrack 2 aims to develop a scalable, asynchronous online course to support the implementation of the State Standard of Specialized Secondary Education by teaching staff and school leadership (school principals and deputy principals) across Ukraine.
\n\nThe online course shall build on the content, approaches, and practical insights generated through the webinar series, online role-based practical training activities, and expert-led support delivered under Track 1, and shall include interactive learning elements such as quizzes, practical tasks, and self- and peer-assessment activities. It shall serve as a sustainable national resource that can be used beyond the pilot phase and made available to educators from all types of secondary education institutions.
\n\nThe online course shall be designed with a total workload equivalent to 45 hours (1.5 ECTS credits), including all learning activities such as content review, practical tasks, and assessment components.
\n\nComponent 2.1. Conceptual design and structuring of the online course
\n\nThis component aims to define the conceptual framework, pedagogical approach, and overall structure of the online course.
\n\nScope of work
\n\nUnder this component, the Consultant shall:
\n\nComponent 2.2. Adaptation and development for TLM to online learning
\n\nUnder this component, the Consultant shall:
\n\nComponent 2.3. Production of video and multimedia content
\n\nThis component aims to produce high-quality video and multimedia materials to support engagement and comprehension in an asynchronous learning environment.
\n\n\n\n
Scope of work
\n\nUnder this component, the Consultant shall:
\n\nComponent 2.4. Quality assurance, expert review, and validation
\n\nThis component aims to ensure the accuracy, quality, and policy alignment of the online course prior to finalisation.
\n\nScope of work
\n\nUnder this component, the Consultant shall:
\n\nComponent 2.5. Technical preparation, integration, and handover
\n\nThis component aims to ensure the technical readiness of the online course for deployment and use. The learning management system will be designated by the Client at a later stage and will serve as the single platform for course deployment.
\n\nScope of work
\n\nUnder this component, the Consultant shall:
\n\n\n\n
Component 2.6. Pilot launch and initial implementation support
\n\nThis component aims to support the initial launch and early use of the online course.
\n\nScope of work
\n\nUnder this component, the Consultant shall:
\n\nDraft schedule and main implementation stages
\n\n| \n\t\t\t Milestones \n\t\t\t | \n\t\t\t\n\t\t\t Key Tasks \n\t\t\t | \n\t\t\t\n\t\t\t Timeline \n\t\t\t | \n\t\t
| \n\t\t\t M0. Inception phase \n\t\t\t | \n\t\t\t\n\t\t\t Confirmation of implementation approach, recruitment of trainer-experts, detailed workplan, training curriculum, QA Plan, risk management arrangements for Track 1; submission of Inception Report \n\t\t\t | \n\t\t\t\n\t\t\t The Inception Report shall be submitted within 30 calendar days from the contract start date. \n\t\t\t | \n\t\t
| \n\t\t\t Track 1. Training and expert support for trainer candidates and teaching staff of pilot lyceums \n\t\t\t | \n\t\t||
| \n\t\t\t M1. Training materials developed and validated (Component 1.1) \n\t\t\t | \n\t\t\t\n\t\t\t Development, review, and validation of training materials covering core, role-specific, and trainer-candidates-focused webinar topics \n\t\t\t | \n\t\t\t\n\t\t\t June - July 2026 \n\t\t\t | \n\t\t
| \n\t\t\t M2. Online large-scale webinar series delivered (Component 1.2) \n\t\t\t | \n\t\t\t\n\t\t\t Delivery of live webinars, provision of recordings, and monitoring of participation across target groups \n\t\t\t | \n\t\t\t\n\t\t\t August - September 2026 \n\t\t\t | \n\t\t
| \n\t\t\t M3. Online role-based practical training activities delivered (Component 1.3) \n\t\t\t | \n\t\t\t\n\t\t\t Organisation and delivery of online role-based practical training sessions with joint facilitation by trainer-experts and trainer candidates \n\t\t\t | \n\t\t\t\n\t\t\t September 2026 - November 2026 \n\t\t\t | \n\t\t
| \n\t\t\t M4. Expert-led consultation support implemented (Component 1.4) \n\t\t\t | \n\t\t\t\n\t\t\t Monthly sector-based consultations for teachers and consultations for school leadership \n\t\t\t | \n\t\t\t\n\t\t\t December 2026 - July 2027 \n\t\t\t | \n\t\t
| \n\t\t\t Track 2. Development of a scalable online course on the implementation of the State Standard \n\t\t\t | \n\t\t||
| \n\t\t\t M5. Online course concept and structure approved (Component 2.1) \n\t\t\t | \n\t\t\t\n\t\t\t Conceptual design and structuring of the online course, including core and role-specific sections \n\t\t\t | \n\t\t\t\n\t\t\t June - July 2026 \n\t\t\t | \n\t\t
| \n\t\t\t M6. Course content developed (Component 2.2) \n\t\t\t | \n\t\t\t\n\t\t\t Adaptation and development of TLM for online learning \n\t\t\t | \n\t\t\t\n\t\t\t August - October 2026 \n\t\t\t | \n\t\t
| \n\t\t\t M7. Video and multimedia content produced (Component 2.3) \n\t\t\t | \n\t\t\t\n\t\t\t Production and editing of video and multimedia materials for all course sections \n\t\t\t | \n\t\t\t\n\t\t\t October 2026 - November 2026 \n\t\t\t | \n\t\t
| \n\t\t\t M8. Online course validated (Component 2.4) \n\t\t\t | \n\t\t\t\n\t\t\t Expert review, quality assurance, and validation of course content \n\t\t\t | \n\t\t\t\n\t\t\t December 2026 \n\t\t\t | \n\t\t
| \n\t\t\t M9. Online course integrated and handed over (Component 2.5) \n\t\t\t | \n\t\t\t\n\t\t\t Technical integration, testing, and handover of the online course on the learning platform \n\t\t\t | \n\t\t\t\n\t\t\t January 2027 \n\t\t\t | \n\t\t
| \n\t\t\t M10. Online course piloted and completed (Component 2.6) \n\t\t\t | \n\t\t\t\n\t\t\t Pilot launch, implementation support, and preparation of summary note with recommendations \n\t\t\t | \n\t\t\t\n\t\t\t February 2027 \n\t\t\t | \n\t\t
\n\n
ІV. Deliverables
\n\nThe Consultant shall be responsible for delivering the outputs and results set out in this section. The deliverables listed below correspond to the activities described under the Scope of Services and shall be provided in accordance with the timelines and requirements agreed with the Client.
\n\nDeliverables
\n\n| \n\t\t\t Deliverable No. \n\t\t\t | \n\t\t\t\n\t\t\t Deliverable title \n\t\t\t | \n\t\t\t\n\t\t\t Applicable track(s) \n\t\t\t | \n\t\t\t\n\t\t\t Timing \n\t\t\t | \n\t\t\t\n\t\t\t Description \n\t\t\t | \n\t\t\t\n\t\t\t Contract price share \n\t\t\t | \n\t\t
| \n\t\t\t 1 \n\t\t\t | \n\t\t\t\n\t\t\t Inception Report \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t Within 30 calendar days from the contract start date \n\t\t\t | \n\t\t\t\n\t\t\t Report confirming the implementation approach, workplan and timelines, personnel engaged, roles and responsibilities of the Consultant’s team, and the Quality Assurance Plan. The report shall serve as the basis for the commencement of implementation activities under the approved workplan. \n\t\t\t | \n\t\t\t\n\t\t\t 20% \n\t\t\t | \n\t\t
| \n\t\t\t 2 \n\t\t\t | \n\t\t\t\n\t\t\t Interim Progress Report \n\t\t\t | \n\t\t\t\n\t\t\t Track 1 \n\n\t\t\tComponents 1.1–1.3 \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t No later than 2 weeks after completion of component 1.3 according to the Work Schedule \n\t\t\t | \n\t\t\t\n\t\t\t Report covering progress achieved under Track 1 including implementation status of Components 1.1–1.3, key challenges encountered, mitigation measures applied, and proposed adjustments for the remaining implementation period. \n\t\t\t | \n\t\t\t\n\t\t\t 50% \n\t\t\t | \n\t\t
| \n\t\t\t 3 \n\t\t\t | \n\t\t\t\n\t\t\t Final Report \n\t\t\t | \n\t\t\t\n\t\t\t Track 1 Component 1.4 \n\n\t\t\tTrack 2 Components 2.1-2.6 \n\t\t\t | \n\t\t\t\n\t\t\t No later than one (1) month after completion of Track 1 Component 1.4 and Track 2 Components 2.1–2.6, in accordance with the approved Work Schedule \n\t\t\t | \n\t\t\t\n\t\t\t Report on implementation of components 1.4, 2.1-2.6 as well as consolidated report summarising all activities implemented under Track 1 and Track 2, achieved outputs, lessons learned, and recommendations. The report shall include an assessment of achieved learning outcomes and identified gaps and, where required, recommendations for refinement of content, methodology, or delivery approach prior to further rollout, subject to the Client’s approval. \n\t\t\t | \n\t\t\t\n\t\t\t 30% \n\t\t\t | \n\t\t
\n\n
Track 1. Training and expert support for trainer candidates and teaching staff of pilot lyceums (June 2026 – July 2027)
\n\nComponent 1.1. Development of training materials (June - July 2026)
\n\nadapted for online delivery and facilitation purposes, and provided in editable formats.
\n\nComponent 1.2. Delivery of webinar-based online training (August- September 2026)
\n\n\n\n
Component 1.3. Delivery of online role-based practical training activities (September - November 2026)
\n\n\n\n
Component 1.4. Expert-led consultation support (December 2026 – July 2027)
\n\n\n\n
Track 2. Development of a scalable online course on the implementation of the State Standard (June 2026 - March 2027)
\n\n\n\n
Component 2.1. Conceptual design and structuring of the online course (June – July 2026)
\n\nComponent 2.2. Adaptation and development of TLM for online learning (August - October 2026)
\n\n\n\n
Component 2.3. Production of video and multimedia content (October – November 2026)
\n\nComponent 2.4. Quality assurance, expert review, and validation (December 2026)
\n\nComponent 2.5. Technical preparation, integration, and handover (January 2027)
\n\n\n\n
Component 2.6. Pilot launch and initial implementation support (February - March 2027)
\n\nV. Work Schedule and Timeline
\n\nThe work schedule is presented to illustrate the sequencing and timing of activities under the Assignment. Given the multi-track structure of the Assignment, the schedule is complemented by a Gantt diagram to support clarity and implementation planning.
\n\nThe timelines are indicative and may partially overlap to ensure continuity and efficiency of implementation.
\n\n\n\n
| \n\t\t\t Track \n\t\t\t | \n\t\t\t\n\t\t\t Component \n\t\t\t | \n\t\t\t\n\t\t\t Key activities \n\t\t\t | \n\t\t\t\n\t\t\t Timeline (months) \n\t\t\t | \n\t\t
| \n\t\t\t Cross-cutting \n\t\t\t | \n\t\t\t\n\t\t\t Inception phase \n\t\t\t | \n\t\t\t\n\t\t\t Inception Report, workplan, QA Plan \n\t\t\t | \n\t\t\t\n\t\t\t Month 1 \n\t\t\t | \n\t\t
| \n\t\t\t Track 1 \n\t\t\t | \n\t\t\t\n\t\t\t Component 1.1 \n\t\t\t | \n\t\t\t\n\t\t\t Development of training materials \n\t\t\t | \n\t\t\t\n\t\t\t Months 1–2 \n\t\t\t | \n\t\t
| \n\t\t\t Track 1 \n\t\t\t | \n\t\t\t\n\t\t\t Component 1.2 \n\t\t\t | \n\t\t\t\n\t\t\t Online training (webinars) \n\t\t\t | \n\t\t\t\n\t\t\t Months 3–4 \n\t\t\t | \n\t\t
| \n\t\t\t Track 1 \n\t\t\t | \n\t\t\t\n\t\t\t Component 1.3 \n\t\t\t | \n\t\t\t\n\t\t\t Online role-based practical training sessions \n\t\t\t | \n\t\t\t\n\t\t\t Months 4–6 \n\t\t\t | \n\t\t
| \n\t\t\t Track 1 \n\t\t\t | \n\t\t\t\n\t\t\t Component 1.4 \n\t\t\t | \n\t\t\t\n\t\t\t Expert-led support \n\t\t\t | \n\t\t\t\n\t\t\t Months 7–15 \n\t\t\t | \n\t\t
| \n\t\t\t Track 2 \n\t\t\t | \n\t\t\t\n\t\t\t Component 2.1–2.2 \n\t\t\t | \n\t\t\t\n\t\t\t Adaptation of TLM to online learning \n\t\t\t | \n\t\t\t\n\t\t\t Months 1–5 \n\t\t\t | \n\t\t
| \n\t\t\t Track 2 \n\t\t\t | \n\t\t\t\n\t\t\t Component 2.3–2.6 \n\t\t\t | \n\t\t\t\n\t\t\t Production, pilot launch, handover \n\t\t\t | \n\t\t\t\n\t\t\t Months 5–9 \n\t\t\t | \n\t\t
\n\n
An indicative Work Schedule chart is provided in Annex 1.
\n\nVI. Reporting and Monitoring
\n\nFormal Reports
\n\nThe Consultant shall submit the following formal reports, which constitute contractual deliverables subject to review and acceptance by the Client in accordance with the acceptance procedure defined in this Terms of Reference:
\n\nFormal reports shall provide a consolidated overview of progress, outputs, challenges, and results achieved under the assignment and shall serve as the basis for formal assessment of implementation quality and compliance with the requirements of this Terms of Reference.
\n\n\n\n
Progress Reporting
\n\nIn addition to the formal reports, the Consultant shall provide progress updates linked to the achievement of agreed milestones, as defined in the Milestones and Timeline section of this Terms of Reference.
\n\nSuch progress updates are intended solely for monitoring, coordination, and operational communication purposes and shall not replace, duplicate, or amend the Inception Report, Interim Progress Report, or Final Report. Progress updates do not constitute contractual deliverables, are not subject to formal review or acceptance, and do not trigger payment.
\n\nProgress updates shall be submitted upon completion of each milestone and shall include, as applicable:
\n\n\n\n
Algorithm for Acceptance of Reports
\n\nThe acceptance procedure described below applies exclusively to the formal reports submitted under the assignment, namely the Inception Report, Interim Progress Report, and Final Report. Progress updates provided for monitoring purposes are explicitly excluded from this acceptance procedure.
\n\nFollowing the completion of the relevant activities in accordance with the approved Workplan and Schedule, the Consultant shall prepare and submit: a draft Inception Report - within 30 calendar days from the contract start date, draft Interim Progress Report - within 14 calendar days after completion of Component 1.3 in accordance with the Work Schedule, and draft Final Report - no later than one (1) month after completion of Track 1 Component 1.4 and Track 2 Components 2.1–2.6, in accordance with the approved Work Schedule.
\n\nThe draft report package shall be prepared in electronic format (Word/Excel and PDF) and submitted to the Client via the official email address specified in the Contract.
\n\nThe Client shall review the draft report within 14 calendar days from the date of receipt and shall either provide consolidated comments and suggestions for finalisation or confirm that the implementation of the assignment is satisfactory and in line with the requirements of this Terms of Reference.
\n\nUpon receipt of the Client’s comments, the Consultant shall revise the draft report and submit the revised report within 7 calendar days, together with a comments resolution table indicating how each comment has been addressed or providing justification where a comment has not been incorporated.
\n\nIf the Client has no comments on the revised report, the report shall be deemed approved, which shall be confirmed by a signed Acceptance Certificate for Services.
\n\nIf the Client does not provide comments on the draft report within the above-mentioned review period, the draft report shall be deemed accepted, and the Consultant shall submit the final version of the report in electronic PDF format and paper format to the Client for record purposes.
\n\nVII. Payment Terms
\n\nThe Consultant will be paid in three disbursements according to the following schedule:
\n\nPayments shall be made upon submission and Client’s acceptance of the deliverables specified above, and upon submission of an acceptable invoice and a signed Report and Certificate of Acceptance, as follows:
\n\n\n\n
VIII. Requirements
\n\nThe following minimum requirements (failed/passed) shall be applied to determine the Consultant's qualifications:
\n\n1. Legal status and market experience
\n\n2. Experience in preparing documentation in both Ukrainian and English, including:
\n\n3. Financial stability
\n\n4. Confirmation of qualification.
\n\nA Consultant shall provide:
\n\n(i) Resume[3]
\n\n(ii) certificates (if any)
\n\n(iii) letters of recommendation (if any).
\n\nIX. Personnel
\n\nThe Consultant shall mobilise a team of qualified trainer-experts with demonstrated experience relevant to the scope of this assignment. The composition of the team shall ensure the effective implementation of activities under both Track 1 and Track 2, including content development, training delivery, expert support, and online course production.
\n\nThe Consultant may propose different team compositions depending on whether the two tracks are implemented under a single contract or separate contracts. In all cases, the Consultant shall ensure appropriate coordination among team members and consistency of outputs.
\n\nThe estimated expert inputs required for the assignment, expressed in man-days and man-months, are presented in Annex 2 (Staff Inputs Table). For the purposes of staff input estimation, preparatory work includes, inter alia, the design and adaptation of professional development programmes, the development and adaptation of training materials and online content, the preparation of training agendas and facilitation plans, coordination among experts, and reporting related to the implementation of activities.
\n\nKey personnel
\n\nThe Consultant’s team is expected to include, at a minimum, the following key personnel and profiles.
\n\nFor the purposes of evaluation, a limited number of key experts shall be designated from the Consultant’s team. The qualifications and experience of these key experts will be subject to evaluation.
\n\nIn parallel, the assignment requires the engagement of a broader pool of trainer-experts to support the development and delivery of training activities. The Consultant is expected to engage a broader pool of trainer-experts (approximately thirty (30) in total) including the core group of trainer-experts, to support the development and delivery of training activities across all subject areas and key functional areas of the assignment (including content development, training delivery, and coordination). These trainer-experts shall operate under the methodological and coordination leadership of the designated key experts, who constitute a separate group of senior experts within the Consultant’s team.
\n\nA. Key experts
\n\nThe total number of key experts shall be limited and is expected to range between two (2) and five (5). One designated key expert shall be identified for each main functional area of the assignment. Each key expert shall act as a designated representative of the respective functional area and may be supported by additional trainer-experts within that area.
\n\n1. Team Leader / Senior Education Trainer-Expert (Key Expert)
\n\nThe Team Leader shall be responsible for the overall coordination and quality assurance of the assignment.
\n\nMinimum qualifications and experience:
\n\n2. Senior Trainer-Expert(s) on Specialized Secondary Education (Key Expert)
\n\nSenior Trainer-Experts shall provide subject-matter leadership related to the implementation of the State Standard of Specialized Secondary Education and act as key experts for each target group within the Programme, including teachers, school leaders, and trainer candidates.
\n\n\n\n
Minimum qualifications and experience:
\n\n\n\n
3. Lead Instructional Designer / E-learning Expert (Key Expert – Track 2)
\n\nThe Lead Instructional Designer / E-learning Expert shall be responsible for the overall instructional design, quality assurance, and coordination of online course development and multimedia production under Track 2.
\n\n\n\n
Minimum qualifications and experience:
\n\nB. Trainer-experts (Non-Key Experts)
\n\n1. Sector-specific Trainer-Experts (Educational Fields)
\n\nSector-specific Trainer-Experts shall support the development and delivery of content relevant to different educational fields. One designated sector-specific trainer-expert shall be identified as a key expert representing this group for evaluation purposes. These trainer-experts are expected to cover the ten subject areas referenced above.
\n\n\n\n
Minimum qualifications and experience:
\n\nIndicative number: approximately twenty (20) sector-specific trainer-experts (2 trainer-experts per subject area).
\n\n2. Trainer-Expert(s) on Education Management and School Leadership
\n\nThese trainer-experts shall support activities related to school-level organisation, leadership, and management under the State Standard of Specialized Secondary Education. One trainer-expert on education management and school leadership shall be designated as a key expert for evaluation purposes.
\n\n\n\n
Minimum qualifications and experience:
\n\nNumber: approximately three (3) sector-specific trainer-experts
\n\n3. Trainer(s) / Facilitator(s)
\n\nTrainers shall support the delivery of online webinars and online role-based practical training activities in collaboration with trainer-experts.
\n\nMinimum qualifications and experience:
\n\n\n\n
4. Online Course Development and Multimedia Team
\n\nFor Track 2, the Consultant shall engage qualified personnel responsible for instructional design and multimedia production, working under the coordination and quality assurance of the designated Lead Instructional Designer / E-learning Expert.
\n\nThis may include:
\n\nThe inputs of the online course development and multimedia team are reflected in the overall staff input calculations and detailed in Annex 2.
\n\nMinimum qualifications and experience:
\n\n\n\n
C. Monitoring, Coordination, and Administrative Support
\n\nThe Consultant may include additional personnel responsible for coordination, monitoring of participation, and administrative support.
\n\nGeneral requirements
\n\nX. Additional information
\n\nExpected Period of Consultancy:
\n\nThe consultancy will run from June 2026 to August 2027.
\n\nIntellectual property
\n\nAll intellectual property rights in and to any work created under this Contract, including all data, documents, information, copyrights, patents, trademarks, trade secrets, or other proprietary rights, shall vest in the Client. The Client shall grant the World Bank an irrevocable, royalty-free, non-exclusive right to use, reproduce, adapt, publish, and further disseminate such works for project-related and public purposes.
\n\nThe Contractor shall not post or publish (electronically or in print) any project-related information without the prior written approval of the Client.
\n\nThe consent of the MoES to engage the proposed trainer-experts must be obtained prior to engagement based on the curriculum vitae provided by the Consultant. Key trainer-experts should confirm their qualifications by providing detailed CVs highlighting their experience, skills and relevance to the project profile. The Consultant shall identify all technical and support staff that will be required for the timely completion of the Assignment. In this regard, the Consultant is expected to indicate the number and availability of all technical and support staff to demonstrate that the objectives can be achieved. Therefore, the names of technical and support staff are requested, although resumes are not required.
\n\nThe Consultant shall select and hire other trainer-experts (if necessary) in accordance with the profiles defined in its Methodology and these Terms of Reference.
\n\nThe Consultant may outsource the organization of events/ activities to a specialized service provider. The selection, engagement and management of any such external service provider will be at the discretion of the Consultant, subject to the prior approval of the Ministry of Education and Science of Ukraine. All arrangements shall be in accordance with the defined project scope, budget and quality requirements.
\n\n\n\n
Implementation mechanism
\n\nConsultant
\n\nThe Consultant shall be responsible for the support in all aspects and expenses of its team during the performance of the Services. The Consultant shall be responsible for hiring and remuneration of the staff. The Consultant shall also cover its own costs for additional technical, administrative and other support staff.
\n\nThe Consultant shall provide all logistics, rent, supplies, computers, laptops and equipment necessary for the smooth delivery of the services and shall provide for the same in its financial proposal. These funds shall be provided only as rent, including maintenance, and shall not be provided as funds for the purchase of any logistics items in the Financial Proposal
\n\nThe Consultant will report on all aspects of the contract to the Client's authorized representative.
\n\nDuring the project implementation, the Consultant shall take into account the restrictions related to the military crisis, as well as the unstable security situation in Ukraine. Depending on the nature of the restrictions at the start date of the Contract, the Consultant may have to start with remote office work before being able to conduct field work and/or may prefer to engage local consultants in the early stages of the Contract. The Consultant is encouraged to explore all opportunities to engage local staff and benefit from their knowledge and experience.
\n\nClient
\n\nThe Client shall be responsible for the implementation of the Project as a whole, and the Consultant's Assignment shall be managed and monitored by the Client's Executive Team.
\n\n\n\n
All communication between the Client and the Consultant shall be in writing in English and/or Ukrainian. Regarding payments to the Consultant, amendments to the contract with the Consultant, submission of the Consultant's requests for the Client's prior approval and other similar cases and actions for which the Client considers such a method of correspondence mandatory, the correspondence shall be conducted by means of printed documents in a sufficient number of copies provided to the Client. In all other cases, correspondence by e-mail is acceptable, provided that the list of recipients is agreed upon by both parties in advance.
\n\nThe Client shall provide all available data, documents, reports and studies related to the Assignment and necessary for the successful performance of the Services. The Consultant shall be solely responsible for verification, interpretation and use of such materials and data. The Consultant shall not disclose the received data/documents to any third party not involved in the Assignment.
\n\nMost of the available information is in Ukrainian. The consultant will organize translation, if necessary, at its own expense.
\n\nAll products, results, reports, materials, etc. developed under the Contract are the property of the Ministry of Education and Science.
\n\n\n\n
Equipment
\n\nNo equipment shall be purchased on behalf of the Client under this service agreement and shall not be transferred to the Client after the termination of this agreement. Any equipment related to this contract that is to be purchased by the Client shall be procured through a separate procurement tender procedure.
\n\nAnnex 1
\n\nIndicative structure of the training programmes under Track 1
\n\nThe modules, topics, and indicative learning outcomes presented in this table are indicative and non-exhaustive and may be further refined, expanded, or adjusted during the inception and implementation phases, in coordination with and subject to the approval of the Client.
\n\n\n\n
Each webinar shall have a minimum duration of two (2) hours (1 hour = 60 minutes).
\n\n\n\n
Programme 1: Professional development programme for pedagogical staff
\n\n(Target groups: teachers; school principals and deputy principals)
\n\n| \n\t\t\t Module \n\t\t\t | \n\t\t\t\n\t\t\t Learning outcomes (indicative) \n\t\t\t | \n\t\t\t\n\t\t\t No. of webinars \n\t\t\t | \n\t\t\t\n\t\t\t Theoretical hours \n\t\t\t | \n\t\t\t\n\t\t\t Practical component \n\t\t\t | \n\t\t\t\n\t\t\t Practical hours \n\t\t\t | \n\t\t\t\n\t\t\t Individual work (hours) \n\t\t\t | \n\t\t\t\n\t\t\t Total hours \n\t\t\t | \n\t\t
| \n\t\t\t Online component (30 hours, 1 ECTS credit = 16 learning hours + 14 individual work hours) \n\t\t\t | \n\t\t|||||||
| \n\t\t\t Module 1 – Core module (online) \n\t\t\t | \n\t\t\t\n\t\t\t Understanding the principles and structure of the State Standard; applying competency-based approaches; aligning curricula and assessment with expected learning outcomes \n\t\t\t | \n\t\t\t\n\t\t\t 6 \n\t\t\t | \n\t\t\t\n\t\t\t 12 \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t 8 \n\t\t\t | \n\t\t\t\n\t\t\t 20 \n\t\t\t | \n\t\t
| \n\t\t\t Module 2: Role-specific online module (choose one option) \n\t\t\t | \n\t\t|||||||
| \n\t\t\t Module 2.1 – Role-specific module for teachers (online) \n\t\t\t | \n\t\t\t\n\t\t\t Applying the State Standard at classroom level; designing lessons and assessment aligned with expected learning outcomes \n\t\t\t | \n\t\t\t\n\t\t\t 2 \n\t\t\t | \n\t\t\t\n\t\t\t 4 \n\t\t\t | \n\t\t\t\n\t\t\t Preparatory applied tasks related to classroom practice \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t 6 \n\t\t\t | \n\t\t\t\n\t\t\t 10 \n\t\t\t | \n\t\t
| \n\t\t\t Module 2.2 – Role-specific module for school leaders (online) \n\t\t\t | \n\t\t\t\n\t\t\t Applying the State Standard at school level; organising the educational process and leading change \n\t\t\t | \n\t\t\t\n\t\t\t 2 \n\t\t\t | \n\t\t\t\n\t\t\t 4 \n\t\t\t | \n\t\t\t\n\t\t\t Preparatory applied tasks related to school-level organisation and leadership \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t 6 \n\t\t\t | \n\t\t\t\n\t\t\t 10 \n\t\t\t | \n\t\t
| \n\t\t\t Online role-based practical component (60 hours, 2ECTS credits = 32 learning hours + 28 individual work hours) \n\t\t\t | \n\t\t|||||||
| \n\t\t\t Module 3: Practical training module (choose one option) \n\t\t\t | \n\t\t|||||||
| \n\t\t\t Module 3.1 – Practical module for teachers ( online) \n\t\t\t | \n\t\t\t\n\t\t\t Applying curricular, instructional and assessment approaches in classroom practice \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t Classroom-based practice, case analysis \n\t\t\t | \n\t\t\t\n\t\t\t 32 \n\t\t\t | \n\t\t\t\n\t\t\t 28 \n\t\t\t | \n\t\t\t\n\t\t\t 60 \n\t\t\t | \n\t\t
| \n\t\t\t Module 3.2 – Practical module for school leaders (online ) \n\t\t\t | \n\t\t\t\n\t\t\t Applying leadership, strategic management and organisational approaches at school level \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t Leadership practice, strategic and organisational case work \n\t\t\t | \n\t\t\t\n\t\t\t 32 \n\t\t\t | \n\t\t\t\n\t\t\t 28 \n\t\t\t | \n\t\t\t\n\t\t\t 60 \n\t\t\t | \n\t\t
| \n\t\t\t Total indicative workload \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t 90 \n\t\t\t | \n\t\t
\n\n
Modules 2.1 and 2.2, as well as Modules 3.1 and 3.2, are alternative role-specific modules. Participants complete only one module from each pair depending on their target group (teachers or school leaders). Total hours shall therefore be calculated per pathway and not as a cumulative sum of all modules.
\n\n\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
Programme 2: Professional development programme for trainer candidates
\n\n(Target groups: trainer candidates for teachers; trainer candidates for school principals and deputy principals)
\n\n\n\n
| \n\t\t\t Module \n\t\t\t | \n\t\t\t\n\t\t\t Learning outcomes (indicative) \n\t\t\t | \n\t\t\t\n\t\t\t No. of webinars \n\t\t\t | \n\t\t\t\n\t\t\t Theoretical hours \n\t\t\t | \n\t\t\t\n\t\t\t Practical component \n\t\t\t | \n\t\t\t\n\t\t\t Practical hours \n\t\t\t | \n\t\t\t\n\t\t\t Individual work (hours) \n\t\t\t | \n\t\t\t\n\t\t\t Total hours \n\t\t\t | \n\t\t
| \n\t\t\t Online component (30 hours, 1 ECTS credit = 18 learning hours + 12 individual work hours) \n\t\t\t | \n\t\t|||||||
| \n\t\t\t Module 1 – Core module (online) \n\t\t\t | \n\t\t\t\n\t\t\t Understanding the principles and structure of the State Standard; applying competency-based approaches; aligning curricula and assessment with expected learning outcomes \n\t\t\t | \n\t\t\t\n\t\t\t 6 \n\t\t\t | \n\t\t\t\n\t\t\t 12 \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t 8 \n\t\t\t | \n\t\t\t\n\t\t\t 20 \n\t\t\t | \n\t\t
| \n\t\t\t Module 2: Role-specific online module (choose one option) \n\t\t\t | \n\t\t|||||||
| \n\t\t\t Role-specific module for trainer candidates of teachers (online) \n\t\t\t | \n\t\t\t\n\t\t\t Applying the State Standard at classroom level; designing lessons and assessment aligned with expected learning outcomes \n\t\t\t | \n\t\t\t\n\t\t\t 2 \n\t\t\t | \n\t\t\t\n\t\t\t 4 \n\t\t\t | \n\t\t\t\n\t\t\t Preparatory applied tasks related to classroom practice \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t 2 \n\t\t\t | \n\t\t\t\n\t\t\t 6 \n\t\t\t | \n\t\t
| \n\t\t\t Role-specific module for trainer candidates of school leaders (online) \n\t\t\t | \n\t\t\t\n\t\t\t Applying the State Standard at school level; organising the educational process and leading change \n\t\t\t | \n\t\t\t\n\t\t\t 2 \n\t\t\t | \n\t\t\t\n\t\t\t 4 \n\t\t\t | \n\t\t\t\n\t\t\t Preparatory applied tasks related to school-level organisation and leadership \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t 2 \n\t\t\t | \n\t\t\t\n\t\t\t 6 \n\t\t\t | \n\t\t
| \n\t\t\t \n\n\t\t\t Trainer-specific module (online) \n\t\t\t | \n\t\t\t\n\t\t\t Applying adult learning principles; developing facilitation and moderation skills for training delivery \n\t\t\t | \n\t\t\t\n\t\t\t 1 \n\t\t\t | \n\t\t\t\n\t\t\t 2 \n\t\t\t | \n\t\t\t\n\t\t\t - \n\t\t\t | \n\t\t\t\n\t\t\t - \n\t\t\t | \n\t\t\t\n\t\t\t 2 \n\t\t\t | \n\t\t\t\n\t\t\t 4 \n\t\t\t | \n\t\t
| \n\t\t\t Online role-based practical component (up to 60 hours, 2 ECTS credits = up to 32 learning hours + up to 28 individual work hours, depending on level of engagement)[4] \n\t\t\t | \n\t\t|||||||
| \n\t\t\t Module 3: Practical training module (choose one option) \n\t\t\t | \n\t\t|||||||
| \n\t\t\t Practical module for trainer candidates of teachers (observation, co-facilitation and facilitation practice) \n\t\t\t | \n\t\t\t\n\t\t\t Observing and analysing training delivery for teachers; reflecting on facilitation approaches \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t Participation in small-group sessions (up to 40 participants), including observation, co-facilitation, and facilitation, implemented on a rotational basis. \n\t\t\t | \n\t\t\t\n\t\t\t 32 \n\t\t\t | \n\t\t\t\n\t\t\t 28 \n\t\t\t | \n\t\t\t\n\t\t\t 60 \n\t\t\t | \n\t\t
| \n\t\t\t Practical module for trainer candidates of school leaders (observation, co-facilitation and facilitation practice) \n\t\t\t | \n\t\t\t\n\t\t\t Observing and analysing training delivery for school leaders; reflecting on facilitation/moderation approaches \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t – \n\t\t\t | \n\t\t\t\n\t\t\t Participation in small-group sessions (up to 40 participants), including observation, co-facilitation, and facilitation, implemented on a rotational basis. \n\t\t\t | \n\t\t\t\n\t\t\t 32 \n\t\t\t | \n\t\t\t\n\t\t\t 28 \n\t\t\t | \n\t\t\t\n\t\t\t 60 \n\t\t\t | \n\t\t
| \n\t\t\t Total indicative workload \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t 90 \n\t\t\t | \n\t\t
\n\n
Trainer candidates participate in the practical component through a combination of observation, co-facilitation, and facilitation of small-group sessions, based on a rotational model..
\n\nParts of Module 2 and Modules 3, are alternative role-specific modules. Participants complete only one module from each pair depending on their target group (teachers or school leaders). Total hours shall therefore be calculated per pathway and not as a cumulative sum of all modules.
\n\nClear and measurable completion criteria (including attendance, participation in practical sessions, and completion of assigned tasks) shall be defined by the Consultant and agreed with the Client prior to implementation.
\n\n\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
Annex 2
\n\nIndicative Work Schedule
\n\nLegend: ■ = period of implementation
\n\nMonth 1 = June 2026
\n\n\n\n
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t Track / Component \n\t\t\t | \n\t\t\t\n\t\t\t M1 \n\t\t\t | \n\t\t\t\n\t\t\t M2 \n\t\t\t | \n\t\t\t\n\t\t\t M3 \n\t\t\t | \n\t\t\t\n\t\t\t M4 \n\t\t\t | \n\t\t\t\n\t\t\t M5 \n\t\t\t | \n\t\t\t\n\t\t\t M6 \n\t\t\t | \n\t\t\t\n\t\t\t M7 \n\t\t\t | \n\t\t\t\n\t\t\t M8 \n\t\t\t | \n\t\t\t\n\t\t\t M9 \n\t\t\t | \n\t\t\t\n\t\t\t M10 \n\t\t\t | \n\t\t\t\n\t\t\t M11 \n\t\t\t | \n\t\t\t\n\t\t\t M12 \n\t\t\t | \n\t\t\t\n\t\t\t M13 \n\t\t\t | \n\t\t\t\n\t\t\t M14 \n\t\t\t | \n\t\t\t\n\t\t\t M15 \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t D1 \n\n\t\t\t31.07 \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t D2 \n\n\t\t\t31.01 \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t D3 \n\n\t\t\t31.07 \n\t\t\t | \n\t\t||
| \n\t\t\t D1 \n\t\t\t | \n\t\t\t\n\t\t\t Track 1 – Inception phase \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t D2 \n\t\t\t | \n\t\t\t\n\t\t\t Track 1 – Component 1.1. Development of training materials \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Track 1 – Component 1.2. Online training (webinars) \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t|
| \n\t\t\t Track 1 – Component 1.3. Online role-based practical training sessions \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t|
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t D3 \n\t\t\t | \n\t\t\t\n\t\t\t Track 1 – Component 1.4. Expert-led support \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Track 2 – Components 2.1–2.2. Course design and content development \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t|
| \n\t\t\t Track 2 – Components 2.3–2.6. Production, pilot launch, handover \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t ■ \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
Annex 3
\n\nMinimum Staff Inputs Table
\n\n| \n\t\t\t Experts \n\t\t\t | \n\t\t\t\n\t\t\t Working Man-Days \n\t\t\t | \n\t\t||
| \n\t\t\t Preparatory work and reporting \n\t\t\t | \n\t\t\t\n\t\t\t Training \n\t\t\t | \n\t\t\t\n\t\t\t Total \n\t\t\t | \n\t\t|
| \n\t\t\t Track 1 \n\t\t\t | \n\t\t\t\n\t\t\t 255 \n\t\t\t | \n\t\t\t\n\t\t\t 310 \n\t\t\t | \n\t\t\t\n\t\t\t 565 \n\t\t\t | \n\t\t
| \n\t\t\t Team Leader / Senior Education Trainer-Expert (Key expert) \n\t\t\t | \n\t\t\t\n\t\t\t 110 \n\t\t\t | \n\t\t\t\n\t\t\t 5 \n\t\t\t | \n\t\t\t\n\t\t\t 115 \n\t\t\t | \n\t\t
| \n\t\t\t Senior Trainer-Experts on Specialized Secondary Education (key experts) \n\t\t\t | \n\t\t\t\n\t\t\t 35 \n\t\t\t | \n\t\t\t\n\t\t\t 40 \n\t\t\t | \n\t\t\t\n\t\t\t 75 \n\t\t\t | \n\t\t
| \n\t\t\t Trainer-Experts on Education Management and School Leadership (pool) \n\t\t\t | \n\t\t\t\n\t\t\t 15 \n\t\t\t | \n\t\t\t\n\t\t\t 55 \n\t\t\t | \n\t\t\t\n\t\t\t 70 \n\t\t\t | \n\t\t
| \n\t\t\t Sector-specific Trainer-Experts (educational domains) (pool) \n\t\t\t | \n\t\t\t\n\t\t\t 85 \n\t\t\t | \n\t\t\t\n\t\t\t 180 \n\t\t\t | \n\t\t\t\n\t\t\t 265 \n\t\t\t | \n\t\t
| \n\t\t\t Trainers / Facilitators (moderation) \n\t\t\t | \n\t\t\t\n\t\t\t 10 \n\t\t\t | \n\t\t\t\n\t\t\t 30 \n\t\t\t | \n\t\t\t\n\t\t\t 40 \n\t\t\t | \n\t\t
| \n\t\t\t Track 2 \n\t\t\t | \n\t\t\t\n\t\t\t Preparatory work and reporting \n\t\t\t | \n\t\t\t\n\t\t\t Production \n\t\t\t | \n\t\t\t\n\t\t\t Total \n\t\t\t | \n\t\t
| \n\t\t\t 120 \n\t\t\t | \n\t\t\t\n\t\t\t 100 \n\t\t\t | \n\t\t\t\n\t\t\t 220 \n\t\t\t | \n\t\t|
| \n\t\t\t Lead Instructional Designer / E-learning Expert (Key Expert –) \n\t\t\t | \n\t\t\t\n\t\t\t 40 \n\t\t\t | \n\t\t\t\n\t\t\t 10 \n\t\t\t | \n\t\t\t\n\t\t\t 50 \n\t\t\t | \n\t\t
| \n\t\t\t Instructional Designer(s) \n\t\t\t | \n\t\t\t\n\t\t\t 45 \n\t\t\t | \n\t\t\t\n\t\t\t 15 \n\t\t\t | \n\t\t\t\n\t\t\t 60 \n\t\t\t | \n\t\t
| \n\t\t\t Scriptwriter(s) / Content Editor(s) \n\t\t\t | \n\t\t\t\n\t\t\t 20 \n\t\t\t | \n\t\t\t\n\t\t\t 25 \n\t\t\t | \n\t\t\t\n\t\t\t 45 \n\t\t\t | \n\t\t
| \n\t\t\t Video Production Specialist(s) \n\t\t\t | \n\t\t\t\n\t\t\t 10 \n\t\t\t | \n\t\t\t\n\t\t\t 50 \n\t\t\t | \n\t\t\t\n\t\t\t 60 \n\t\t\t | \n\t\t
| \n\t\t\t Graphic Designer(s) / Multimedia Editor(s) \n\t\t\t | \n\t\t\t\n\t\t\t 5 \n\t\t\t | \n\t\t\t\n\t\t\t 0 \n\t\t\t | \n\t\t\t\n\t\t\t 5 \n\t\t\t | \n\t\t
| \n\t\t\t TOTAL MINIMUM EXPECTED STAFF INPUTS \n\t\t\t | \n\t\t\t\n\t\t\t 375 \n\t\t\t | \n\t\t\t\n\t\t\t 410 \n\t\t\t | \n\t\t\t\n\t\t\t 785 \n\t\t\t | \n\t\t
Online training activities are delivered through joint facilitation by trainer-experts and trainer candidates. The majority of facilitation and group work moderation is embedded within the training inputs of trainer-experts, while trainers/facilitators provide complementary support, as required.
\n\n\n\n
\n\n
\n\n
[1] Key Experts will not be evaluated at the shortlisting stage. Provided exclusively by the winner of the first stage upon separate request.
\n\n[2] Description of approaches to implementing tasks will not be evaluated at the shortlisting stage. Provided exclusively by the winner of the first stage upon separate request.
\n\n[3] Provided exclusively by the winner of the first stage upon separate request.
\n\n[4]The indicated workload represents the maximum expected engagement. The actual number of hours may vary depending on the level of participation in facilitation activities. Only selected trainer candidates will be engaged in facilitation of sessions, while others will focus on observation and reflection tasks.
"},{"id":"OP00436929","notice_type":"Request for Expression of Interest","noticedate":"07-Apr-2026","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2026-04-21T00:00:00Z","submission_deadline_time":"16:00","project_ctry_name":"Indonesia","project_id":"P173391","project_name":"Oceans for Prosperity Project - LAUTRA","bid_reference_no":"ID-MMAF-534986-CS-INDV","bid_description":"Business Training Module Development Specialist","procurement_group":"CS","procurement_method_code":"INDV","procurement_method_name":"Individual Consultant Selection","contact_address":"Jalan Medan Merdeka Timur No. 16, Jakarta Pusat","contact_ctry_name":"Indonesia","contact_email":"arief.wibowo191086@gmail.com","contact_name":"Arief Surya Wibowo","contact_organization":"Ministry of Marine Affairs and Fisheries","contact_phone_no":"(021) 3519070","contact_web_url":"https://kkp.go.id/","submission_date":"2026-04-07T00:00:00Z","notice_text":"REQUEST FOR EXPRESSION OF INTEREST
\n\n\n\n
INDIVIDUAL CONSULTANT
\n\nBUSINESS TRAINING MODULE DEVELOPMENT SPECIALIST
\n\nLoan No. 9498-ID
\n\nReference No. ID-MMAF-534986-CS-INDV
\n\nThe Ministry of Marine Affairs and Fisheries has received financing from the World Bank toward the cost of the Infrastructure for Coral Reef Areas - Oceans for Prosperity Project (INSAN TERANG – LAUTRA, henceforth LAUTRA). The LAUTRA project is currently in the process of recruiting Individual Consultant Business Training Module Development Specialist responsible for Component 2.2. Their specific goal is to support effective implementation of matching grant, LAUTRA requires standardized, practical, context-appropriate training module that strengthen MSME readiness, bankability and alignment with sustainability, climate resilience and biodiversity objectives.
\n\nThe specific objectives are to develop:
\n\n1. Basic Level (Window 1 focus): Foundational skills to start/manage microbusinesses (financial literacy, household vs. business cash flow).
\n\n2. Advanced Level (Windows 2 & 3 focus): Strengthening competencies for growthoriented MSMEs (business planning, market access, partnerships).
\n\n3. Green & Blue Business Module: A cross-cutting module on sustainable practices within Marine Protected Areas (MPAs).
\n\n4. Coach Guidelines: A structured pedagogical manual for trainers.
\n\nThe assignment is expected to start beginning 2026 and last 5 months, with field visits. The consultant may work remotely for content development but should be available for in-person training sessions.
\n\nThe Ministry of Marine Affairs and Fisheries now invites eligible individual consultant (“Consultants”) to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services (attach curriculum vitae with description of experience in similar assignments, similar conditions, etc. including a Cover Letter and reference letter). The qualification criteria are as follows:
\n\n1. Advanced degree in Business Administration, Economics, Fisheries, Rural Development, training and education.
\n\n2. At least 10 years of relevant work experience in MSME development, business training field or capacity building programs
\n\n3. Proven experience in developing training curricula or modules and delivering business training for entrepreneurs or MSMEs, preferably in community-based settings.
\n\n4. Experience working with marginalized communities, particularly in rural or coastal areas.
\n\n5. Strong understanding of cooperative business models and microenterprise development.
\n\n6. Excellent communication skills and ability to design interactive learning materials.
\n\n7. Fluent in written and spoken English and Bahasa.
\n\nAttention of interested Consultants is drawn to Section III, paragraphs 3.14, 3.16 and 3.17 of the World Bank’s Procurement Regulations for IPF Borrowers dated September 2023 (“the Regulations”), setting forth the World Bank’s policy on conflict of interest.
\n\nFurther information can be obtained at the address below during office hours (08.00 to 16.00 GMT+7).
\n\nExpressions of interest must be delivered in a written form along with Curriculum Vitae and short proposal to the address below by e-mail no later than Tuesday, 21 April 2026 at 16.00 WIB.
\n\nJakarta, 7 April 2026
\n\nSelection Committee of Individu Business Training Module
\n\nDevelopment Specialist
\n\nMinistry of Marine Affairs and Fisheries
\n\nEmail: pokmilwb@gmail.com
\n\n"},{"id":"OP00414803","notice_type":"Request for Expression of Interest","noticedate":"30-Jan-2026","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2026-02-13T00:00:00Z","submission_deadline_time":"18:00","project_ctry_name":"Uzbekistan","project_id":"P168180","project_name":"Institutional Capacity Building Project","bid_reference_no":"AMC-TRAININGCL-CQS","bid_description":"Сonducting series of trainings for economic and administrative judges on new Competition Law enforcement","procurement_group":"CS","procurement_method_code":"CQS","procurement_method_name":"Consultant Qualification Selection","contact_address":"29., Istiklol street, 100017 Tashkent","contact_ctry_name":"Uzbekistan","contact_email":"piu_mof@mail.ru","contact_name":"Sirojiddin Imanov","contact_organization":"Ministry of Economy and Finance of the Republic of Uzbekistan","contact_phone_no":"712023113 (05493)","contact_web_url":"info@imv.uz","submission_date":"2026-01-30T00:00:00Z","notice_text":"
REQUEST FOR EXPRESSIONS OF INTEREST
\n(CONSULTING SERVICES – FIRMS SELECTION)
\n\n
Country: Republic of Uzbekistan
\n\nProject name: Institutional Capacity Building Project
\n\nCredit No.: IDA 6431-UZ
\n\nAssignment Title: Conducting series of trainings for economic and administrative judges on new Competition Law enforcement
\n\nReference No.: AMC-TRAININGCL-CQS
\n\nThe Ministry of Economy and Finance of the Republic of Uzbekistan has received financing from the World Bank toward the cost of the Institutional Capacity Building Project and intends to apply part of the proceeds for the conducting series of trainings for economic and administrative judges on new Competition Law enforcement (“Services”).
\n\nThe training program aims to enhance enforcement of the new Competition Law by providing judges with seminars led by local and international experts, strengthening their understanding of prohibited conduct, improving their grasp of economic principles used in competition cases, promoting consistency in judicial decisions, developing their ability to assess quantitative evidence, encouraging cooperation with international counterparts, and fostering a broader culture that supports competition, market efficiency, and consumer welfare.
\n\nThe Ministry of Economy and Finance of the Republic of Uzbekistan now invites eligible consulting firms (“Consultants”) to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services by submitting directly to the piu_mof@mail.ru.
\n\nThe Qualification requirements for the Consultants are:
\n\n- At least 5 years of proven experience in judicial capacity building in competition law or related regulatory areas, preferably for economic and administrative judges.
\n\n- Proven expertise and familiarity with local legal framework of competition law enforcement, including judicial system and procedures of Uzbekistan or preferably comparable jurisdictions and EU, Korea or Japan and availability of qualified local and foreign experts. Experience in similar projects will be a plus.
\n\n- Demonstrated ability to design and deliver training programs, including development of curriculum, interactive case studies, training materials, and post-training assessment tools.
\n\n- Capacity to provide training in Uzbek and/or Russian, including simultaneous interpretation for sessions conducted by international experts.
\n\n- Proven experience in post-training evaluation and reporting, including recommendations for strengthening judicial capacity.
\n\n- Organizational capacity to conduct at least 20 training sessions over a three-month period for a minimum of 200 participants, ensuring high-quality delivery and logistical management.
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The attention of interested Consultants is drawn to Section III of the World Bank’s “Procurement Regulations for IPF Borrowers” July 2016 (“Procurement Regulations”), 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: Consultants shall not be hired for any assignment that would be in conflict with their prior or current obligations to other clients, or that may place them in a position of being unable to carry out the assignment in the best interests of the Ministry of Finance of the Republic of Uzbekistan.
\n\nA Consultant will be selected in accordance with the Consultant Qualification Selection (CQS) method set out in the Procurement Regulations.
\n\nFurther information can be obtained at the address below during office hours from 9:00 a.m. to 18:00 p.m. Tashkent time.
\n\nExpressions of interest must be delivered in a written form in English, Russian or Uzbek languages to the address below (in person, or by mail, or by e-mail) by 13 February 2026.
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Project Implementation Unit under the
\nMinistry of Economy and finance of the Republic of Uzbekistan
Attn: Sirojiddin Imanov, Manager of the Project
\n\nUzbekistan, 100017, Tashkent city, 29, Istiklol St.
\n\nTel: +998712023113 (05493) /+998903311662
\n\nE-mail: piu_mof@mail.ru
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As part of the EOI, the consultant should include the following information:
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| \n\t\t\t Date: \n\t\t\t | \n\t\t\t\n\t\t\t Country of Incorporation: \n\t\t\t | \n\t\t
| \n\t\t\t Consultant Name: \n\t\t\t | \n\t\t\t\n\t\t\t Acronym: \n\t\t\t | \n\t\t
| \n\t\t\t EOI Submission Authorized by: \n\t\t\t | \n\t\t\t\n\t\t\t Position \n\t\t\t | \n\t\t
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| \n\t\t\t Consultant \n\t\t\t | \n\t\t\t\n\t\t\t Acronym \n\t\t\t | \n\t\t\t\n\t\t\t Country of Incorporation \n\t\t\t | \n\t\t\t\n\t\t\t Joint Venture (JV) or Sub-consultant \n\t\t\t | \n\t\t\t\n\t\t\t EOI Submission Authorized By \n\t\t\t | \n\t\t\t\n\t\t\t Position \n\t\t\t | \n\t\t
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Present the rationale for and benefits of working in association (JV or Sub-consultant) with others rather than undertaking the assignment independently (as appropriate). Describe the proposed management and coordination approach of the association and the role of each firm.
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Project References - highlight the technical qualifications of your entity/consortium in undertaking similar assignments. Provide details of past experiences working with similar project authorities
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Project References, present experiences in similar geographic areas.
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Present relevant projects to demonstrate the firm’s technical qualifications and geographical experience (maximum 10 projects).
\n\n| \n\t\t\t N \n\t\t\t | \n\t\t\t\n\t\t\t Project \n\t\t\t | \n\t\t\t\n\t\t\t Period \n\t\t\t | \n\t\t\t\n\t\t\t Client \n\t\t\t | \n\t\t\t\n\t\t\t Country \n\t\t\t | \n\t\t\t\n\t\t\t Firm \n\t\t\t | \n\t\t
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| \n\t\t\t Continuous / Intermittent \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
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We, the undersigned, certify to the best of our knowledge and belief:
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Terms of Reference
\nfor conducting a series of trainings for economic and administrative judges on Competition Law and Policy
1. Introduction
\n\nThe Republic of Uzbekistan, in its ongoing efforts to enhance economic competitiveness and regulatory effectiveness, adopted a new edition of the Law “On Competition”, № LRU-850, on July 3, 2023. This legislative update represents a significant step towards aligning the country’s competition policies with international standards and addressing the dynamic challenges of today’s global market environments.
\n\nThe new law introduces comprehensive revisions and modern provisions aimed at preventing anti-competitive practices, promoting fair market conditions, and ensuring consumer protection. These changes necessitate a thorough understanding and adept enforcement by the judiciary to translate legislative intent into practical impact.
\n\nKey revisions and changes introduced in the law include:
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The law introduces modern terminology and concepts, including:
\n\nThe law revises the criteria for recognizing dominance in the commodity or financial market. Dominance is now recognized in the following cases:
\n\nTo reduce administrative burdens, the financial threshold for mandatory merger and acquisition approvals has been increased from 100,000 base calculated values (BCVs), equivalent to approximately USD 2.7 million, to 500,000 BCVs, equivalent to approximately USD 13.4 million.
\n\nThe law defines “state aid” to include tax and customs benefits, subsidies, grants, state guarantees, preferential loans, exclusive rights, and other privileges such as preferential prices for state property leases and land use.
\n\nThe Competition Promotion and Consumer Protection Committee of the Republic of Uzbekistan (hereinafter referred to as the Committee) is responsible for enforcing competition law. This includes creating a level playing field for market participants, ensuring fair competition, and safeguarding consumers from anti-competitive practices. The Committee’s efforts are aimed at fostering a competitive economic environment that promotes innovation, efficiency, and consumer welfare.
\n\nIn response to these developments, there is a pressing need to equip economic and administrative judges with the knowledge and tools required to effectively interpret and enforce the new law. This training program is designed to meet that need, ensuring that judges are well-prepared to oversee cases involving complex competition disputes and contribute to a fair and thriving economic landscape in Uzbekistan.
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2. Objectives
\n\nThe Institutional Capacity Building Project (ICBL) brings together professionals in different areas of public management to develop innovative, integrated solutions
\nto complex institutional problems. The practice utilizes a problem-driven, diagnostic approach, combining global comparative knowledge of reform successes and failures with a keen understanding of the institutional challenges and opportunities of developing countries.
The Competition Promotion and Consumer Protection Committee of the Republic of Uzbekistan (hereinafter referred to as the Committee) is a recipient under Component 3: Improving Support Mechanisms for Reforms, Technical Assistance to Regulatory Agencies and Other Public Sector Agencies performing economic regulatory functions.
\n\nA key component of this project is the specialized training conducted by distinguished consultants. The Contractor possessing a thorough knowledge of Uzbekistan’s legislation, as well as extensive international experience will lead seminars that incorporate global perspectives and practices. This aspect of the training aims to introduce innovative approaches and methodologies that have been successful in other jurisdictions and will facilitate seminars that delve into national laws and their application in economic contexts. These sessions are designed to provide participants with a deeper understanding and practical skills necessary to navigate the complexities of local economic regulations.
\n\nThe objectives for conducting a series of trainings for economic and administrative judges on the enforcement of the new Competition Law are as follows:
\n\nOrganize seminars led by experts to provide comprehensive insights into the new Competition Law and its enforcement.
\n\nEquip judges with the knowledge to make fair and informed decisions regarding actions deemed unlawful under the Competition Law.
\n\nProvide training on economic concepts relevant to competition cases to improve judicial analysis and decision-making.
\n\nPromote uniformity in the application of competition law principles across different cases and jurisdictions.
\n\nTrain judges to effectively evaluate economic and quantitative evidence presented in competition cases.
\n\nFacilitate exchanges with international counterparts to share best practices and experiences in competition law enforcement.
\n\nInstill an understanding of the importance of competition law in promoting market efficiency and consumer welfare.
\n\nThese objectives aim to ensure that judges are equipped with the necessary knowledge and skills to enforce the new Competition Law effectively and in alignment with international best practices.
\n\n3. Scope of work
\n\nTo achieve the objectives outlined in Section 2, the services of a consultancy contractor or a consortium of consultancy companies (hereinafter referred to as the “Contractor”) will be required. The Contractor shall carry out the following tasks:
\n\n3.1. The Contractor will conduct a needs assessment to evaluate the judges’ understanding of the new competition law and its practical application. This will involve surveys and interviews to identify areas where judges require further clarity. The contractor will also review recent cases involving competition law to pinpoint any inconsistencies or gaps in enforcement. Additionally, consultations will be held primarily with the Committee, as well as other relevant stakeholders, including competition law experts, legal practitioners, and government bodies, to ensure that the training program addresses all relevant gaps and issues.
\n\n3.2. Development jointly with the Committee of the training curriculum, training plan, and agreement on the selection of the scope of supervised work based on the assessment.
\n\n(a) Specific topics will be based on the provisional training programme provided in Annex 1 to these Terms of Reference and can be changed according to the needs of stakeholders. The contractor's consultants will collaborate with the Committee to design a detailed curriculum and delivery plan that ensures the training program fully meets the needs of judges while aligning with the Committee's expectations. The Committee may request the WB advice as needed.
\n\n3.3. Delivery of a training program on competition law and economics. The series of training sessions will be conducted over a period of three months, targeting at least 200 economic and administrative judges. (The Contractor should deliver 20 training sessions; each session will last around 3 hours, with a 20-minute break, amounting to a total of 60 hours of training.)
\n\n(a) While the final detailed curriculum will be developed by the Contractor and presented for approval by the Committee, it is expected that each module should include relevant interactive case studies demonstrating the application of the concepts in practice, drawing from international best practices, including examples from advanced jurisdictions.
\n\n(b) To increase the efficiency of the training events, the training sessions will be conducted mainly offline. Only in special cases, as agreed with the Committee, the Contractor will provide online links for a limited number of participants.
\n\n(c) The consultancy contractor will engage various niche specialists, as informed by the needs assessment and agreed with the Committee, as the new competition law encompasses multiple areas, including digital markets, state aid, natural monopolies, and market dominance. This multidisciplinary approach will ensure comprehensive coverage of all aspects of the new competition law.
\n\n3.4. Post-training assessment of the impact of the training programs on enhancing the capacity of economic and administrative judges on the enforcement of the new Competition Law.
\n\n(a) Undertake an assessment of the capacity, knowledge, and skills of economic and administrative judges in areas covered by the program immediately following the training program. The Contractor's consultants will propose the optimal assessment methods for the skills covered during the training and present these methods to the Committee for approval in advance. This assessment will include case tests for judges, reflecting real-world scenarios to evaluate the application of the competition law in practice. The case tests are an integral part of the assessment method and will be used to inform the final report.
\n\n(b) Provide a final report (the Final Report) on the extent to which the training program had the desired impact in terms of enhancing the knowledge and skills of economic and administrative judges in handling competition issues and strengthening their capacity to review cases and make informed decisions. Include recommendations for the further enhancement of the skills and capacity of economic and administrative judges in their roles.
\n\n(c) The final report shall include qualitative and quantitative assessment results and recommendations for integrating competition law modules into national judicial training programs.
\n\n3.5. The Contractor will provide Uzbek or Russian versions of the relevant background materials and slides used as part of this training program.
\n\n3.6. Language and Interpretation Services. If an international expert participating in the program speaks a language other than Uzbek or Russian, the Contractor will arrange translation services. The interpreter, along with the translation of the consultants’ lectures, will ensure that the documentation is maintained in Uzbek/Russian to facilitate effective learning for all participants. All training sessions will prioritize delivery in Uzbek or Russian to accommodate participants effectively.
\n\n4. Contractor Qualification Requirements
\n\n4.1 The Contractor shall demonstrate the following qualifications and experience to be eligible for this assignment:
\n\n5. Assignment Implementation
\n\n5.1. The Committee, in cooperation with the Academy of Justice under the Supreme Judicial Council of the Republic of Uzbekistan, will designate CPCPC staff to guide the Contractor and facilitate coordination for the training program. The Academy of Justice under the Supreme Judicial Council of the Republic of Uzbekistan, will identify participants in the training sessions and provide relevant information regarding their professional and educational backgrounds upon request.
\n\n5.2. The training program will be delivered in person. The Contractor will be responsible for providing simultaneous interpretation. Additionally, the Contractor will ensure video recordings of each training module are made available, along with background materials and slides, in Uzbek or Russian.
\n\n5.3. The Contractor shall provide suitable and comfortable premises for conducting the training sessions, accommodating the number of participants effectively. If necessary, the premises may be rented to ensure that the facilities meet the required standards for a conducive learning environment.
\n\n6. Deliverables and project schedule.
\n\n6.1 The schedule of activities and deliverables is set out below (with an indicative timeline). The activities are expected to start in Q1 2026 and last for up to six months (subject to further consultation and confirmation of the final curriculum by the Committee). The timing below assumes continued support and commitment from the Committee and its staff. The timetable also depends on contractual and administrative procedures.
\n\n6.2 The project shall start with a kick-off meeting, in which all key parties – the Committee, the Academy of Justice, and the selected consultancy contractor – will participate.
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| \n\t\t\t № \n\t\t\t | \n\t\t\t\n\t\t\t Deliverable \n\t\t\t | \n\t\t\t\n\t\t\t \n\n\t\t\t \n\n\t\t\t \n\n\t\t\t \n\n\t\t\t \n\n\t\t\t \n\n\t\t\t Preliminary timeline \n\t\t\t | \n\t\t
| \n\t\t\t 1. \n\t\t\t | \n\t\t\t\n\t\t\t Kick off meeting to agree on the implementation plan and key milestones \n\t\t\t | \n\t\t\t\n\t\t\t Within one (1) week after contract signing \n\t\t\t | \n\t\t
| \n\t\t\t 2. \n\t\t\t | \n\t\t\t\n\t\t\t The assessment to evaluate the judges’ understanding of the new competition law and its practical application. \n\t\t\t | \n\t\t\t\n\t\t\t According to the agreed timeline and the final curriculum. \n\t\t\t | \n\t\t
| \n\t\t\t 3. \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t Inception report with the detailed training curriculum, planned timeline for the assignment, and proposed method for the post-training assessment of its outcomes \n\t\t\t | \n\t\t\t\n\t\t\t Within two (2) weeks after completion of the training needs assessment \n\t\t\t | \n\t\t
| \n\t\t\t 4. \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t Delivery of the training programme (and the relevant training material) \n\t\t\t | \n\t\t\t\n\t\t\t According to the agreed timeline and the final curriculum \n\t\t\t | \n\t\t
| \n\t\t\t 5. \n\t\t\t | \n\t\t\t\n\t\t\t Final report assessing the impact of the programme on the capacity of economic and administrative judges and recommendations on further enhancement of their capacity \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t According to the agreed timeline, but no later than one (1) month after the delivery of the final training activity \n\t\t\t | \n\t\t
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6.3 No deliverables will be considered final until approved by the Committee as of an acceptable quality.
\n\n6.4 Organizational meetings as part of this assignment are expected to be conducted in Uzbek/Russian and English. Depending on the needs of the participants from the Committee, the contractor will provide interpretation from English to Uzbek/Russian.
\n\n7. Confidentiality
\n\nThe Contractor agrees to strict confidence with respect to their findings, information given by the national stakeholders, or the WB. WB may decide to make the information available to other interested parties on a case-by-case basis. The Contractor shall also adhere to the Law “On Combating Corruption” No. ЗРУ-419 dated 3 January 2017 and relevant codes of ethics applicable to interactions with the judiciary and public authorities
\n\nAll intellectual property rights related to the training program, including all materials, curricula, and any other content created or developed for the program, shall exclusively belong to the Committee.
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The payment for the services rendered under this Assignment shall be made in stages, based on the completion and approval of specific deliverables. The payment structure shall be as follows:
\n\nAll payments will be made within 15 calendar days following the Committee’s written confirmation of acceptance of each deliverable. No payment shall be due until the Committee has formally approved the deliverable as meeting the quality standards set out in Section 6.3 of this ToR.
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Annex 1.
\n\nProvisional Programme
\nof Judges Training on Competition Law and Policy
Module 1: Foundations of Competition Law and Policy
\n\nSession 1: Introduction to Competition Law and Policy
\n\nSession 2: The Competition Development and Consumer Protection Authority and Judicial Review
\n\nSession 3: Key Economic Concepts for Judges
\n\nModule 2: Anti-Competitive Agreements (Cartels)
\n\nSession 4: Prohibited Agreements and Their Legal Framework
\n\nSession 5: Evidence and Proof in Cartel Cases
\n\nSession 6: Leniency Programs and Sanctions
\n\nModule 3: Abuse of a Dominant Position
\n\nSession 7: Defining and Assessing Dominance
\n\nSession 8: Abusive Practices (Exclusionary and Exploitative)
\n\nSession 9: Justifications and Efficiencies
\n\nModule 4: Merger Control
\n\nSession 10: Introduction to Merger Control
\n\nSession 11: Substantive Analysis of Mergers
\n\nSession 12: Remedies and Conditions
\n\nModule 5: State Aid and Competition Advocacy
\n\nSession 13: State Aid and its Impact on Competition
\n\nSession 14: Competition Advocacy
\n\nSession 15: The Digital Economy
\n\nModule 6: Judicial Procedure and Enforcement
\n\nSession 16: Competition Litigation and Judicial Review
\n\nSession 17: Civil and Criminal Enforcement
\n\nSession 18: Remedies and Damages
\n\nModule 7: Special Topics and Review
\n\nSession 19: Unfair Competition and Consumer Protection
\n\nSession 20: Program Synthesis and Mock Trial
\n\nREQUEST FOR EXPRESSIONS OF INTEREST (CONSULTING SERVICES - FIRMS SELECTION)
\n\nCountry: Ukraine
\n\nName of Project: Lifting Education Access and Resilience in Times of Need in Ukraine Program
\n\nGrant No.: TF0C5794
\n\nAssignment Title: Consulting services for the development of teaching and learning materials (TLM)
\n\nfor the final year of study at the level of basic secondary education (9th grade)
\n\nReference No. (as per Procurement Plan): LEARN-1.1-TLM9
\n\nUkraine has received financing from the World Bank toward the cost of the Lifting Education Access and Resilience in Times of Need in Ukraine Program, and intends to apply part of the proceeds for consulting services.
\n\nThe consulting services (hereinafter – the Services) include the development of educational materials for the final year of basic secondary education (grade 9) in all educational areas to provide teachers of schools participating in the innovative project at the all-Ukrainian level on the topic «Development and implementation of educational and methodological support for general secondary education institutions in the context of the implementation of the State Standard of Basic Secondary Education (SSBSE)» (hereinafter – pilot schools) with sets of exemplary tasks (including competencies) for assessing learning outcomes, pedagogical and pedagogical assessment.
\n\nThese materials will be used by teachers of the pilot schools directly in the educational process to achieve the relevant learning outcomes and their assessment, and/or serve as models for the development of similar tasks by teachers and authors of curricula/manuals/textbooks, ensuring a unified approach to assessing student learning.
\n\nThe Services are expected to start in spring 2026 for a period of 12 months.
\n\nThe required objective of the Services must be achieved by the Consultant within the agreed program and in accordance with the Ukrainian legislation, the World Bank’s policies and rules and requirements of the Terms of Reference (TOR), which is attached.
\n\nMinistry of Education and Science of Ukraine (hereinafter – Client/MOES) now invites eligible consulting firms (hereinafter – Consultants) to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services.
\n\nThe evaluation of the expressions of interest provided by the Consultants will be carried out based on the following criteria:
\n\nLegal status and market experience:
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Experience in digital education:
\n\nCooperation with international organizations
\n\nThe company has experience of participating in projects implemented with the support of the World Bank or other international institutions
\n\nFinancial stability
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Confirmation of qualification. A Consultant shall provide:
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Availability of qualified specialists. The company should possess at least 7 specialists having permanent/long-term contracts:
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In case of experience in the role of a member of a past JVCA and/or Subconsultant, the experience and amount will be determined based on the Consultant’s share and responsibility in the past JVCA or the amount of the Subconsultant’s contract.
\n\nKey Experts will not be evaluated at the shortlisting stage.
\n\nThe attention of interested Consultants is drawn to Section III, paragraphs, 3.14, 3.16, and 3.17 of the World Bank’s «Procurement Regulations for IPF Borrowers» September 2023 with amendments of February 2025 (hereinafter – Procurement Regulations), setting forth the World Bank’s policy on conflict of interest.
\n\nConsultants may associate with other firms to enhance their qualifications, but should indicate clearly whether the association is in the form of a joint venture and/or a sub-consultancy. In the case of a joint venture, all the partners in the joint venture shall be jointly and severally liable for the entire contract, if selected. In the case of foreign company, the representative office/JV/consortium with local firm should exist by the date of the Contract signing.
\n\nA Consultant will be selected in accordance with the Selection Based on Consultants’ Qualifications (CQS) method described in the Procurement Regulations.
\n\nFurther information can be obtained at the address below during office hours from 9 a.m. to 6 p.m.
\n\nExpressions of interest must be delivered in a written form, in Ukrainian or English, to the address below by e-mail by February 23, 2026, 1:00 pm local time.
\n\nMinistry of Education and Science of Ukraine
\n\nAttn: Yevhen Kudriavets - Project Coordinator
\n\nE-mail: uiherp@mon.gov.ua CC: serhiy.artemenko@uiherp.org, kateryna.kovtun@mon.gov.ua
\n\nExpressions of interest to be clearly marked: «LEARN-1.1-TLM9: Expression of Interest».
\n\n\n\n
\n\n
TERMS OF REFERENCE
\n\nConsulting services for the development of teaching and learning materials (TLM) for the final year of study at the level of basic secondary education (9th grade)
\n\nContract No. LEARN-1.1-TLM9
\n\nWorld Bank Project ID No.: P504171, Grant Number: TF0C5794
\n\nList of abbreviations
\n\nAUSO All Ukrainian School Online
\n\nLEARN The Program "Lifting Education Access and Resilience in Times of Need in Ukraine Program"
\n\nMoES Ministry of Education and Science of Ukraine
\n\nNUS The New Ukrainian School
\n\nPDF Portable Document Format
\n\nSSBSE State Standard for Basic Secondary Education
\n\nSSEQ State Service of Education Quality
\n\nTLM Teaching and Learning Materials
\n\nUCEQA Ukrainian Center for Education Quality Assessment
\n\nUIRO Ukrainian Institute of Education Development
\n\nWord Microsoft Word document format
\n\n\n\n
I. CONTEXT
\n\nUkraine and the World Bank have signed the agreements for the Program "Lifting Education Access and Resilience in Times of Need in Ukraine Program" (hereinafter referred to as the LEARN). The objectives of the LEARN are: to (i) improve teaching and learning conditions; and (ii) to strengthen the management capacity of the education system.
\n\nThe total financing for the Operation is US$451 million using a combination of the World Bank's financial instruments: Program-for-Results (PforR) complemented by Investment Project Financing (IPF).
\n\nThe Program-for-Results (PforR) is funded by a US$235 million credit provided by Bank resources, supported by credit enhancement from the Advancing Needed Credit Enhancement for Ukraine (ADVANCE Ukraine) Trust Fund, which is backed by the Government of Japan. This is formalized under the Financing Agreement between Ukraine and the International Development Association for the Program (CREDIT NUMBER 7626-UA). An additional US$150 million is provided under the Special Program for Ukraine and Moldova Recovery (SPUR) of the International Development Association (IDA) Crisis Facility, as outlined in the Loan Agreement between Ukraine and the International Bank for Reconstruction and Development for the Program (LOAN NUMBER 9721-UA). Financing Agreement (Additional Financing: Lifting Education Access and Resilience in Times of Need in Ukraine Program) between Ukraine and the International Development Association (CREDIT NUMBER 7905-UA) was signed in the amount of US$4.9 million.
\n\nFurthermore, US$30 million in Investment Project Financing (IPF) is secured under the Grant Agreement between Ukraine and the International Bank for Reconstruction and Development and the International Development Association, acting as the administrator of the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund (URTF GRANT NUMBER TF0C5794).
\n\nFurthermore, US$31.1 million in Additional Financing is provided through grant resources, consisting of US$30.0 million from the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund and US$1.1 million from the Global Partnership for Education Fund. This additional financing is formalized under the Grant Agreement between Ukraine and the International Bank for Reconstruction and Development and the International Development Association, jointly acting as a Supervising Entity for the Global Partnership for Education Fund and as administrator of the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund (URTF GRANT NUMBER TF0D0612; GPE GRANT NUMBER TF0D0613), and supports activities related to the continued implementation of the Program.
\n\nHereinafter, the portion of the Operation financed through the PforR is referred to as the Program and the portion financed through the IPF is referred to as the Project.
\n\nThe Project complements the Program by supporting the piloting of the NUS reform in grades 8 to 12, pre-school program First Steps Forward and strengthening the MoES’ capacity for education system management in priority education areas.
\n\nThe Project among other activities provide technical support to pilot the NUS reform in selected schools for grades 8 to 12, through: (i) developing, printing, delivering, and testing teaching and learning materials for the NUS Pilot; (ii) developing and carrying out training programs to teachers, school principals, and their deputies; (iii) providing technical assistance to design a fit-for-purpose instrument for measuring teacher classroom practices and to implement said instrument in a sample of classrooms in grades 8 and 9; and (iv) providing STEM, ICT, and other required equipment aligned with the NUS standards to schools in the NUS Pilot at the basic education level for grades 8 to 12.
\n\nImportantly, the IPF will also strengthen the management capacity of the MoES to manage, monitor, and evaluate the rollout of the NUS reform through: (i) providing technical assistance to the MoES’ units responsible for NUS implementation; (ii) strengthening the Ukrainian Institute of Education Development (“UIRO”) capacity; (iii) creating a Special Online Platform (“SOP”) for State Final Examination (“DPA”); (iv) modernizing the education management information system (“AIKOM”); (v) improving the education infrastructure planning.
\n\nThis assignment focuses on development of teaching and learning materials (TLM) for the final year of study at the level of basic secondary education (9th grade). The Consultant will be contracted through in line with Procurement Regulations for IPF Borrowers, Sep 2025. This Terms of References defines the purpose, Scope and duration of consulting services and qualification requirements for the Consultant.
\n\nII. OBJECTIVES
\n\nThis activity focuses on the development of educational materials for the final year of basic secondary education (grade 9) in all educational areas to provide teachers of schools participating in the innovative project at the all-Ukrainian level on the topic "Development and implementation of educational and methodological support for general secondary education institutions in the context of the implementation of the State Standard of Basic Secondary Education (SSBSE)" (hereinafter – pilot schools) with sets of exemplary tasks (including competencies) for assessing learning outcomes, pedagogical and pedagogical assessment. These materials will be used by teachers of the pilot schools directly in the educational process to achieve the relevant learning outcomes and their assessment, and/or serve as models for the development of similar tasks by teachers and authors of curricula/manuals/textbooks, ensuring a unified approach to assessing student learning.
\n\nMain tasks:
\n\nThe Consultant will coordinate the creation of collections of model tasks (including competency-based tasks) for all 10 educational domains, aimed at assessing the mandatory learning outcomes defined by the SSBSE. These materials will be used directly in the educational process by pilot schools, will serve as exemplars for teachers and authors of educational content, and will contribute to a unified approach to assessment. The developed materials will also be adapted for use with Ukrainian students abroad and in temporarily occupied/de-occupied territories, supporting the recognition of learning outcomes for students with limited or disrupted access to Ukrainian education.
\n\n2. Development of a digital repository of TLMs (Component 2).
\n\nA user-friendly digital environment as a storage for digitalised TLMs developed within Component 1 will be created / integrated into an existing system (the decision will be made based on the initial needs analysis). The repository will support efficient storing, search, filtering, classification, and retrieval of tasks aligned with specific learning outcomes. This platform will ensure open access to the materials for educators, developers, and other stakeholders. The main idea of the repository is to create collections of materials that are "linked" to the learning outcomes, which will allow users to select the necessary materials for various purposes, including assessment. This service should provide online (synchronous/asynchronous) / blended learning for teachers on the use of tools and materials developed under the project and the creation of tasks for assessing the learning achievements of students of basic secondary education.
\n\n3. Publishing and dissemination of the Manuals on TLMs (Component 3).
\n\nThe materials will be finalized through literary editing and graphic design and published in the form of manuals that explain their purpose and structure. Following review and approval accordingly with the national regulations , these publications will be distributed to pilot schools for direct use and to support the development of similar resources by teachers and content developers. The dissemination of the manuals for pilot schools is expected to be done in digital format. Service provider is responsible for arranging the most effective way of editing and delivery of the product. For those purposes, both individuals and companies could be outsourced if needed.
\n\n4. Capacity-building for pilot participants (Component 4).
\n\nThe Consultant will deliver professional development courses for teachers working with 9th grades in pilot schools and other relevant stakeholders (i.e. trainers, teacher-trainers) – all teachers from pilot schools are expected to be covered during the assignment. This training will focus on the use of the developed TLMs, including how to apply the tools and tasks to assess student learning achievements effectively.
\n\n5. Dissemination and stakeholder engagement (Component 5).
\n\nTo promote the wider use and impact of the developed materials, the Consultant will organize a final presentation event. This event will present the project deliverables, raise awareness among broader stakeholders, and outline strategies for the scale-up and continued use of the materials, including potential replication by educational content developers.
\n\nThe assignment will adhere to the policies and regulations set forth by Ukrainian legislation and the World Bank, ensuring that it is practical, adaptable, and responsive to both immediate and long-term needs. These efforts are aimed at positioning Ukraine's education system as a model of sustainability, inclusiveness, and excellence that enables students to thrive in a globalized world.
\n\nIII. SCOPE OF SERVICES
\n\nThe selected consultant will be responsible for delivering the following key components to support the development and implementation of TLMs for 10 educational domains:
\n(i) language and literature; (ii) foreign languages; (iii) civic and historical; (iv) maths; (v) science; (vi) technology; (vii) art; (viii) social and health; (ix) IT; (x) physical education. Each task must be performed with accuracy, professionalism, and in accordance with the outlined goals and requirements.
Component 1. Creation of TLMs for educational sectors by expert groups
\n\nThe service provider will form 10 expert groups (the final list of experts is to be approved by the MoES) and coordinate the development of TLMs for 10 educational domains. TLMs will be used by the pilot schools directly in the educational process. These materials will also serve as a model for creating high-quality tasks (including competency-based tasks) for developers of educational materials and teachers.
\n\nDefinition and components of TLM
\n\nThe TLM (for each specific domain) are a set that contains (i) a collection of model tasks (bank of model tasks) for assessing the learning outcomes defined by the SSBSE, (ii) model task sets and a model project (repository of model tools) for conducting diagnostic and summative assessments by outcome groups, and (iii) accompanying explanations and recommendations that provide clear guidance for users on how to use tasks/tools to assess student achievement.
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A bank of model tasks is a set of model tasks that illustrate options/methods for assessing learning outcomes (based on the assessment benchmarks defined in the SSBSE). The minimum number of model tasks in a bank for a particular educational domain is calculated based on the number of assessment benchmarks defined by the SSBSE multiplied by three. Model tasks related to each assessment benchmark should be as diverse as possible to ensure that the bank's tasks are sufficiently illustrative.
\n\nA model task is an assignment that is created in accordance with the specified requirements, accompanied by the necessary description and which illustrates how to assess a certain learning outcome defined by the SSBSE. In order to be illustrative of possible approaches to assessing learning outcomes, as well as searchability by various parameters, in particular in the digital platform of learning materials, a model task should be classified in detail (depending on the specifics of the task) by a number of features, the main ones of which are described in the requirements for a model task.
\n\nRequirements for the model task
\n\nThe library of model tools is a set of holistic assessment tools, namely model sets of tasks and a model project, which illustrate options/ways to assess learning outcomes by groups of outcomes in a particular educational area.
\n\nA model set of tasks is a set of tasks organized in accordance with the specification developed for a particular assessment and created in accordance with the requirements for model tasks.
\n\nThe minimum number of model sets of tasks in the model tools repository is 6, including the mandatory ones:
\n\n(i) diagnostic work (input) – the beginning of the first semester
\n\n(ii) repeated diagnostic work (initial) – October-November of the semester I
\n\n(iii) final semester work (I semester)
\n\n(iv) final semester work (II semester)
\n\n(v) intermediate final work (I or II semester)
\n\n(vi) intermediate final work (I or II semester).
\n\nDepending on the specifics of the educational domain and the groups of outcomes of the respective domain, the number of model sets can be increased (but not reduced) to provide a holistic representation of assessment opportunities for all groups of learning outcomes defined by the SSBSE for a particular domain.
\n\nA model set of tasks specification is a description of a set of tasks that gives a complete picture of the specifics of the assessment and the determination of results based on it. The specification should contain information about the following:
\n\nA model project is a long-term project (at least one week) developed and described in detail within the educational domain, the results of which can be used for final assessment (thematic, semester, or annual).
\n\nThe minimum number of model projects is 1.
\n\nThe model project plan is a comprehensive description of the project that provides a detailed overview of its organization, implementation, evaluation, and outcome. The plan should contain information on the following:
\n\nComponent 2: Development of a digital repository for TLMs
\n\nDefinition and components
\n\nThis component focuses on creating a user-friendly digital environment (online repository) that will ensure efficient access to structured learning materials aligned with the mandatory learning outcomes of the SSBSE. The repository will support filtering, searching, saving, and integration with existing digital education platforms, enhancing their functionality.
\n\nSelected Service provider reviews relevant existing digital solutions and propose implementation/improvement plan based on the analysis.
\n\nThe digital repository shall include the following core elements but not limited to:
\n\ndescribe materials using title, brief summary, tags, and metadata (as defined in Component 1);
\n\nedit and update materials as needed.
\n\nfilter options by type of material, grade, assessment type, assessment benchmarks, difficulty level, and other relevant specifications.
\n\nRequirements
\n\nThe Consultant is expected to meet the following technical, functional, and user requirements in developing the repository:
\nObjectives:
Technical requirements:
\n\nUser roles and permissions:
\n\nExpected results:
\n\nComponent 3: Publishing and dissemination of the Manuals on TLMs
\n\nDefinition and components
\n\nThis component focuses on the development Manuals on the created TLMs for each educational domain that will be distributed to pilot schools. The following indicative structure of the manuals may have peculiarities related to the specifics of learning assessment in certain educational domains.
\n\nEach Manual should serve as an instructional and explanatory source for the TLMs presented in the digital repository of materials (database) and contain the following components in its structure:
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Literary editing. Perform comprehensive editing of educational materials for the final year of basic education to ensure clarity, consistency, and accuracy in Ukrainian.
\n\nGraphic design and layout of educational materials. Formatting of TLMs following visual guidelines provided by the MoES; materials are visually appealing, accessible and suitable for both print and digital distribution; final version of documents in electronic (PDF) and print-ready formats, along with editable source files for future updates.
\n\nRequirements
\n\nThe Consultant shall ensure that the following requirements are met during the implementation of this component:
\n\nComponent 4: Capacity building for Pilot participants
\n\nDefinition and components
\n\nThis component focuses on building the capacity of teachers involved in the piloting of the SSBSE at the level of the 9th grade by equipping them with the necessary knowledge and skills to effectively use the developed teaching and learning materials (TLMs), including tools and tasks for assessing student learning achievements. All teachers of pilot schools are expected to be covered by capacity building activities. Apart from the Pilot schools’ teachers other stakeholders (i.e. trainers, teacher-trainers etc) could be involved.
\n\nThe training course will be designed and delivered to support the application of competency-based assessment principles and the integration of TLMs into the teaching and learning process. Based on the synchronous phase (set of webinars) corresponding asynchronous courses will be developed and launched.
\n\nThe training course should include the following components:
\n\nA modular format tailored to the progression of TLM development and use, aligned with the academic year.
\n\nRequirements
\n\nThe Consultant shall meet the following requirements for effective implementation of this component:
\n\nComponent 5: Organization of the final event – presentation of project results
\n\nDefinition and components
\n\nThis component focuses on organizing and conducting a final in-person event to formally present the project deliverables, including the developed training and learning materials (TLMs) and the digital repository. The event aims to summarize the outcomes of the pilot implementation of the SSBSE, engage key stakeholders, and outline the next steps for further application and scaling of project outputs.
\n\nThe event will serve the following purposes:
\n\nEvent format:
\n\nEvent components:
\n\nRequirements
\n\nThe Consultant shall be responsible for full logistical and organizational support to ensure a high-quality event experience. This includes:
\n\nSelection of a suitable location in Kyiv that can host up to 500 people, meets technical and branding requirements, and includes appropriate security measures.
\n\nTerms and requirements for implementation
\n\nThe assignment must be completed within the agreed timeframe, and all deliverables must comply with the policies and rules set forth by Ukrainian law and the World Bank.
\n\nThe consultant is expected to ensure smooth coordination with the Ministry of Education and Science of Ukraine throughout the process, maintaining clear communication and regular updates.
\n\nIt is expected that a clear implementation sequence will be followed to ensure logical coordination between the components.
\n\nIn particular:
\n\nThe Consultant is expected to propose a detailed implementation schedule in its Inception Report, including key milestones and estimated completion dates for each component. Based on the needs analysis, the Consultant will also propose an approach to the development of the digital repository and its integration with existing digital solutions. This schedule should reflect logical dependencies between tasks and ensure that the results are ready for public presentation.
\n\nDraft schedule and main stages of implementation
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| \n\t\t\t Stage \n\t\t\t | \n\t\t\t\n\t\t\t The result of the stage \n\t\t\t | \n\t\t\t\n\t\t\t Estimated \n\n\t\t\ttime frame, weeks since a date of contract signing \n\t\t\t | \n\t\t
| \n\t\t\t Stage 1. \n\t\t\t | \n\t\t\t\n\t\t\t Report on the completion of Stage 1 \n\t\t\t | \n\t\t\t\n\t\t\t 4 \n\t\t\t | \n\t\t
| \n\t\t\t Formation of groups of experts in educational domain - С1 \n\t\t\t | \n\t\t\t\n\t\t\t All 10 groups of experts in specific domains have been selected and approved by the MoES \n\t\t\t | \n\t\t\t\n\t\t\t 2 \n\t\t\t | \n\t\t
| \n\t\t\t Needs analysis / determination of the approach to the creation / integration of a digital repository of educational materials - С2 \n\t\t\t | \n\t\t\t\n\t\t\t Decision made to create a repository / integrate it with existing digital resources \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t 4 \n\t\t\t | \n\t\t
| \n\t\t\t Harmonization of the format of TLMs and the procedure for their examination - С1 \n\t\t\t | \n\t\t\t\n\t\t\t The format of learning assessment tasks has been agreed upon, taking into account domain specifics and the procedure for their examination \n\t\t\t | \n\t\t\t\n\t\t\t 4 \n\t\t\t | \n\t\t
| \n\t\t\t Stage 2. \n\t\t\t | \n\t\t\t\n\t\t\t Report on the completion of Stage 2 \n\t\t\t | \n\t\t\t\n\t\t\t 8 \n\t\t\t | \n\t\t
| \n\t\t\t Development and examination of the input set of tasks in all educational fields - С1 \n\t\t\t | \n\t\t\t\n\t\t\t Input set of tasks for all 10 domains developed and approved \n\t\t\t | \n\t\t\t\n\t\t\t 8 \n\t\t\t | \n\t\t
| \n\t\t\t Stage 3. \n\t\t\t | \n\t\t\t\n\t\t\t Report on the completion of Stage 3 \n\t\t\t | \n\t\t\t\n\t\t\t 14 \n\t\t\t | \n\t\t
| \n\t\t\t Stakeholder education - С4 \n\t\t\t | \n\t\t\t\n\t\t\t Teachers of pilot schools were trained on using assessment materials (a series of webinars) \n\t\t\t | \n\t\t\t\n\t\t\t 14 \n\t\t\t | \n\t\t
| \n\t\t\t Stage 4. \n\t\t\t | \n\t\t\t\n\t\t\t Report on the completion of Stage 4 \n\t\t\t | \n\t\t\t\n\t\t\t 23 \n\t\t\t | \n\t\t
| \n\t\t\t Introducing second (repited) set of tasks - С4 \n\t\t\t | \n\t\t\t\n\t\t\t A repeated (exit) set of the tasks delivered \n\t\t\t | \n\t\t\t\n\t\t\t 16 \n\t\t\t | \n\t\t
| \n\t\t\t Creating a digital repository of educational materials - С2 \n\t\t\t | \n\t\t\t\n\t\t\t A test version of the TLMs repository was created and the relevant materials were posted \n\t\t\t | \n\t\t\t\n\t\t\t 19 \n\t\t\t | \n\t\t
| \n\t\t\t Creating final tasks for the first semester - С1/C4 \n\t\t\t | \n\t\t\t\n\t\t\t Final tasks for the first semester f developed, approved, produced and delivered to pilot schools \n\t\t\t | \n\t\t\t\n\t\t\t 23 \n\t\t\t | \n\t\t
| \n\t\t\t Stage 5. \n\t\t\t | \n\t\t\t\n\t\t\t Report on the completion of Stage 5 \n\t\t\t | \n\t\t\t\n\t\t\t 45 \n\t\t\t | \n\t\t
| \n\t\t\t Developing intermediate and final sets of tasks for the second semester - С1 \n\t\t\t | \n\t\t\t\n\t\t\t Full package of tasks for the second semester is developed and introduced \n\t\t\t | \n\t\t\t\n\t\t\t 42 \n\t\t\t | \n\t\t
| \n\t\t\t Posting tasks in the repository - C3 \n\t\t\t | \n\t\t\t\n\t\t\t The developed materials are posted in the repository \n\t\t\t | \n\t\t\t\n\t\t\t 42 \n\t\t\t | \n\t\t
| \n\t\t\t Publishing the Manual on TLM of assessment of learning achievements - C3 \n\t\t\t | \n\t\t\t\n\t\t\t Manuals onTLM applying are released \n\t\t\t | \n\t\t\t\n\t\t\t 45 \n\t\t\t | \n\t\t
| \n\t\t\t Stage 6. \n\t\t\t | \n\t\t\t\n\t\t\t Report on the completion of Stage 6 \n\t\t\t | \n\t\t\t\n\t\t\t 45 \n\t\t\t | \n\t\t
| \n\t\t\t Developing and introducing a synchronous capacity building measures, and an online course on TLM applying - C4 \n\t\t\t | \n\t\t\t\n\t\t\t Certain set of webinars are introduced, and an online course on 9th Grade TLM applying for teachers and other stakeholders are developed and launched \n\t\t\t | \n\t\t\t\n\t\t\t 45 \n\t\t\t | \n\t\t
| \n\t\t\t Stage 7. \n\t\t\t | \n\t\t\t\n\t\t\t Report on the completion of Stage 7 \n\t\t\t | \n\t\t\t\n\t\t\t 47 \n\t\t\t | \n\t\t
| \n\t\t\t Final presentation event - C5 \n\t\t\t | \n\t\t\t\n\t\t\t Prepared and held an in-person event with representatives of pilot schools, and other stakeholders \n\t\t\t | \n\t\t\t\n\t\t\t 47 \n\t\t\t | \n\t\t
| \n\t\t\t Stage 8. \n\t\t\t | \n\t\t\t\n\t\t\t Report on the completion of Stage 8 \n\t\t\t | \n\t\t\t\n\t\t\t 52 \n\t\t\t | \n\t\t
| \n\t\t\t Summarizing and reporting \n\t\t\t | \n\t\t\t\n\t\t\t Prepared the final report, the repository, and the collections of learning materials \n\t\t\t | \n\t\t\t\n\t\t\t 52 \n\t\t\t | \n\t\t
\n\n
IV. DELIVERABLES
\n\nThe Consultant shall deliver the following deliverables, ensuring that they all meet the detailed requirements outlined in this ToR:
\n\nD1 (Component 1): TLMs for educational domains
\n\nSet of competence-oriented tasks for 10 educational domains
\n\nEach set shall fully comply with the detailed requirements specified in this ToR.
\n\nD2 (Component 2): Digital repository of TLMs
\n\nOnline repository of materials developed/integrated with existing digital solutions
\n\nA brief user manual.
\n\nD3 (Component 3): Manuals on TLMs applying
\n\nManuals on applying TLMs for each domain
\n\nEach Manual is an instructional and explanatory source for the TLMs presented in the TLMs repository.
\n\nD4 (Component 4): Training course on the use/development of TLMs
\n\nApproximately 5 general and 5 educational domains-specific webinars – totally about 60 webinars during the school year.
\n\nAn online training course on the use/development of tasks for assessing students' learning achievements is available.
\n\nAll Pilot schools' teachers are covered by the training.
\n\nD5 (Component 5): Final Event
\n\nThe final event to present the products developed under this ToR.
\n\nRepresentatives of the pilot schools and other stakeholders were involved in the event.
\n\nMonthly progress updates
\n\nPayment Schedule and Reporting Requirements
\n\nThis structure of deliverables ensures that all results are comprehensive, visually appealing, and effectively disseminated to the target audience, which will contribute to the success of the project.
\n\nUnder the Lump-Sum Contract (World Bank Standard Form), payments shall be made to the Consultant upon submission and Client’s acceptance of the deliverables specified below, and upon submission of an acceptable invoice and a signed Certificate of Acceptance.
\n\n1. First Payment – 20% of the Contract Amount
\n\nPayable upon the Consultant’s submission and the Client’s acceptance of the Stage 1 Report, which includes: (i) Formation of groups of experts in educational domain - С1;(іі) Needs analysis / determination of the approach to the creation / integration of a digital repository of educational materials - С2; (ііі) Harmonization of the format of TLMs and the procedure for their examination - С1.
\n\n2. Second Payment – 10% of the Contract Amount
\n\nPayable upon the Consultant’s submission and the Client’s acceptance of the Stage 2 Report, which includes: (i) Development and examination of the input set of tasks in all educational fields - С1.
\n\n3. Third Payment – 10% of the Contract Amount
\n\nPayable upon the Consultant’s submission and the Client’s acceptance of the Stage 3 Report, which includes: (i) Stakeholder education - С4.
\n\n4. Fourth Payment – 10% of the Contract Amount
\n\nPayable upon the Consultant’s submission and the Client’s acceptance of the Stage 4 Report, which includes:(i) Introducing second (repited) set of tasks - С4;(ii) Creating a digital repository of educational materials - С2; (iii) Creating final tasks for the first semester - С1/C4.
\n\n5. Fifth Payment – 10% of the Contract Amount
\n\nPayable upon the Consultant’s submission and the Client’s acceptance of the Stage 5 Report, which includes: (i) Developing intermediate and final sets of tasks for the second semester - С1; (ii) Posting tasks in the repository - C3; (iii) Publishing the Manual on TLM of assessment of learning achievements - C3.
\n\n6. Sixth Payment – 10% of the Contract Amount
\n\nPayable upon the Consultant’s submission and the Client’s acceptance of the Stage 6 Report, which includes: (i) Developing and introducing a synchronous capacity building measures, and an online course on TLM applying - C4.
\n\n7. Seventh Payment – 20% of the Contract Amount
\n\nPayable upon the Consultant’s submission and the Client’s acceptance of the Stage 7 Report, which includes: (i) Final presentation event - C5.
\n\n8. Eighth Payment – 10% of the Contract Amount
\n\nPayable upon the Consultant’s submission and the Client’s acceptance of the Stage 8 Report, which includes: (i) Summarizing and reporting.
\n\nV. REQUIREMENTS
\n\nConsultant
\n\nThe following minimum requirements (failed/passed) shall be applied to determine the Consultant's qualifications:
\n\n\n\n
\n\n
\n\n
Personnel
\n\nThe consultant shall provide sufficiently qualified specialists and time allocation to perform the activities required by the scope of work and achieve the project objectives within the specified time, cost and quality parameters.
\n\nThe Consultant's team should have key experts with the relevant knowledge and experience to develop and implement digital assessment products and tools. In addition, appropriate administrative staff, such as secretaries and translators, should support the team throughout the assignment.
\n\nThe Consultant is expected to propose the number and type of staff required to perform the services effectively and efficiently. Costs for all proposed staff shall be included in the financial proposal. The Consultant shall also ensure that all proposed staff will be available during the time specified in the Assignment.
\n\nIt is estimated that the development of content in all educational domains will require the involvement of 10 leading experts in educational fields and 20-30 experts in learning outcomes assessment. The final number of experts involved will depend on the agreed scope of materials to be developed under this ToR.
\n\nExperts are expected to carry out all the tasks, such as development of TLM, development of Manual, capacity building measures, and then planning/ moderating the final dissemination event.
\n\n\n\n
Qualifications of key experts
\n\nLeading expert in the field of education – focuses on identifying sector-specific features and reviewing tasks for assessing learning achievements at the final stage of basic education in accordance with the learning outcomes and assessment criteria established by the SSBSE. He/she interacts with stakeholders and advises on the implementation of assessment tools within the relevant field.
\n\n\n\n
Qualifications and experience:
\n\n\n\n
Learning Outcomes Assessment Expert – focuses on the development of learning outcomes assessment tasks in the relevant domain. Develops model assignments/tools/projects, teaching aids, and assessment methods, ensuring that they are aligned with competency-based standards. Collaborates with practitioners to refine and pilot these solutions.
\n\n\n\n
Qualifications and experience:
\n\nThe consent of the MoES to engage the proposed experts must be obtained prior to engagement based on the curriculum vitae provided by the Consultant. Key experts should confirm their qualifications by providing detailed CVs highlighting their experience, skills and relevance to the project profile. The Consultant shall identify all technical and support staff that will be required for the timely completion of the Assignment. In this regard, the Consultant is expected to indicate the number and availability of all technical and support staff to demonstrate that the objectives can be achieved. Therefore, the names of technical and support staff are requested, although resumes are not required.
\n\nThe Consultant shall select and hire other experts (if necessary) in accordance with the profiles defined in its Methodology and these Terms of Reference.
\n\nThe Consultant may outsource the organization of events (e.g., seminars, workshops, stakeholder meetings) to a specialized service provider. The selection, engagement and management of any such external service provider will be at the discretion of the Consultant, subject to the prior approval of the Ministry of Education and Science of Ukraine. All arrangements shall be in accordance with the defined project scope, budget and quality requirements.
\n\nImplementation mechanism
\n\nConsultant
\n\nThe Consultant shall be responsible for the support in all aspects and expenses of its team during the performance of the Services. The Consultant shall be responsible for hiring and remuneration of the staff. The Consultant shall also cover its own costs for additional technical, administrative and other support staff.
\n\nThe Consultant shall provide all logistics, rent, supplies, computers, laptops and equipment necessary for the smooth delivery of the services and shall provide for the same in its financial proposal. These funds shall be provided only as rent, including maintenance, and shall not be provided as funds for the purchase of any logistics items in the Financial Proposal.
\n\nThe Consultant will report on all aspects of the contract to the Client's authorized representative.
\n\nDuring the project implementation, the Consultant shall take into account the restrictions related to COVID-19 and the military crisis, as well as the unstable security situation in Ukraine. Depending on the nature of the restrictions at the start date of the Contract, the Consultant may have to start with remote office work before being able to conduct field work and/or may prefer to engage local consultants in the early stages of the Contract. The Consultant is encouraged to explore all opportunities to engage local staff and benefit from their knowledge and experience.
\n\nClient
\n\nThe Client shall be responsible for the implementation of the Project as a whole, and the Consultant's Assignment shall be managed and monitored by the Client's Executive Team.
\n\nThe designated representative of the Client responsible for communication and the routine approval of reports, certificates, and other documentation related to this Assignment shall be the Head of NUS Implementation Office.
\n\nAll communication between the Client and the Consultant shall be in writing in English and/or Ukrainian. With regard to payments to the Consultant, amendments to the contract with the Consultant, submission of the Consultant's requests for the Client's prior approval and other similar cases and actions for which the Client considers such a method of correspondence mandatory, the correspondence shall be conducted by means of printed documents in a sufficient number of copies provided to the Client. In all other cases, correspondence by e-mail is acceptable, provided that the list of recipients is agreed upon by both parties in advance.
\n\nThe Client shall provide all available data, documents, reports and studies related to the Assignment and necessary for the successful performance of the Services. The Consultant shall be solely responsible for verification, interpretation and use of such materials and data. The Consultant shall not disclose the received data/documents to any third party not involved in the Assignment.
\n\nMost of the available information is in Ukrainian. The consultant will organize translation, if necessary, at its own expense.
\n\nAll products, results, reports, materials, etc. developed under the project are the property of the Ministry of Education and Science.
\n\nEquipment
\n\nNo equipment shall be purchased on behalf of the Client under this service agreement and shall not be transferred to the Client after the termination of this agreement. Any equipment related to this contract that is to be purchased by the Client shall be procured through a separate procurement tender procedure.
\n\n\n\n
\n\n
"},{"id":"OP00420662","notice_type":"Request for Expression of Interest","noticedate":"14-Jan-2026","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2026-01-31T00:00:00Z","submission_deadline_time":"16:00","project_ctry_name":"Ukraine","project_id":"P504171","project_name":"Lifting Education Access and Resilience in times of Need in Ukraine Program","bid_reference_no":"LEARN-2.1-UIED-EXP","bid_description":"Consulting services for the development of an online course «Comprehensive examination of educational literature: an updated approach","procurement_group":"CS","procurement_method_code":"CQS","procurement_method_name":"Consultant Qualification Selection","contact_address":"01135, Kyiv, Beresteiskiy ave, 10","contact_ctry_name":"Ukraine","contact_email":"kateryna.kovtun@mon.gov.ua","contact_name":"Kateryna Kovtun","contact_organization":"Ministry of Education and Science of Ukraine","contact_phone_no":"+380967309889","contact_web_url":"https://mon.gov.ua/","submission_date":"2026-01-14T00:00:00Z","notice_text":"
REQUEST FOR EXPRESSIONS OF INTEREST
\n\n(CONSULTING SERVICES – FIRMS SELECTION)
\n\nUKRAINE
\n\n\n\n
Country: Ukraine
\n\nProgram: «Lifting Education Access and Resilience in times of Need in Ukraine Program»
\n\nGrant №: TF0C5794
\n\nProject №: P504171
\n\nAssignment Title: Consulting services for the development of an online course «Comprehensive examination of educational literature: an updated approach»
\n\nContract Package ID: LEARN-2.1-UIED-EXP
\n\n\n\n
Ukraine has received financing from the World Bank toward the cost of the Lifting Education Access and Resilience in Times of Need in Ukraine Program.
\n\nThe Ministry of Education and Science intends to use part of the proceeds for consulting services, for which this REoI has been issued.
\n\nConsulting services (hereinafter referred to as "Services") include: developing a comprehensive online course aimed at enhancing the capacity of specialists engaged in the expert review of educational literature. The course will focus on strengthening professional, objective, and ethical expertise practices in alignment with updated legislation, content, and methodological criteria, and contemporary standards, including non-discrimination, inclusiveness, psycho-emotional safety, and requirements for digital content, as well as the specifics of working with children with special educational needs (SEN) and national minorities.
\n\nThe Services are expected to start in February 2026 for a period of 5 months.
\n\nDetailed information regarding the provision of the specified Services is provided in the Terms of Reference (hereinafter referred to as "TOR"), which is attached.
\n\nThe Ministry of Education and Science of Ukraine (hereinafter referred to as the "Client") invites qualified consulting companies (hereinafter referred to as "Consultants") to express their interest in providing the specified Services. Interested Consultants must provide information that confirms their qualifications and experience required to perform the Services.
\n\nThe evaluation of the expressions of interest provided by the Consultants will be carried out based on the following criteria:
\n\nGeneral Requirements
\n\nFinancial Stability Requirements
\n\nRelevant Experience in Education and Online Course Development
\n\n\n\n
Human Resources
\n\nThe Consultant shall ensure the participation of appropriately qualified experts (at the stage of evaluating the submitted expressions of interest, the qualifications and experience of key experts will not be assessed. Only the Consultant with the highest rating, determined in accordance with the established criteria for evaluating the Consultant’s qualifications, will be required to confirm the qualifications and experience of key experts).
\n\n\n\n
The attention of interested Consultants is drawn to Section III, items 3.14, 3.16, and 3.17 of The World Bank Procurement Regulations for IPF Borrowers[1], dated September 2023 with amendments of February 2025[2] (hereinafter referred to as the "Procurement Regulations"), which contains the World Bank's policy regarding conflict of interest.
\n\n\n\n
Consultants may associate with other firms to enhance their qualifications, but should indicate clearly whether the association is in the form of a joint venture and/or a sub-consultancy. In the case of a joint venture, all the partners in the joint venture shall be jointly and severally liable for the entire contract, if selected.
\n\n\n\n
Selection of a Consultant will be performed in accordance with Consultant’s Qualification-based Selection (CQS) method following World Bank’s Consultants Guidelines.
\n\nFurther information may be obtained at the address below.
\n\nExpressions of interest must be submitted in Ukrainian or English via email to the address: kateryna.kovtun@mon.gov.ua Cc: serhiy.artemenko@uiherp.org; by 4:00 PM Kyiv time on January 31, 2026.[3]
\n\nExpressions of interest to be clearly marked: "LEARN-2.1-UIED-EXP: Expression of Interest".
\n\nTo simplify the preparation and submission of the relevant information, Consultants are encouraged to use the following form for preparing and submitting their Expression of Interest (EOI), which is attached to this Invitation. At the same time, candidates may, at their discretion, prepare and submit the relevant information in any format they consider best reflects their approach to presenting their qualifications and experience for performing the Services.
\n\nConsultants should provide not only information demonstrating their compliance with the Mandatory Minimum Qualification Requirements, but also information that meets the specific requirements of the assignment and will be considered an advantage. The Consultant rating will be based on compliance with these latter requirements. The Consultant with the highest rating, determined according to the established criteria for evaluating the Consultant’s qualifications, will be invited to submit a technical and financial proposal.
\n\nInformation on the Consultant’s experience provided by the Consultants must be documented (copies of contracts or parts thereof, and acceptance certificates for services provided; additionally, client references may be submitted, describing the specifics of the completed assignment).
\n\nInterested Consultants are additionally advised to pay attention to the following aspects when preparing their information:
\n\nConsultants who have submitted an EOI should not submit any documents or information after the deadline for EOI submission, except for providing documents and/or information requested by the Employer for clarification or explanation of the submitted EOI. Any exchange of information between the Employer and Consultants must be in writing via the official email addresses specified in this announcement.
\n\nLIST OF ATTACHED DOCUMENTS
\n\n\n\n
Annex 1
\n\n\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
TERMS OF REFERENCE
\n\n\n\n
Consulting services for the
\n\ndevelopment of an online course "Comprehensive examination of educational literature: an updated approach"
\n\n\n\n
Strategic, financial and human resources management
\n\n\n\n
Contract No. LEARN-2.1-UIED-EXP
\n\nWorld Bank Project No. P504171, grant: TF0C5794
\n\n\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
Terms of reference for the development of the online course "Comprehensive examination of educational literature: an updated approach"
\n\nI. CONTEXT
\n\n\n\n
Ukraine and the World Bank have signed the agreements for the Program "Lifting Education Access and Resilience in times of Need in Ukraine Program" (hereinafter referred to as the LEARN).
\n\n\n\n
The total financing for the Program is US$419.9 million using a combination of the World Bank's financial instruments: Program-for-Results (PforR) complemented by Investment Project Financing (IPF).
\n\n\n\n
The Program-for-Results (PforR) is implemented through a US$235 million loan provided by Bank resources, supported by credit enhancement from the Advancing Needed Credit Enhancement for Ukraine (ADVANCE Ukraine) Trust Fund, which is backed by the Government of Japan. This is formalized under the Loan Agreement between Ukraine and the International Bank for Reconstruction and Development for the Program (LOAN NUMBER 9721-UA).
\n\n\n\n
An US$150 million is provided under the Special Program for Ukraine and Moldova Recovery (SPUR) of the International Development Association (IDA) Crisis Facility, as outlined in the Financing Agreement between Ukraine and the International Development Association for the Program (CREDIT NUMBER 7626-UA). An additional financing in the amount US$4,9 million has been made available under the Credit Agreement (Credit No. 7905-UA).
\n\n\n\n
Furthermore, US$30 million in Investment Project Financing (IPF) is secured under the Grant Agreement between Ukraine and the International Bank for Reconstruction and Development and the International Development Association, acting as the administrator of the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund (URTF GRANT NUMBER TF0C5794).
\n\n\n\n
The Project complements the LEARN by supporting the piloting of the NUS reform in grades 8 to 12 and strengthening the MoES’capacity for education system management.
\n\n\n\n
The Project will provide technical support to pilot the NUS reform in selected schools for grades 8 to 12, through: (i) developing, printing, delivering, and testing teaching and learning materials for the NUS Pilot; (ii) developing and carrying out training programs to teachers, school principals, and their deputies; (iii) providing technical assistance to design a fit-for-purpose instrument for measuring teacher classroom practices and to implement said instrument in a sample of classrooms in grades 8 and 9; and (iv) providing STEM, ICT, and other required equipment aligned with the NUS standards to schools in the NUS Pilot at the basic education level for grades 8 to 12.
\n\nImportantly, the IPF will also strengthen the management capacity of the MoES to manage, monitor, and evaluate the rollout of the NUS reform through: (i) providing technical assistance to the MoES’ units responsible for NUS implementation; (ii) strengthening the Ukrainian Institute of Education Development (“UIED”) capacity; (iii) creating a Special Online Platform (“SOP”) for State Final Examination (“DPA”); (iv) modernizing the education management information system (“AIKOM”); (v) improving the education infrastructure planning.
\n\nScope and Impact
\n\nWith a funding commitment of 419.9 million and a timeline extending to 2027, LEARN represents a transformative effort to ensure every child in Ukraine has access to safe, high-quality education. The initiative not only addresses immediate challenges posed by the conflict but also lays the groundwork for a resilient and future-ready education system.
\n\nThe Consultant’s role in this program is critical, as they will design and implement robust frameworks and strategies to meet the evolving demands of Ukraine’s education system. These efforts will contribute to long-term educational recovery, resilience, and equity, ensuring that Ukrainian students are prepared for the challenges of a globalized, knowledge-driven world.
\n\nThe Ukrainian Institute for Education Development (UIED) is a state institution responsible for implementing the policies of the Ministry of Education and Science of Ukraine, including the priority objectives of the New Ukrainian School reform. At the current stage of active implementation, UIED faces new requirements – not only to perform its core functions but also to provide comprehensive leadership across key areas of educational reform, particularly in the textbook development process at all stages (piloting, expert review, and competitive selection).
\n\n\n\n
Given the scale of curriculum renewal, the absence of unified professional standards for expert evaluation and the inconsistent knowledge of contemporary methodological requirements among experts may result in lower quality of expert assessments and undermine trust in the NUS reform. The development of a specialized online course will strengthen the professional capacity of experts, establish standardized and objective approaches, and incorporate updated requirements for psycho-emotional safety, inclusivity, and digital components of learning materials. This approach will support a consistent, systematic, and sustainable process of textbook development at the national level.
\n\n\n\n
II. OBJECTIVES
\n\n\n\n
To develop a comprehensive online course aimed at enhancing the capacity of specialists engaged in the expert review of educational literature. The course will focus on strengthening professional, objective, and ethical expertise practices in alignment with updated legislation, content, and methodological criteria, and contemporary standards, including non-discrimination, inclusiveness, psycho-emotional safety, and requirements for digital content, as well as the specifics of working with children with special educational needs (SEN) and national minorities.
\n\n\n\n
The online course is intended to:
\n\nWhile the existing course serves as an effective foundational resource, it lacks depth in several critical areas. Many experts have expressed the need for advanced, hands-on training modules, visualized workflows, and structured support mechanisms. Moreover, modern standards for educational literature increasingly require attention to emerging aspects such as emotional safety and digital components, which are not sufficiently addressed in the current version. The updated course will promote expert professionalism, improve the credibility of the examination process, and contribute to the overall quality of expert evaluations.
\n\n\n\n
III. SCOPE OF SERVICES
\n\n\n\n
The Consultant shall design and develop a full-scale asynchronous online course consisting of the following components:
\n\n\n\n
\n\n
The course shall be delivered in a format suitable for implementation on the All-Ukrainian School Online (AUSO) platform (see Annex 2 for technical specifications). The full course is expected to comprise up to 30 academic hours (1 ECTS credit), including no more than 3 hours of video content (but no less than 15 videos up to 7-10 minutes each). Each module shall include:
\n\n\n\n
Specific Content and Delivery Requirements:
\n\n\n\n
The development of course materials (including video scripts, tests, practical tasks, and supplementary resources) must be carried out in close collaboration with subject matter experts from the Ukrainian Institute for Educational Development (UIED) and other external experts. The Consultant shall be responsible for coordinating this process and ensuring appropriate remuneration for all experts involved in content development.
\n\n\n\n
The Service Provider shall ensure editorial quality, pedagogical coherence, and compliance with accessibility and platform requirements.
\n\n\n\n
IV. EXPECTED RESULTS
\n\n\n\n
The developed online course will consist of 8 thematic modules, an introductory block, and a final assessment. The course will include up to 3 hours of video lectures, complemented by text-based content, case-based tasks, testing activities, and a curated set of supplementary materials. It will be hosted on the All-Ukrainian School Online (AUSO) platform and offered in an asynchronous format, with all content adapted to accessibility standards.
\n\n\n\n
Upon successful completion of the course, learners will receive a certificate of advanced training equivalent to 1 ECTS credit (30 academic hours).
\n\n\n\n
The pilot implementation of the course is scheduled for January-February 2026. Starting from March-April 2026, successful completion of the course and receipt of a certificate will become a formal requirement for individuals seeking to obtain or renew the status of an educational literature expert. The core training phase during this period will serve as the foundation for forming new expert commissions responsible for conducting educational literature reviews throughout 2026.
\n\n\n\n
The course is expected to:
\n\n\n\n
Online course development timeline
\n\n| \n\t\t\t Stage of work \n\t\t\t | \n\t\t\t\n\t\t\t Duration \n\t\t\t | \n\t\t\t\n\t\t\t Responsibilities/Notes \n\t\t\t | \n\t\t
| \n\t\t\t 1. Briefing session \n\t\t\t | \n\t\t\t\n\t\t\t 1 week, from the date of signing the agreement \n\t\t\t | \n\t\t\t\n\t\t\t Meeting with the customer, clarifying expectations, assigning roles \n\t\t\t | \n\t\t
| \n\t\t\t 2. Development of course materials \n\t\t\t | \n\t\t\t\n\t\t\t 8 weeks, from the date of completion of previous stage \n\t\t\t | \n\t\t\t\n\t\t\t Scenarios, tests, assignments, texts, interactives \n\t\t\t | \n\t\t
| \n\t\t\t - Writing scenarios \n\t\t\t | \n\t\t\t\n\t\t\t - \n\t\t\t | \n\t\t\t\n\t\t\t With the participation of methodologists and editor \n\t\t\t | \n\t\t
| \n\t\t\t - Development of tests and workshops \n\t\t\t | \n\t\t\t\n\t\t\t - \n\t\t\t | \n\t\t\t\n\t\t\t Including case study assignments \n\t\t\t | \n\t\t
| \n\t\t\t - Notes, additional materials \n\t\t\t | \n\t\t\t\n\t\t\t - \n\t\t\t | \n\t\t\t\n\t\t\t Collection, preparation, editing \n\t\t\t | \n\t\t
| \n\t\t\t - Infographics, interactives \n\t\t\t | \n\t\t\t\n\t\t\t - \n\t\t\t | \n\t\t\t\n\t\t\t May be in parallel with previous sub-stages \n\t\t\t | \n\t\t
| \n\t\t\t 3. Shooting a video \n\t\t\t | \n\t\t\t\n\t\t\t 3 weeks, from the date of completion of previous stage \n\t\t\t | \n\t\t\t\n\t\t\t In the studio, taking into account the requirements of the WSE, participation of guest speakers \n\t\t\t | \n\t\t
| \n\t\t\t 4. Editing and post-production \n\t\t\t | \n\t\t\t\n\t\t\t 3 weeks, from the date of completion of previous stage \n\t\t\t | \n\t\t\t\n\t\t\t Adding subtitles, finalizing the video, coordination with the TOR \n\t\t\t | \n\t\t
| \n\t\t\t 5. Expertise on the VCO \n\t\t\t | \n\t\t\t\n\t\t\t 1 month, from the date of completion of previous stage \n\t\t\t | \n\t\t\t\n\t\t\t Work of the experts and the expert council of the UIED \n\t\t\t | \n\t\t
| \n\t\t\t 6. Transfer of final materials to the customer (UIED) \n\t\t\t | \n\t\t\t\n\t\t\t 1 month, from the date of completion of previous stage \n\t\t\t | \n\t\t\t\n\t\t\t Transfer and placement on the VSO \n\t\t\t | \n\t\t
| \n\t\t\t 8. Start of the course \n\t\t\t | \n\t\t\t\n\t\t\t - \n\t\t\t | \n\t\t\t\n\t\t\t Technical readiness, recruitment of experts \n\t\t\t | \n\t\t
\n\n
\n\n
V. PAYMENT TERMS & REPORTING
\n\nThe Consultant will sign a fixed fee agreement (standard form of the World Bank agreement).
\n\nThe first part of the payment in the amount of 50% of the cost of services will be made within sixty (60) business days after the Consultant submits the report on the development of the course materials (writing scenarios, development of tests and workshops, notes, additional materials, Infographics, interactives), its approval by the Client, submission by the Consultant of the invoice and the act of acceptance of services acceptable to the Client.
\n\nThe second part of the payment in the amount of 30% of the cost of services shall be made within sixty (60) business days after the Consultant submits the report on the production of the course video content (shooting, editing, post-production), its approval by the Client, submission by the Consultant of the invoice and the act of acceptance of services acceptable to the Client.
\n\nThe third installment of payment in the amount of 20% of the cost of services shall be made within sixty (60) business days after the Consultant submits the final report (transfer of the final materials to the customer (UIED)), its approval by the Client, and the Consultant submits the invoice and the acceptance certificate acceptable to the Client.
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\n\n
VI. REQUIREMENTS FOR THE CONSULTANT
\n\n\n\n
General Requirements
\n\nFinancial Stability Requirements
\n\nRelevant Experience in Education and Online Course Development
\n\n\n\n
The minimally expected personnel resources for performing the Task are summarized below:
\n\n| \n\t\t\t Specialist \n\t\t\t | \n\t\t\t\n\t\t\t Expected working hours per month \n\t\t\t | \n\t\t\t\n\t\t\t Number of specialists \n\t\t\t | \n\t\t
| \n\t\t\t Project Manager \n\t\t\t | \n\t\t\t\n\t\t\t 80 \n\t\t\t | \n\t\t\t\n\t\t\t 1 \n\t\t\t | \n\t\t
| \n\t\t\t Methodologist \n\t\t\t | \n\t\t\t\n\t\t\t 120 \n\t\t\t | \n\t\t\t\n\t\t\t 1 \n\t\t\t | \n\t\t
| \n\t\t\t Literary Editor \n\t\t\t | \n\t\t\t\n\t\t\t 20 \n\t\t\t | \n\t\t\t\n\t\t\t 1 \n\t\t\t | \n\t\t
| \n\t\t\t Camera Operator \n\t\t\t | \n\t\t\t\n\t\t\t 30 \n\t\t\t | \n\t\t\t\n\t\t\t 1 \n\t\t\t | \n\t\t
| \n\t\t\t Video Editor \n\t\t\t | \n\t\t\t\n\t\t\t 100 \n\t\t\t | \n\t\t\t\n\t\t\t 1 \n\t\t\t | \n\t\t
| \n\t\t\t Secretary \n\t\t\t | \n\t\t\t\n\t\t\t 50 \n\t\t\t | \n\t\t\t\n\t\t\t 1 \n\t\t\t | \n\t\t
| \n\t\t\t Content Authors \n\t\t\t | \n\t\t\t\n\t\t\t 80 \n\t\t\t | \n\t\t\t\n\t\t\t 3 \n\t\t\t | \n\t\t
| \n\t\t\t Total personnel \n\t\t\t | \n\t\t\t\n\t\t\t - \n\t\t\t | \n\t\t\t\n\t\t\t 9 \n\t\t\t | \n\t\t
\n\n
Qualification Requirements for Human Resources
\n\nProject Manager
\n\nPrimary role:Responsible for overall planning, management, and coordination of all project activities. Ensures effective collaboration across expert teams, timely delivery of project milestones, budget control, and quality assurance. Maintains communication with the Ministry of Education and Science of Ukraine (MoES), donors, and stakeholders, prepares reporting, and conducts regular monitoring of implementation progress.
\n\nQualifications and skills:
\n\n\n\n
Methodologist
\n\nPrimary role: Develops methodological support for training programmes and learning materials within the project. Ensures alignment of content with modern pedagogical approaches, state standards, and competency frameworks. Advises the expert team on didactic solutions, assessment methods, and approaches for adapting materials for different learner groups.
\n\nQualifications and skills:
\n\nLiterary Editor
\n\nPrimary role: Ensures linguistic, stylistic, and terminological consistency of all textual project materials. Edits textbooks, learning materials, reports, and presentations, adapting style to the target audience. Where required, edits English-language texts or provides translation from English.
\n\nQualifications and skills:
\n\nCamera Operator
\n\nPrimary role: Responsible for filming educational and communication materials (training videos, presentations, interviews). Ensures image and sound quality, adherence to technical standards, and implementation of the visual concept defined by the video editor or director.
\n\nQualifications and skills:
\n\nVideo Editor
\n\nPrimary role: Carries out post-production of educational and communication video materials. Responsible for editing, colour correction, sound design, subtitles, and graphic elements. Ensures coherent, dynamic, and pedagogically aligned visual presentation.
\n\nQualifications and skills:
\n\nSecretary
\n\nPrimary role: Provides administrative, organisational, and translation support for the project in two languages: Ukrainian and English.
\n\nQualification requirements:
\n\nContent Authors
\n\nExperts specialising in textbook development, responsible for producing high-quality educational content: texts, scripts, exercises, explanations, examples, and supplementary materials in accordance with methodological requirements and project objectives.
\n\nQualification requirements:
\n\n\n\n
\n\n
VII. IMPLEMENTATION ARRANGEMENT
\n\nThe Consultant
\n\nThe Consultant shall be responsible for support in all aspects and costs of its team during the Services. The Consultant shall be responsible for engaging and payment of local personnel, including competent bilingual (Ukrainian-English) secretarial assistance to cover administrative/translation support. The Consultant shall also make their own allowance for additional technical, administrative, and other support staff.
\n\nThe MOES may provide an office facility.
\n\nThe Consultant should provide for their own all the logistics, renting, consumables, computers, laptops, and equipment required for providing services smoothly and shall make the provision in their financial proposal accordingly. The provision should be made as rentals only, including maintenance, and no provision for the purchase of any items towards logistics should be made in the Financial Proposals.
\n\nThe Consultant will report on all aspects of the contract to the authorized person of the Client.
\n\nFor the implementation, the Consultant should take into consideration the COVID-19 and war crisis-related restrictions and the volatile security situation in Ukraine. Depending on the nature of the restrictions at the starting date of the Contract, the Consultant might need to start with remote and desktop work before having the possibility to conduct fieldwork and/or prefer to mobilize local consultants for the first steps of the Contract. The Consultant is advised to explore all arrangements for engaging local personnel and benefiting from their knowledge and expertise.
\n\nThe Client
\n\nThe Client shall be responsible for the implementation of the overall Project and the Consultant’s Assignment shall be managed and monitored by the Client’s Implementation group.
\n\nThe designated representative of the Client responsible for communication and the routine approval of reports, certificates, and other documentation related to this Assignment shall be the Head of NUS Implementation Office.
\n\nAll communication between the Client and the Consultant shall be in writing in English and/or Ukrainian. Regarding payments to the Consultant, modifications of the Consultant’s contract, issuance of the Consultant’s requests for the Client’s preliminary approval, and other similar cases and activities, for which the Client believes to be mandatory for such a way of correspondence, the correspondence shall be maintained by printed documents, in a sufficient number of copies, submitted to the Client. For all other cases, correspondence through electronic mail is acceptable with previous agreements on a list of recipients from both sides.
\n\nThe Client shall make available all existing data, documents, reports, and studies in reference to Assignment and necessary for the successful implementation of the Services. The Consultant shall be fully responsible for verification, interpretation, and use of such material and data. The Consultant must not disclose received data/documents to any third party not included in the Assignment implementation.
\n\nMost of the available information is in Ukrainian language. The Consultant will arrange for the translation, as necessary, at their own expense.
\n\nAll the products, deliverables, reports, training materials, etc., that are produced under Assignment are the property of the MOES.
\n\nEquipment
\n\nNo equipment is to be purchased on behalf of the Client as part of this service contract or transferred to the Client at the end of this contract. Any equipment related to this contract which is to be acquired by the Client must be purchased by means of a separate supply tender procedure.
\n\n\n\n
\n\n
Annex 1. Work program of the online course “Due diligence of educational literature: an updated approach”
\n\n\n\n
In the process of developing the course, minor changes in the work program are allowed: renaming lectures and modules, changing the order of lectures in the module.
\n\n\n\n
| \n\t\t\t Introduction \n\t\t\t | \n\t\t\t\n\t\t\t Welcome address \n\t\t\t | \n\t\t
| \n\t\t\t Mini-interview with the expert about the experience of expertise \n\t\t\t | \n\t\t|
| \n\t\t\t Who is an educational literature expert? \n\t\t\t | \n\t\t|
| \n\t\t\t Module 1: Grading, expertise, roles of experts \n\t\t\t | \n\t\t\t\n\t\t\t Chronology of education reforms \n\t\t\t | \n\t\t
| \n\t\t\t Analysis of the Procedure of examination \n\t\t\t | \n\t\t|
| \n\t\t\t Why do we need approbation and how does it work at school? \n\t\t\t | \n\t\t|
| \n\t\t\t About the pitfalls of the procedure \n\t\t\t | \n\t\t|
| \n\t\t\t A map of the stamping process \n\t\t\t | \n\t\t|
| \n\t\t\t What to do if the material is submitted with violations? \n\t\t\t | \n\t\t|
| \n\t\t\t Vulture or examination? What is the difference? \n\t\t\t | \n\t\t|
| \n\t\t\t About typical mistakes in conclusions \n\t\t\t | \n\t\t|
| \n\t\t\t Legal basis: who can be an expert \n\t\t\t | \n\t\t|
| \n\t\t\t Test \n\t\t\t | \n\t\t|
| \n\t\t\t Module 2. Content expertise: evaluation criteria and how an expert thinks \n\t\t\t | \n\t\t\t\n\t\t\t Analyzing a page of a textbook (analysis on an example) \n\t\t\t | \n\t\t
| \n\t\t\t Analyzing typical violations of the logic of the topic on the example of a textbook page \n\t\t\t | \n\t\t|
| \n\t\t\t Interview with an expert on expertizing in a specific field (field 1) \n\t\t\t | \n\t\t|
| \n\t\t\t Interviewing an expert on expertise in a specific field (field 2) \n\t\t\t | \n\t\t|
| \n\t\t\t Task: read a fragment of the textbook and comment on the criteria \n\t\t\t | \n\t\t|
| \n\t\t\t Test \n\t\t\t | \n\t\t|
| \n\t\t\t Module 3: Anti-discrimination, gender and inclusion expertise \n\t\t\t | \n\t\t\t\n\t\t\t How to recognize discriminatory messages and stereotypes? \n\t\t\t | \n\t\t
| \n\t\t\t How one phrase changes the perception of a text \n\t\t\t | \n\t\t|
| \n\t\t\t Five “red flags” in texts \n\t\t\t | \n\t\t|
| \n\t\t\t Task: identify discriminatory features in the example provided \n\t\t\t | \n\t\t|
| \n\t\t\t Module 4: The digital component of educational literature expertise \n\t\t\t | \n\t\t\t\n\t\t\t The ‘All Ukrainian School Online’ (AUSO) platform as a digital platform for examination \n\t\t\t | \n\t\t
| \n\t\t\t How an expert can register on the AUSO platform \n\t\t\t | \n\t\t|
| \n\t\t\t What do we consider a quality e-application? (overview of criteria) \n\t\t\t | \n\t\t|
| \n\t\t\t E-textbook ≠ scanned copy: what does the expert check? \n\t\t\t | \n\t\t|
| \n\t\t\t How can an expert evaluate a learning platform? \n\t\t\t | \n\t\t|
| \n\t\t\t Task: analyze the layout of an electronic resource \n\t\t\t | \n\t\t|
| \n\t\t\t Test \n\t\t\t | \n\t\t|
| \n\t\t\t Module 5: Psycho-emotional safety and trauma sensitivity \n\t\t\t | \n\t\t\t\n\t\t\t Trigger or support: sensitive topics in textbooks through the eyes of a psychologist \n\t\t\t | \n\t\t
| \n\t\t\t Glossary of careful wording \n\t\t\t | \n\t\t|
| \n\t\t\t Examples of using war, loss, and separation in educational materials \n\t\t\t | \n\t\t|
| \n\t\t\t Task: how to make a text psychologically safe \n\t\t\t | \n\t\t|
| \n\t\t\t Test \n\t\t\t | \n\t\t|
| \n\t\t\t Module 6: Structure and formatting of an opinion \n\t\t\t | \n\t\t\t\n\t\t\t Not just a text: the structure of an expert opinion from A to Z \n\t\t\t | \n\t\t
| \n\t\t\t Feedback from experts: the experience of editors \n\t\t\t | \n\t\t|
| \n\t\t\t Task: write a short fragment of an opinion based on a sample \n\t\t\t | \n\t\t|
| \n\t\t\t Test \n\t\t\t | \n\t\t|
| \n\t\t\t Module 7: Peer review of educational literature for children with SEN (special pedagogy) \n\t\t\t | \n\t\t\t\n\t\t\t What does an expert need to know about the specifics of textbooks for children with SEN? \n\t\t\t | \n\t\t
| \n\t\t\t Peculiarities of the examination of assignments for students with different categories of SEN \n\t\t\t | \n\t\t|
| \n\t\t\t Double challenge: translation + adaptation for a child with special educational needs \n\t\t\t | \n\t\t|
| \n\t\t\t Task: drag and drop a phrase or instruction to the appropriate SEN category \n\t\t\t | \n\t\t|
| \n\t\t\t Test \n\t\t\t | \n\t\t|
| \n\t\t\t Module 8: Expertise of educational literature and translated editions (indigenous peoples, minority languages) \n\t\t\t | \n\t\t\t\n\t\t\t What do textbooks need to know about original and translated editions? \n\t\t\t | \n\t\t
| \n\t\t\t Algorithm of the expert’s work: checking the relevance of the translation \n\t\t\t | \n\t\t|
| \n\t\t\t What is the difference between evaluating a translated textbook and an adapted translated textbook? \n\t\t\t | \n\t\t|
| \n\t\t\t Objective: to determine where the translation is inaccurate or changes the learning objective \n\t\t\t | \n\t\t|
| \n\t\t\t Test \n\t\t\t | \n\t\t|
| \n\t\t\t Completion of the course \n\t\t\t | \n\t\t\t\n\t\t\t Final test \n\t\t\t | \n\t\t
| \n\t\t\t Certification \n\t\t\t | \n\t\t
\n\n
\n\n
Appendix 2. Technical requirements for materials to be posted on the web-based distance learning platform “All-Ukrainian School Online”
\n\n\n\n
\n\n
Videos should be produced using professional equipment and filmed in a studio environment.
\n\n\n\n
Each video component must meet the following requirements:
\n\n\n\n
\n\n
The file name of the video component must follow a single form: {course ID}_{module number}_{lecture number in the module}_{lecture title}.{type}
\n\n\n\n
Other technical guidelines:
\n\n\n\n
\n\n
Each video that contains a voiceover must be accompanied by a transcript. The transcript must be in the .srt or .pdf format (the latter is for download). It is allowed to indicate the time points at which you should start and/or end watching the video in the format hh:xx:ss.
\n\n\n\n
\n\n
You can create test tasks of the following types:
\n\n\n\n
\n\n
Each multiple-choice item must have at least 4 answer options. The correct answer must be indicated for each task. Images or files for processing may be attached to the test tasks.
\n\n\n\n
The test tasks for the Course Modules and the final test must be submitted as separate files in Google Docs format, indicating the location in the Course Module.
\n\n\n\n
\n\n
Text lectures and lists of additional materials for the Course Modules must be submitted as separate files in Google Docs format with the location in the Course Module.
\n\n\n\n
Course notes can be submitted in PDF format for further saving or printing. PDF files must have a recognizable structure and text.
\n\n\n\n
For image files, .gif, .jpg, .png formats are acceptable.
\n\nThe maximum file size is 10 MB.
\n\n\n\n
\n\n
\n\n
\n\n
Annex 2
\n\n[Company/Legal Entity Form]
\n\n\n\n
| \n\t\t\t Ministry of Education and Science of Ukraine \n\t\t\t | \n\t\t
[Date, number]
\n\n\n\n
\n\n
Expression of Interest in Providing
\n\nConsulting Services No. LEARN-2.1-UIED-EXP
\n\nDear Sir/Madam!
\n\n\n\n
We, the undersigned, hereby express our interest in providing Consulting services for the development of an online course «Comprehensive examination of educational literature: an updated approach» within the «Lifting Education Access and Resilience in times of Need in Ukraine Program» in accordance with the Request for Expression of Interest No. LEARN-2.1-UIED-EXP.
\n\nAttached to this letter, we provide information that confirms our company's qualifications, relevant experience, technical and organizational capabilities necessary to provide the services outlined in the Request for Expression of Interest No. LEARN-2.1-UIED-EXP (company/legal entity profile, references to similar experience, etc.).
\n\nAttachments:
\n\n\n\n
\n\n
\n\n
\n\n
Sincerely,
\n\nSignature of the Authorized Person:
\nName and Position of the Signatory:
Full Company Name:
\nAddress:
\n\n
\n\n
ATTACHMENT 1. COMPANY/LEGAL ENTITY PROFILE
\n\n[Using the form below, please provide a brief profile of the company/legal entity (in the case of a consortium, joint enterprise or subconsultancy provide a profile of each partner involved in performing this task), including the experience (in years) of providing specific services relevant to the task.]
\n\n\n\n
| \n\t\t\t Full Name of the Company/Legal Entity (Consultant) \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Legal Status of the Consultant \n\n\t\t\t(LLC, JSC, etc.) \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Registering Authority of the Company/Legal Entity: \n\n\t\t\tRegistration Number: \n\n\t\t\tDate and Place of Registration: \n\n\t\t\tPlease provide supporting documents in the attachment to this table. \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t total turnover of at least USD 40,000 over the past five (5) years: \n\n\t\t\tPlease provide supporting documents in the attachment to this table: ownership structure, financial statements, audit reports, etc., confirming compliance. \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Number of the Consultant’s key personnel \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Experience in providing similar services \n\n\t\t\t(Indicate your experience (in years) in providing services similar to those specified in the Request for Expression of Interest No. LEARN-2.1-UIED-EXP) \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Consultant’s registered/legal address \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Consultant’s head office address \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Phone: \n\n\t\t\tEmail (website): \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
\n\n
ANNEX 2. REFERENCES TO CONSULTANT’S SIMILAR EXPERIENCE
\n\nSimilar services provided by the firm that best demonstrate its qualifications and experience
\n\n[Using the form below, please provide information for each assignment for which the firm/legal entity received an official contract, either individually as a legal entity or jointly with other organizations as one of the main firms in a consortium of consultants. Assignments carried out by the Consultant’s staff (experts) on an individual basis or through other consulting firms cannot be considered as relevant experience of the Consultant or its partners]
\n\n1. At least two (2) years of documented experience in implementing large-scale, multi-stakeholder education projects with demonstrable results and impact
\n\n[Additionally, provide information on quantitative indicators of successfully implemented education projects]
\n\n\n\n
| \n\t\t\t Duration \n\t\t\t | \n\t\t\t\n\t\t\t Name of the assignment (contract) / brief description of results/products \n\n\t\t\tDescription of the part of the assignment relevant to the qualification requirements \n\t\t\t | \n\t\t\t\n\t\t\t Name of the client and country where the assignment was carried out \n\t\t\t | \n\t\t\t\n\t\t\t Approximate contract value \n\t\t\t | \n\t\t\t\n\t\t\t Role within the assignment \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t||||
| \n\t\t\t {(e.g., January 2020 – April 2024)..} \n\t\t\t | \n\t\t\t\n\t\t\t {e.g., “Preparation of the report…”: analysis was conducted and the report prepared; description of the work performed in the part that meets the established qualification requirements} \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t {e.g., USD 1 million / UAH, etc} \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t {e.g., lead partner or member of consortium NNN / sole contractor / etc.} \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
Provide evidence supporting the information you have submitted in the form of copies of contracts, completion certificates, client references, etc. In cases where contracts or certificates contain confidential information, the Consultant may redact the relevant sections of these documents.
\n\n2. Proven experience in developing asynchronous online training courses, including course design, content development, and platform delivery, will be considered a strong advantage
\n\n[Provide information demonstrating experience in developing asynchronous online courses, including course design, content creation, and preparation for deployment on educational platforms]
\n\n| \n\t\t\t Duration \n\t\t\t | \n\t\t\t\n\t\t\t Name of the assignment (contract) / brief description of results/products \n\n\t\t\tDescription of the part of the assignment relevant to the qualification requirements \n\t\t\t | \n\t\t\t\n\t\t\t Name of the client and country where the assignment was carried out \n\t\t\t | \n\t\t\t\n\t\t\t Approximate contract value (equivalent in USD) \n\t\t\t | \n\t\t\t\n\t\t\t Role within the assignment \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t||||
| \n\t\t\t {(e.g., January 2020 – April 2024)..} \n\t\t\t | \n\t\t\t\n\t\t\t {e.g., “Preparation of the report…”: analysis was conducted and the report prepared; description of the work performed in the part that meets the established qualification requirements} \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t {e.g., USD 1 million / UAH, etc} \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t {e.g., lead partner or member of consortium NNN / sole contractor / etc.} \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
\n\n
Provide evidence supporting the information you have submitted in the form of copies of contracts, completion certificates, client references, etc. In cases where contracts or certificates contain confidential information, the Consultant may redact the relevant sections of these documents.
\n\n3. Documented experience delivering education-related projects for international organizations (e.g., the World Bank, UNICEF, or similar) within the past five (5) years
\n\n[Provide information demonstrating experience in implementing educational projects for international organizations]
\n\n| \n\t\t\t Duration \n\t\t\t | \n\t\t\t\n\t\t\t Name of the assignment (contract) / brief description of results/products \n\n\t\t\tDescription of the part of the assignment relevant to the qualification requirements \n\t\t\t | \n\t\t\t\n\t\t\t Name of the client and country where the assignment was carried out \n\t\t\t | \n\t\t\t\n\t\t\t Approximate contract value (equivalent in USD) \n\t\t\t | \n\t\t\t\n\t\t\t Role within the assignment \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t||||
| \n\t\t\t {(e.g., January 2020 – April 2024)..} \n\t\t\t | \n\t\t\t\n\t\t\t {e.g., “Preparation of the report…”: analysis was conducted and the report prepared; description of the work performed in the part that meets the established qualification requirements} \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t {e.g., USD 1 million / UAH, etc} \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t {e.g., lead partner or member of consortium NNN / sole contractor / etc.} \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
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Provide evidence supporting the information you have submitted in the form of copies of contracts, completion certificates, client references, etc. In cases where contracts or certificates contain confidential information, the Consultant may redact the relevant sections of these documents.
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[Include a portfolio or a link to a portfolio with examples of previously developed educational courses]
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ANNEX 3. INFORMATION ON TECHNICAL AND ORGANIZATIONAL CAPABILITIES
\n\n[Provide descriptive information highlighting the strengths of your firm’s organizational structure and, at a minimum, include information on:
\n\nProvide any other additional information about the firm/legal entity (brochures, leaflets, copies of certificates and licenses, recommendation letters, etc.) that you consider best demonstrates the general and specific experience of the firm in providing the Services.]
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[1] https://thedocs.worldbank.org/en/doc/6c0602876d68949e80820507d90a14ed-0290012023/original/Procurement-Regulations-September-2023.pdf
\n\n[2] https://thedocs.worldbank.org/en/doc/20fb60f35ce8f2b52bb205da13c4df79-0290012023/original/Revisions-of-the-Procurement-Regulations-September-2023.pdf
\n\n[3] Consultants are advised to ensure that their submission has been delivered to the recipient
"},{"id":"OP00405202","notice_type":"Request for Expression of Interest","noticedate":"17-Nov-2025","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2025-11-25T00:00:00Z","submission_deadline_time":"05:00","project_ctry_name":"Rwanda","project_id":"P173373","project_name":"Digital Acceleration Project","bid_reference_no":"RW-RISA-446508-CS-QCBS (2.3)","bid_description":"Hiring specialized training providers for the advanced training for public works force in IT sector under framework agreement","procurement_group":"CS","procurement_method_code":"QCBS","procurement_method_name":"Quality And Cost-Based Selection","contact_address":"Telecom House\n8 KG 7 St, Kacyiru, Kigali\nP.O. Box 6603 Kigali-Rwanda","contact_ctry_name":"Rwanda","contact_email":"francine.uwanyirigira@risa.gov.rw","contact_name":"Francine UWANYIRIGIRA","contact_organization":"Rwanda Information Society Authority","contact_phone_no":"+250788642036","contact_web_url":"https://www.risa.rw/","submission_date":"2025-11-17T00:00:00Z","notice_text":"Date: 17th November 2025
\n\n\n\n
REVISED REQUEST FOR EXPRESSIONS OF INTEREST
\n\n(CONSULTING SERVICES -FRAMEWORK AGREEMENT – FIRMS SELECTION)
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Country: Rwanda
\n\nProject: Rwanda Digital Acceleration Project
\n\nLoan No./Credit No./ Grant No.: 7000-RW
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ASSIGNMENT TITLE: RECRUITMENT OF SPECIALIZED TRAINING PROVIDERS TO DELIVER SPECIALIZED COURSES FOR THE PUBLIC WORKFORCE IN THE ICT SECTOR IN RWANDA UNDER THE FRAMEWORK AGREEMENT
\n\nReference No: RW-RISA-446508-CS-QCBS (2.3)
\n\nThe Government of Rwanda (GoR) has received US$200 million in funding from the World Bank and Asian Infrastructure Investment Bank for a ‘Digital Acceleration Project,’ which became effective in 2022 (henceforth referred to as ‘the Project’).[1] The Project aims to increase access to broadband and selected digital public services and strengthen the digital innovation ecosystem. The project will expand digital adoption, bringing more Rwandans online, by addressing the major barriers that dampen demand for digital services and by spearheading a series of innovative digital access and inclusion initiatives. The Project will also enhance Government’s digital service capabilities, equipping the Government with the ability to harness the power of big data and scale e-services based on shared digital standards, platforms, and infrastructure, leveraging critical enabling digital platforms and data-driven solutions to improve the efficiency of public service delivery and expand the adoption of digitally enabled services. Finally, the Project will increase Rwanda’s capacity to support digitally enabled innovation by strengthening the local entrepreneurship ecosystem, supporting tech firms to move from start-ups to growth, and by developing Rwanda’s digital talent base.
\n\nThe Rwanda Information Society Authority (RISA) has received financing from the World Bank toward the cost of Rwanda Digital Acceleration Projection, and intends to apply part of the proceeds for consulting services related to Recruitment of Specialized Training Providers to Deliver Specialized Courses for the Public Workforce in the ICT Sector in Rwanda under the Framework Agreement
\n\nThe consulting services (“the Services”) for Recruitment of Specialized Training Providers to Deliver Specialized Courses for the Public Workforce in the ICT Sector in Rwanda under the Framework Agreement include deliver of advanced trainings to the technical and support workforce in the ICT sector of the Government of Rwanda for approximately 500 individuals in various specializations courses under a framework agreement for a period of one year renewable twice upon satisfactory performance.
\n\nThe training scope is divided into 9 independent lots, with each lot focusing on a specific area for skill needs. To ensure diversity and specialized focus, no single company is permitted to bid on more than 5 lots. This approach aims to promote fairness, encourage a wider range of expertise, and allow for the participation of multiple firms with unique strengths in specific training areas.
\n\nThe Terms of Reference (TOR) for the primary procurement stage for the assignment are attached to this request for expressions of interest.
\n\nThe Rwanda Information Society Authority now invites eligible consulting firms (“Consultants”) to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services. The shortlisting criteria are:
\n\nIndividual biodata shall not be evaluated at the shortlisting stage and the shortlist will contain minimum of 5 firms to 8 firms.
\n\nThe attention of interested Consultants is drawn to Section III, paragraphs, 3.14, 3.16, and 3.17 of the World Bank’s “Procurement Regulations for IPF Borrowers” July 2020 Borrowers” November 2020 (“Procurement Regulations”), setting forth the World Bank’s policy on conflict of interest.
\n\nConsultants may associate with other firms to enhance their qualifications, but should indicate clearly whether the association is in the form of a joint venture and/or a sub-consultancy. In the case of a joint venture, all the partners in the joint venture shall be jointly and severally liable for the entire contract, if selected.
\n\nA Consultant will be selected in accordance with the Framework Agreement arrangements described in the Procurement Regulations and to be specifically set out in the Request for Proposals.
\n\nFurther information can be obtained at the address below during office hours from 09:00 to 1700 hours local time.
\n\nExpressions of interest must be delivered in a written form on below email on or before 25th November 2025 at 05:00pm Local time.
\n\n\n\n
Francine UWANYIRIGIRA
\n\nChief Finance Officer (CFO)
\n\nTelecom House, 8 KG 7 Ave, Kacyiru, Kigali. Boulevard de l’Umuganda3rd Floor, Wing B, Room No 2
\n\nTel; +250788642036/+250783716232
\n\nEmail: rdapprocurement@risa.gov.rw and copy Francine.uwanyirigira@risa.gov.rw
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\n\n
TERMS OF REFERENCE
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Recruitment of Specialized Training Providers to Deliver Specialized Courses for the Public Workforce in the ICT Sector in Rwanda under the Framework Agreement
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Project: Digital Acceleration Project
\n\nContract type: Consultancy Services (firm or consortium)
\n\nEstimated duration: 12 months (framework contract) renewable twice upon satisfactory performance
\n\nLocation: Rwanda
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Country context
\n\nThe Government of Rwanda (GoR) has put ICT at the centre of its social and economic transformation agenda, positioning digital transformation as the catalyst to accelerate the achievement of the country’s development goal.
\n\nRwanda’s Vision 2050 articulates the long-term strategic development direction of the Country as a pathway that will lead the Country to the living standards of upper middle income by 2035 and high-income countries by the year 2050. A key pillar of the strategy is “Human Development” which projects a significant population increase and the imperative to undertake essential investments in human capital development and economic reforms so that the Country can have a healthy, well-educated, and highly skilled labour force that is gainfully employed. A sizeable portion of the labour force is expected to work for the public sector thus the important need for continuous training, upskilling and reskilling.
\n\nTo bridge the skills gap and meet the demands of a growing economy, Rwanda's second National Strategy for Transformation (NST2) is designed to accelerate socio-economic progress by "Developing Skills for the Future." The strategy focuses on preparing Rwandans for a digital future, with ambitious goals to equip one million coders and train 500,000 people in advanced ICT skills, ensuring Rwanda remains competitive in the global digital economy by 2029.
\n\nAs part of their mandate, the Ministry of ICT and Innovation (MINICT) and Rwanda Information Society Authority (RISA) have to play a critical role in leading the implementation of the National ICT Policy and Strategy in Rwanda, streamlining research, innovation, and infrastructure investment, including the digitization of government services. RISA’s core mandate also includes strengthening the institutional and human capacities of IT professionals in selected domains, such as IT professional courses and other essential skills, to ensure staff are equipped with the necessary skills.
\n\nDigital Acceleration Project
\n\nThe Government of Rwanda (GoR) has received US$200 million in funding from the World Bank and Asian Infrastructure Investment Bank for a ‘Digital Acceleration Project,’ which became effective in 2022 (henceforth referred to as ‘the Project’).[1] The Project aims to increase access to broadband and selected digital public services and strengthen the digital innovation ecosystem. The project will expand digital adoption, bringing more Rwandans online, by addressing the major barriers that dampen demand for digital services and by spearheading a series of innovative digital access and inclusion initiatives. The Project will also enhance Government’s digital service capabilities, equipping the Government with the ability to harness the power of big data and scale e-services based on shared digital standards, platforms, and infrastructure, leveraging critical enabling digital platforms and data-driven solutions to improve the efficiency of public service delivery and expand the adoption of digitally enabled services. Finally, the Project will increase Rwanda’s capacity to support digitally enabled innovation by strengthening the local entrepreneurship ecosystem, supporting tech firms to move from start-ups to growth, and by developing Rwanda’s digital talent base.
\n\nThe Project is led by the Ministry of ICT and Innovation (MINICT), with the Rwanda Information Society Authority (RISA) serving as the lead implementing agency. A dedicated Project Implementation Unit (SPIU) has been established at RISA to support implementation.
\n\nSupport for Specialized Training in Advanced ICT Trainings for the Public Workforce
\n\nThe Country’s vision for 2050 acknowledges digital transformation as a central enabler towards achieving its objectives including access to high-quality broadband and achieving living standards of upper-middle income country by 2035 and high-income country by 2050.
\n\nThe Rwanda Digital Acceleration Project (RDAP) which aims to accelerate the country-wide digital transformation presents an opportunity for the GoR to address existing skills gap. To effectively address the challenges related to digital skills within the workforce, the Project has allocated investments dedicated to comprehensive capacity building and change management to create a cadre of digitally savvy government leaders, IT professionals and service users, ensuring that all key stakeholders are equipped to navigate and implement the digital transformation successfully.
\n\nThe relevance and alignment of the Plan for Training Professionals working in the public sector to RDAP’s goals are apparent in the Plan’s objectives of increasing ICT proficiency and certification of all professionals (in public and private sectors) as well as increasing the critical mass of ICT experts for domestic and export needs. The proposed trainings respond to the interventions for capacity building planned under RDAP, which among others are expected to provide specialized trainings for high-level Government officials and trainings of government IT professionals.
\n\nIn addition, the proposed trainings are aligned with the National Digital Skills Framework (NDSF), which is a comprehensive framework that was designed as both a benchmark and a strategic roadmap to foster a digitally competent society that can contribute to and benefit from Rwanda's growing digital landscape. The framework also outlines clear and well-defined standards for digital proficiency, ensuring that both the general public and the workforce are prepared to navigate and leverage digital tools effectively. These standards encompass a broad range of competencies, including the ability to use digital devices proficiently, develop strong information and data literacy, communicate effectively through digital means, engage in secure digital transactions, create digital content, maintain online safety and security, and solve complex problems using digital solutions. By setting these standards, the NDSF aims to foster a digitally competent society that can contribute to and benefit from Rwanda's growing digital landscape.
\n\nFurthermore, RDAP was developed in line with the World Bank Rwanda Country Partnership Framework, especially its Objective 1 related to improving Human Capital through interventions focused on advancing digital literacy as well as advanced and highly specialized digital skills. This alignment supports the roadmap of the Training for Professionals working in the ICT sector which aims at increasing the ICT proficiency of the IT workforce in the public and private sectors
\n\nRISA is seeking to hire consultancy firm(s) to deliver advanced trainings to the technical and support workforce in the ICT sector of the Government of Rwanda for approximately 500 individuals in various specializations courses under a framework agreement for a period of one year renewable twice upon satisfactory performance.
\n\nThe training scope is divided into 9 independent lots, with each lot focusing on a specific area for skill needs. To ensure diversity and specialized focus, no single company is permitted to bid on more than 5 lots. This approach aims to promote fairness, encourage a wider range of expertise, and allow for the participation of multiple firms with unique strengths in specific training areas.
\n\nThe scope of services, consulting team profiles, reporting requirements, and other particulars of the assignment are indicated below:
\n\nThe selected firm(s) will be required to carry out the following tasks as part of the assignment:
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| \n\t\t\t Lot Number & Name \n\t\t\t | \n\t\t\t\n\t\t\t Description and Scope of Work \n\t\t\t | \n\t\t\t\n\t\t\t Deliverables and Outcome expected \n\t\t\t | \n\t\t
| \n\t\t\t ALL Lots general requirements \n\t\t\t | \n\t\t\t\n\t\t\t ● Implement a structured training plan to suit the needs of the Ministry of ICT, RISA and the digital economy of Rwanda. \n\n\t\t\t● Certify trainees to the relevant Industry Standards \n\n\t\t\t● Content Provisioning: Provide content and training materials in hard or soft copies, access to curriculum (online or books), \n\n\t\t\t● Labs Infrastructure: The training approach must align with industry requirements, ensuring that for IT specialized courses, the firm has the necessary infrastructure in place (Labs) (See section F for more details). \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t
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| \n\t\t\t Lot-1 IT INFRASTRUCTURE \n\t\t\t | \n\t\t\t\n\t\t\t Description: \n\n\t\t\t
\n\n\t\t\t \n\n\t\t\t Scope of Work: \n\n\t\t\t\n\n\t\t\t Identify participants' roles and skill levels, and align them with appropriate modules covering network, systems, and cloud administration. \n\n\t\t\t\n\n\t\t\t Foundational \n\n\t\t\t
Intermediate \n\n\t\t\t
Advanced \n\n\t\t\t
| \n\t\t\t\n\t\t\t Successful delivery and Provision of Certification for the following indicative course which include, but are not limited to: \n\n\t\t\t\n\n\t\t\t Foundation \n\n\t\t\t
\n\n\t\t\t Intermediate \n\n\t\t\t
Advanced \n\n\t\t\t
\n\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Lot-2: SOFTWARE DEVELOPMENT \n\t\t\t | \n\t\t\t\n\t\t\t Description: \n\n\t\t\t
\n\n\t\t\t \n\n\t\t\t Scope of Work: \n\n\t\t\t\n\n\t\t\t Identify participants' roles and skill levels, and align them with appropriate courses covering software development, database management, mobile and web application development, DevOps, software architecture, messaging protocols, and software testing and quality assurance. \n\n\t\t\t\n\n\t\t\t Foundational Training: \n\n\t\t\t
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\n\n\t\t\t Intermediate and Specialized Skills: \n\n\t\t\t
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\n\n\t\t\t Advanced Training: \n\n\t\t\t
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\n\t\t\t | \n\t\t\t\n\t\t\t Successful delivery and Provision of Certification for the following indicative course which include, but are not limited to: \n\n\t\t\t\n\n\t\t\t Foundation \n\n\t\t\t
\n\n\t\t\t Intermediate \n\n\t\t\t
\n\n\t\t\t Advanced and Expert \n\n\t\t\t
| \n\t\t
| \n\t\t\t Lot-3: DATA SCIENCE \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t Description: \n\n\t\t\t\n\n\t\t\t To provide participants with data science skills, from data analysis and visualization to advanced topics such as machine learning and big data. \n\n\t\t\t\n\n\t\t\t Scope of Work: \n\n\t\t\t\n\n\t\t\t
\n\t\t\t | \n\t\t\t\n\t\t\t Successful delivery and Provision of Certification for the following indicative course which include, but are not limited to: \n\n\t\t\t\n\n\t\t\t Foundation \n\n\t\t\t
Intermediate \n\n\t\t\t
Advanced \n\n\t\t\t
\n\t\t\t | \n\t\t
| \n\t\t\t Lot-4: Emerging Technologies \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t Description: \n\n\t\t\t Scope of Work: \n\n\t\t\t\n\n\t\t\t Identify participants' roles and skill levels and align them with appropriate courses covering a wide range of emerging technologies. \n\n\t\t\t\n\n\t\t\t Foundational \n\n\t\t\t
\n\n\t\t\t Intermediate \n\n\t\t\t
| \n\t\t\t\n\t\t\t Successful delivery and Provision of Certification for the following indicative course which include, but are not limited to: \n\n\t\t\t\n\n\t\t\t Foundation \n\n\t\t\t
Intermediate \n\n\t\t\t
Advanced \n\n\t\t\t
\n\n\t\t\t Beginner & Entrant \n\n\t\t\t
Intermediary \n\n\t\t\t
Advanced & Expert \n\n\t\t\t
\n\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Lot-5: SECURITY \n\n\t\t\t\n\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t Description: \n\n\t\t\t\n\n\t\t\t To provide training in cyber security, covering topics such as vulnerability assessment, ethical hacking, information security, and cyber defense strategies. \n\n\t\t\t\n\n\t\t\t Scope of Work: \n\n\t\t\t\n\n\t\t\t
\n\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t Successful delivery and Provision of Certification for the following indicative course which include, but are not limited to: \n\n\t\t\t\n\n\t\t\t Foundation \n\n\t\t\t
Intermediate \n\n\t\t\t
Advanced \n\n\t\t\t
\n\t\t\t | \n\t\t
| \n\t\t\t Lot-6: PROJECT MANAGEMENT \n\n\t\t\t\n\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t Description: \n\n\t\t\t\n\n\t\t\t To provide participants with the skills necessary for project management, covering frameworks such as PMI, PRINCE2, and Agile methodologies. \n\n\t\t\t\n\n\t\t\t Scope of Work: \n\n\t\t\t\n\n\t\t\t
| \n\t\t\t\n\t\t\t Successful delivery and Provision of Certification for the following indicative course which include, but are not limited to: \n\n\t\t\t\n\n\t\t\t Foundation \n\n\t\t\t
Intermediate \n\n\t\t\t
Advanced & Expert \n\n\t\t\t
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| \n\t\t\t Lot-7 BUSINESS ANALYSIS \n\n\t\t\t\n\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t Description: \n\n\t\t\t\n\n\t\t\t To provide participants with skills in business process modeling, analysis, and re-engineering, with a focus on agile methodologies and business process management. \n\n\t\t\t\n\n\t\t\t Scope of Work: \n\n\t\t\t\n\n\t\t\t
| \n\t\t\t\n\t\t\t Successful delivery and Provision of Certification for the following indicative course which include, but are not limited to: \n\n\t\t\t\n\n\t\t\t Foundation \n\n\t\t\t
Intermediate & Advanced \n\n\t\t\t
\n\t\t\t | \n\t\t
| \n\t\t\t Lot-8: SOFT SKILLS \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t Description: \n\n\t\t\t\n\n\t\t\t To provide essential soft skills training for personal and professional development, helping individuals improve communication, leadership, teamwork, and problem-solving abilities. \n\n\t\t\t\n\n\t\t\t Scope of Work: \n\n\t\t\t\n\n\t\t\t
| \n\t\t\t\n\t\t\t Successful delivery and Provision of Certification for the following indicative course which include, but are not limited to: \n\n\t\t\t\n\n\t\t\t
\n\t\t\t | \n\t\t
| \n\t\t\t Lot-9 \n\n\t\t\tADMINISTRATION AND SUPPORT FUNCTIONS \n\t\t\t | \n\t\t\t\n\t\t\t Description: \n\n\t\t\t
\n\n\t\t\t Scope of Work: \n\n\t\t\t\n\n\t\t\t Identify participants' roles and skill levels and align them with appropriate courses covering finance, Human Resource, M&E, Legal, Public Relations (PR), Communication, Visibility and Branding. \n\n\t\t\t\n\n\t\t\t \n\n\t\t\t Foundational \n\n\t\t\t
\n\n\t\t\t Intermediate \n\n\t\t\t
\n\n\t\t\t Advanced: \n\n\t\t\t
| \n\t\t\t\n\t\t\t Successful delivery and Provision of Certification for the following indicative course which include, but are not limited to: \n\n\t\t\t\n\n\t\t\t FINANCE \n\n\t\t\t
\n\n\t\t\t HUMAN RESOURCE(HR) \n\n\t\t\t\n\n\t\t\t
\n\n\t\t\t Public Relations (PR), Communication, Visibility and Branding \n\n\t\t\t\n\n\t\t\t
\n\n\t\t\t Monitoring & Evaluation \n\n\t\t\t\n\n\t\t\t
\n\n\t\t\t \n\n\t\t\t \n\t\t\t | \n\t\t
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The firm(s) will be required to submit reports and deliverables to the RDAP Project Coordinator through the assigned SPIU Specialist and RISA focal point from the user department, who will be communicated later.
\n\nThe reports should include:
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The firm(s) selected must be available to work in Rwanda (e.g. through in-person work trips). Joint ventures or sub-contracting between firms that can deliver international good practices to Rwanda and firm(s) that can deliver expertise on the local Rwandan context are encouraged. Having at least one team member, especially the Lead Trainer, in Rwanda for the duration of the assignment is strongly encouraged to facilitate the training delivery.
\n\nThe training provider must offer comprehensive course content, which includes delivering training materials in both hard or soft copies and providing access to the additional resources and references either online or through physical books. Additionally, the training provider must prepare the trainees for the certification exams according to relevant industry standards, ensuring they are well-equipped with recognized qualifications. To align with industry requirements, particularly for IT-specialized courses, the training approach must include adequate labs infrastructure, ensuring that the necessary facilities are in place to enhance practical learning and skill development. The following are the requirements for the training center to be eligible to offer the proposed training, they must include but not limited to:
\n\nEach of the training provided will be conducted within two (2) to three (3) months from the date of the contract award. Each course will use a face-to-face delivery method and have a minimum duration of two (2) weeks and a maximum duration of twelve (12) weeks.
\n\nThe firm shall propose a core team comprising at a minimum a Team Leader and Lead Trainer available throughout the implementation of the assignment with the following roles and responsibilities:
\n\nNB. In the case of a firm applying for different lots, a unique lead consultant should be used for each bid.
\n\nThe following table presents the firm’s and staff requirements for the present assignment:
\n\n| \n\t\t\t Lot N° & Name \n\t\t\t | \n\t\t\t\n\t\t\t Firm Profile \n\t\t\t | \n\t\t\t\n\t\t\t Lead Trainer Experience and Qualifications \n\t\t\t | \n\t\t
| \n\t\t\t ALL Lots general requirements \n\t\t\t | \n\t\t\t\n\t\t\t - Be a specialized firm in providing Advanced ICT Training. - Be able to demonstrate its ability to propose a comprehensive training schedule that includes the training format, alignment with certification objectives, theory vs. practice, realistic duration, or related. \n\n\t\t\t- Be able to present the different assessments and evaluation methods used during the training, including diagnostics/troubleshooting, simulation-based, and practical lab evaluations \n\n\t\t\t- Prove it has the necessary resources, infrastructure, and technology to effectively deliver effective training based on hands-on experience. \n\n\t\t\t- Possess experience in using data and analytics to inform service delivery, program sustainability and tracking outcomes \n\t\t\t | \n\t\t\t\n\t\t\t N/A \n\t\t\t | \n\t\t
| \n\t\t\t Lot-1: \n\n\t\t\tIT INFRASTRUCTURE \n\t\t\t | \n\t\t\t\n\t\t\t - Experience in providing training and consultancy in networking systems - Expertise in data center management and cloud solutions \n\n\t\t\t- History of delivering training programs for cloud technologies and infrastructure management \n\n\t\t\t- Experience in DevOps training and implementation \n\n\t\t\t- Proven ability to lead projects that integrate development and operations \n\n\t\t\t- Strong background in database management systems \n\n\t\t\t- Experience in delivering training on database optimization and security \n\n\t\t\t- Expertise in mobile app development and training \n\n\t\t\t- History of successful projects in mobile technologies \n\n\t\t\t- Experience in integrating messaging systems and training \n\n\t\t\t- Background in web technologies and training delivery \n\n\t\t\t- Proven track record in web development projects \n\n\t\t\t- Expertise in software architecture design and training \n\n\t\t\t- Experience leading architecture projects \n\n\t\t\t\n\n\t\t\t - Background in software quality assurance and testing training \n\n\t\t\t\n\n\t\t\t - Experience in leading testing projects \n\t\t\t | \n\t\t\t\n\t\t\t NETWORK & SYSTEM ADMINISTRATOR \n\n\t\t\t\n\n\t\t\t - Master's Degree or higher in relevant field such as: Computer Engineering, Information Technology, Networking, Telecommunications, or related fields \n\n\t\t\t DATA CENTER & CLOUD \n\n\t\t\t- 7+ years of experience in data center operations and cloud services | \n\t\t
| \n\t\t\t Lot-2: SOFTWARE DEVELOPMENT \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t Experience in DevOps training and implementation \n\n\t\t\t - Strong background in database management systems \n\n\t\t\t - Expertise in mobile app development and training \n\n\t\t\t - Experience in integrating messaging systems and training \n\n\t\t\t\n\n\t\t\t - Background in web technologies and training delivery \n\n\t\t\t - Expertise in software architecture design and training \n\n\t\t\t - Background in software quality assurance and testing training \n\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t DevOps \n\n\t\t\t- Bachelor's or Master's Degree in Software Engineering or related field \n\n\t\t\t DATABASE ADMINISTRATION \n\n\t\t\t- Bachelor's or Master's Degree in Computer Science, Information Systems, or related field \n\n\t\t\t- 5+ years of experience in database administration \n\n\t\t\t- Certifications in database technologies (e.g., Oracle, SQL Server) \n\n\t\t\t\n\n\t\t\t MOBILE DEVELOPMENT \n\n\t\t\t-- Bachelor's or Master's Degree in Computer Science or related field \n\n\t\t\t- 5+ years of experience in mobile app development \n\n\t\t\t- Proficiency in iOS/Android development frameworks \n\n\t\t\t\n\n\t\t\t MESSAGE BROKER \n\n\t\t\t- Bachelor's or Master's Degree in Computer Science or related field \n\n\t\t\t- 5+ years of experience with messaging solutions (e.g., RabbitMQ, Kafka) \n\n\t\t\t\n\n\t\t\t WEB DEVELOPMENT \n\n\t\t\t\n\n\t\t\t - Bachelor's or Master's Degree in Computer Science or related field \n\n\t\t\t- 5+ years of experience in web development \n\n\t\t\t- Proficiency in front-end and back-end technologies \n\n\t\t\t\n\n\t\t\t SOFTWARE ARCHITECTURE \n\n\t\t\t- Bachelor's or Master's Degree in Computer Science or related field \n\n\t\t\t- 7+ years of experience in software architecture \n\n\t\t\t- Strong knowledge of software design patterns and frameworks \n\n\t\t\t\n\n\t\t\t TESTING \n\n\t\t\t- Bachelor's or Master's Degree in Computer Science or related field \n\t\t\t | \n\t\t
| \n\t\t\t Lot-3: DATA SCIENCE \n\t\t\t | \n\t\t\t\n\t\t\t - Experience in data analysis and machine learning training | \n\t\t\t\n\t\t\t - Bachelor's or Master's Degree in Data Science, Statistics, or related field | \n\t\t
| \n\t\t\t Lot-4 \n\n\t\t\tEMERGING TECHNOLOGIES \n\t\t\t | \n\t\t\t\n\t\t\t - Expertise in blockchain technology and applications \n\n\t\t\t- Experience in delivering training on blockchain systems \n\n\t\t\t- Experience in AV/AR technologies and training delivery \n\n\t\t\t- Proven track record in developing AV/AR applications \n\n\t\t\t\n\n\t\t\t - Expertise in AI technologies and training delivery \n\n\t\t\t- Proven experience in AI projects \n\n\t\t\t- Experience in IoT systems and training delivery \n\n\t\t\t- Proven track record in IoT projects \n\t\t\t | \n\t\t\t\n\t\t\t BLOCKCHAIN \n\n\t\t\t\n\n\t\t\t - Bachelor's or Master's Degree in Computer Science or related field \n\n\t\t\t- 5+ years of experience in blockchain development \n\n\t\t\t- Knowledge of smart contracts and decentralized applications \n\n\t\t\t\n\n\t\t\t AV/AR (Augmented and Virtual Reality) \n\n\t\t\t\n\n\t\t\t - Bachelor's or Master's Degree in Computer Science or related field \n\n\t\t\t- 5+ years of experience in AV/AR development \n\n\t\t\t- Knowledge of relevant tools (e.g., Unity, Unreal Engine) \n\n\t\t\t\n\n\t\t\t Artificial Intelligence (AI) \n\n\t\t\t\n\n\t\t\t - Bachelor's or Master's Degree in Computer Science, AI, or related field \n\n\t\t\t IoT (INTERNET OF THINGS) \n\n\t\t\t\n\n\t\t\t - Bachelor's or Master's Degree in Computer Science or related field | \n\t\t
| \n\t\t\t Lot-5: CYBER SECURITY \n\t\t\t | \n\t\t\t\n\t\t\t - Expertise in cybersecurity practices and training | \n\t\t\t\n\t\t\t - Bachelor's or Master's Degree in Cybersecurity or related field | \n\t\t
| \n\t\t\t Lot-6: \n\n\t\t\tPROJECT MANAGEMENT \n\t\t\t | \n\t\t\t\n\t\t\t - Experience in project management training | \n\t\t\t\n\t\t\t - Bachelor's or Master's Degree in Business Administration or related field | \n\t\t
| \n\t\t\t Lot-7: \n\n\t\t\tBUSINESS ANALYSIS \n\t\t\t | \n\t\t\t\n\t\t\t - Expertise in business training and consultancy | \n\t\t\t\n\t\t\t - Bachelor's or Master's Degree in Business Administration or related field | \n\t\t
| \n\t\t\t Lot-8: SOFT SKILLS \n\t\t\t | \n\t\t\t\n\t\t\t - Experience in soft skills training delivery | \n\t\t\t\n\t\t\t - Bachelor's or Master's Degree in Human Resources, Psychology, or related field | \n\t\t
| \n\t\t\t Lot-9 ORGANIZATIONAL SUPPORT FUNCTIONS \n\t\t\t | \n\t\t\t\n\t\t\t - Expertise in finance training and consultancy \n\n\t\t\t- Proven track record in financial management projects \n\n\t\t\t- Experience in HR training and consultancy \n\n\t\t\t- Proven ability to enhance HR practices \n\n\t\t\t- Expertise in PR training and strategy development \n\n\t\t\t_Expertise in Monitoring and Evaluation consultancy \n\n\t\t\t- Proven track record in successful PR campaigns \n\n\t\t\t\n\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t Finance \n\n\t\t\t\n\n\t\t\t - Advanced degree (Master’s or higher) in Finance, Accounting, or related field \n\n\t\t\t\n\n\t\t\t - 7+ years of experience in financial consultancy \n\n\t\t\t Human Resource (HR) \n\n\t\t\t\n\n\t\t\t - Advanced degree (Master’s or higher) Human Resources or related field \n\n\t\t\t Public Relations (PR) \n\n\t\t\t- Advanced degree (Master’s or higher) in Communication, Public Relations, or related field \n\n\t\t\t Monitoring & Evaluation \n\n\t\t\t\n\n\t\t\t Advanced degree (Master’s or higher) in a relevant field such as Monitoring and Evaluation, Statistics, Economics, Public Policy, Social Sciences, or a related discipline. \n\n\t\t\t\n\n\t\t\t - Minimum of 7–10 years of experience in Monitoring and Evaluation, with a track record of leading M&E projects, particularly in sectors relevant to the organization. \n\n\t\t\t\n\n\t\t\t - Extensive experience in designing and implementing M&E frameworks, methodologies, and tools \n\n\t\t\t\n\n\t\t\t - Proficiency in M&E software and tools such as SPSS, Stata, R, Tableau, or specialized M&E platforms (e.g., DevResults, DHIS2, etc). \n\n\t\t\t\n\n\t\t\t - Experience working with donor-funded projects \n\n\t\t\t\n\t\t\t | \n\t\t
\n\n
\n\n
\n\n
[1] https://documents1.worldbank.org/curated/en/709091640134304839/pdf/Rwanda-Digital-Acceleration-Project.pdf
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[1] https://documents1.worldbank.org/curated/en/709091640134304839/pdf/Rwanda-Digital-Acceleration-Project.pdf
\n\n"},{"id":"OP00378019","notice_type":"Request for Expression of Interest","noticedate":"11-Sep-2025","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2025-10-03T00:00:00Z","submission_deadline_time":"16:30","project_ctry_name":"Sierra Leone","project_id":"P168608","project_name":"Resilient Urban Sierra Leone Project","bid_reference_no":"SL-MOF-508339-CS-LCS","bid_description":"Hiring of Consultancy Services to Undertake Capacity Building for Urban Planning in Sierra Leone as part of the Project Institutional strengthening support to the \nMinistry of Lands, Housing and Country Planning,","procurement_group":"CS","procurement_method_code":"LCS","procurement_method_name":"Least Cost Selection","contact_address":"Treasury Building\nGeorge Street\nFreetown\n\nemail: info@mof.gov.sl","contact_ctry_name":"Sierra Leone","contact_email":"takoroma88@yahoo.co.uk","contact_name":"Anthony Koroma","contact_organization":"Ministry of Finance","contact_phone_no":"+23276 692780","contact_web_url":"https://mof.gov.sl/","submission_date":"2025-09-11T00:00:00Z","notice_text":"
RESILIENT URBAN SIERRA LEONE PROJECT, MINISTRY OF FINANCE
\n\n\n\n
REQUEST FOR EXPRESSIONS OF INTEREST
\n\n(CONSULTING SERVICES – FIRMS SELECTION)
\n\n\n\n
Country: Sierra Leone
\n\nName of Project: Resilient Urban Sierra Leone Project - RUSLP
\n\nGrant No.: IDA-D8420
\n\nProject ID: 168608
\n\nDate of Issue: 12th September,2025
\n\nAssignment Title: Consulting Services to Undertake Capacity Building for Urban Planning in Sierra Leone
\n\n\n\n
Reference No.: SL-MOF-508339-CS-LCS
\n\n\n\n
The Government of Sierra Leone obtained funding from the World Bank towards the cost of the Resilient Urban Sierra Leone Project to strengthen urban management, improve access to basic services and infrastructure, and enhance disaster resilience in the Western Area (Freetown and Western Rural district) and the 6 secondary cities of Sierra Leone (Port Loko, Makeni, Kenema, Koidu New Sembehum, Bo, and Bonthe). The Project Development Objective (PDO) is to strengthen sustainable urban management, improve access to basic services, and enhance disaster resilience in the Western Area and select secondary cities of Sierra Leone. The RUSLP has the following components:
\n\nThe objective of the assignment is to design and deliver a comprehensive capacity-building program in urban planning, including the development of training materials, delivery of short- and long-term training, and institutionalization of continuous professional development under Component 1 of the project.
\n\nUnder the supervision of the PMU and the beneficiaries (MLHCP, MLGCA, Councils and relevant MDAs), the consultant shall undertake the following duties and specific activities:
\n\nThis would involve a rapid validation and updating of the urban planning capacity assessment exercise that was conducted by the planning consultants who are preparing the secondary cities structure plans as well as those doing the Western Area Regional Structure Plan. The assessment would be undertaken in accordance with the structure of mandates and responsibilities under the overarching legal and regulatory framework. The rapid assessment shall outline thematic areas/course units for immediate inclusion in the training program. This is expected to be a part of the scope of the procured consultancy service.
\n\nDevelopment of training materials and learning platforms to provide practical, context-specific, and standardized learning resources that support urban planning training at all levels. Guided by the capacity assessment, the procured consultancy service shall undertake pre-training activities that would involve preparation of customized training modules and graduate/postgraduate curriculum structures, in close consultation with relevant stakeholders including government and academia.
\n\n\n\n
Long-term training to build a sustainable pipeline of skilled urban planners and institutionalize continuous professional development in urban planning. This is envisioned to be undertaken in close collaboration with selected universities. The consultant shall provide support in the:
\n\n\n\n
The assignment will be expected to be completed within 24 months from the date of the contract signature.
\n\nThe Team of Consultants must possess the following experience and qualifications in order to carry out the assignment. Evaluation of the Technical Proposals will be based upon the following criteria:
\n\nConsultant’s ability to work with professionals in Sierra Leone would be an advantage
\n\n\n\n
Interested firms MUST request for the detailed Terms of Reference (TOR) for the assignment via email request to resilienturbanslp2019@gmail.com
\n\n\n\n
The Project now invites eligible consulting firms (“Consultants”) to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services. The shortlisting criteria are:
\n\ni) Core business and years in business,
\n\nii) Relevant experience,
\n\niii) Technical and managerial capability of the firm
\n\n\n\n
The attention of interested consultant is drawn to Section III, paragraphs, 3.14, 3.16, and 3.17 of the World Bank’s “Procurement Regulations for IPF Borrowers” July 2016 Revised
\n\nNovember 2017, August 2018, November 2020 and September 2023 (“Procurement Regulations”), setting forth the World Bank’s policy on conflict of interest.
\n\n\n\n
Consultants may associate with other firms to enhance their qualifications but should indicate clearly whether the association is in the form of a joint venture and/or a sub-consultancy. In the case of a joint venture, all the partners in the joint venture shall be jointly and severally liable for the entire contract, if selected.
\n\n\n\n
The Consultant will be selected in accordance with the Consultant Qualification Selection (CQS) method as set out in the Consultant Guidelines. Further information can be obtained at the address below during office hours 0900 to 1700 hours.
\n\n\n\n
Expressions of interest must be delivered in a written form to the address below (in person)
\n\n\n\n
Project Management Unit
\n\nResilient Urban Sierra Leone Project
\n\n1st Floor -35 Percival Street
\n\nFreetown
\n\nAttn: Project Manager
\n\n\n\n
OR by e-mail to: resilienturbanslp2019@gmail.com
\n\n\n\n
When submitting, please indicate clearly in the sealed envelope or email subject heading EOI for “Consulting Services to Undertake Capacity Building for Urban Planning in Sierra Leone” on the 3rd October 2025 at 4:30pm GMT
\n\n\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
"},{"id":"OP00377779","notice_type":"Request for Expression of Interest","noticedate":"10-Sep-2025","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2025-10-08T00:00:00Z","submission_deadline_time":"17:30","project_ctry_name":"Cambodia","project_id":"P174335","project_name":"Cambodia General Education Improvement Project","bid_reference_no":"MOEYS-GEIPAF-QCBS-001","bid_description":"Consulting Firm to modernize Textbooks and Teacher Manual for Secondary Schools on Mathematics and Science subject","procurement_group":"CS","procurement_method_code":"QCBS","procurement_method_name":"Quality And Cost-Based Selection","contact_address":"Address: 2nd Floor, Street 380, Sangkat Boeung Keng Kang I, Khan Boeung Keng Kang, Phnom Penh, Cambo","contact_ctry_name":"Cambodia","contact_email":"chey.sith@moeys.gov.kh","contact_name":"Sith Chey","contact_organization":"Ministry of Education Youth and Sport","contact_phone_no":"023 238 254","contact_web_url":"https://moeys.gov.kh/en/procurement/","submission_date":"2025-09-10T00:00:00Z","notice_text":"
MINISTRY OF EDUCATION YOUTH AND SPORT
\n\nadditional financing for General Education Improvement Project (GEIP-AF)
\n\nPROJECT NO. P181347
\n\nREQUEST FOR EXPRESSIONS OF INTEREST
\nAN INTERNATIONAL FIRM TO MODERNIZE TEXTBOOKS AND TEACHER MANUAL FOR SECONDARY EDUCATION ON MATHS AND SCIENCES
Selection Procedure will be based on Quality and Cost-Based Selection (QCBS)
\n\nThe Cambodia General Education Improvement Project (GEIP) was approved by the World Bank’s Board of Directors on January 18, 2022. The Project is funded by an International Development Association (IDA) Credit of US$60.0 million equivalent and a GPE Grant of US$9.25 million. The project period is over five years, starting May 2022 and ending in November 2026. Additionally, the Additional Financing for GEIP (GEIP-AF) was approved in June 2024 and became effective on October 1, 2024. This added a sum of US$ 81.1 million to the Project, comprising US$ 60 million is from IDA Credit, US$ 19.5 million is from the GPE grant, and US$ 1.6 million is Counterpart Funding from the Royal Government of Cambodia. This brings the total project funding to US$ 150.35 million, with the project’s closure date extended to 30th November 2028.
\n\nThe project aims to benefit the following direct beneficiaries. First, there will be approximately 480,000 students from pre-primary, primary, secondary, and special education schools (with female representation of 50.54 percent) in 3,213 targeted schools, who will benefit from newly constructed classrooms, improved teaching/learning methods, textbooks modernization, and enhanced school management through the implementation of the school-based management (SBM) approach. Second, approximately 21,600 (female: 10,800) teachers, school leaders, and educational officers will be enrolled in the bachelor's and master's degree programs and receive in-service teacher training. This capacity-building initiative will enhance their professional skills in contributing to improving educational outcomes. Third, around 4,700 local authorities or community representatives will serve on the school management committees. These individuals will receive training and coaching from the project to enhance their abilities and professionally perform their roles. Additionally, 800 sub-national and national officers and teacher trainers will benefit from qualification upgrading, training, and coaching throughout the project's duration. This support aims to enhance their expertise so that they can effectively contribute to project implementation.
\n\nThe project is comprised of three main components as following:
\n\nComponent 1: Improving Student Learning Outcomes
\n\nComponent 2: Improving Sector Development and Project Management
\n\nComponent 3: Contingent Emergency Response
\n\nDespite progress in improving access, the quality of basic education in Cambodia remains relatively poor and has improved only marginally over the past decades. National Learning Assessments conducted by the Government between 2013 and 2022 consistently show low scores in literacy and numeracy tests. The only factor for this is the fact that general education curriculum and teaching and learning materials remain misaligned. Although the curriculum framework was completed in 2018 and subsequently revised in 2020, there has been no pilot or implementation of the revised curriculum to date. This has led to a misalignment between the revised curriculum and the current textbooks used in schools, resulting in a strong disconnect between what is being taught and what is being expected from students.
\n\nThis initiative aims to improve the quality and alignment of educational materials with the revised national curriculum (2018, updated in 2021 for Math and Science), ensuring a more interactive and engaging learning experience for students. The project will cover the development of 132 book titles, including 66 textbooks and 66 teacher manual s across various subjects in lower and upper secondary schools.
\n\nObjective of the Assignment
\n\nThe main objective is to engage an international publishing firm with experience in curriculum-aligned textbook development to modernize and produce interactive textbooks and teacher manual. The selected firm will work closely with MoEYS and relevant stakeholders to ensure the materials meet national education standards and international best practices.
\n\nScope of Work
\n\nThe detailed Terms of Reference (TOR) for the assignment can be found at the following website
\n\nhttp://moeys.gov.kh/en/procurement/ or can be obtained via the Google form or QR code as shown below.
\n\nThe MoEYS now invites eligible consulting firms (“Consultants”) to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services. The shortlisting criteria are:
\n\nRequired Qualifications and Experience
\n\nInterested firms must meet the following requirements.
\n\nSelection Criteria
\n\nProposals will be evaluated based on technical and financial criteria. The technical evaluation will consider:
\n\n\n\n
Skills, Qualification and Experience Required is as shown in the Term of Reference.
\n\nKey Experts will not be evaluated at the shortlisting stage.
\n\nThe attention of interested consultants is drawn to World Bank Procurement Regulations for Investment Project Financing (IPF) Borrowers dated July 1, 2016, revised September 2023 and the Kingdom of Cambodia's Updated Procurement Manual for all Externally Financed Projects/Programs, promulgated pursuant to Sub-Decree 181 ANK.BK on Promulgating the Updated Standard Procedures for Implementing all Externally Financed Projects/Programs, dated December 02, 2019 and Section III, paragraphs 3.14, 3.16 and 3.17 of the World Bank’s “Procurement Regulations for IPF Borrowers November 2020 setting forth the World Bank’s policy on conflict of Interest.
\n\nConsultants may associate with other firms to enhance their qualifications, but should indicate clearly whether the association is in the form of a joint venture and/or a sub-consultancy. In the case of a joint venture, all the partners in the joint venture shall be jointly and severally liable for the entire contract, if selected.
\n\nA Consultant will be selected in accordance with the Quality and Cost-Based Selection (QCBS) method set out in the World Bank Procurement Regulations for IPF Borrowers, September 2023.
\n\nFull Terms of Reference and further information can be obtained from http://moeys.gov.kh/en/procurement/ or can be obtained via QR code as shown and the Google form link: https://www.bit.ly/3I3nFP5
\n\nExpressions of interest must be submitted to the address below by email or hard copy during office hours from 8:00 to 12:00 and from 13:30 to 17:30 hours, Monday through Friday, except public holidays., no later than 08 October 2025 before 17:30 hours: (Cambodia local time)
\n\nFor further inquiry how to apply or you cannot log in to the above online platform, you can contact us at: Project Procurement Unit,
\n\nCambodia Additional Financing for General Education Improvement Project (GEIP-AF), Ministry of Education Youth and Sport (MoEYS). Address: 2nd Floor, Street 380, Sangkat Boeung Keng Kang I, Khan Boeung Keng Kang, Phnom Penh, Cambodia. Phone: (855) 23 238 254/ 23 726 757, Email: procurement.moeys.kh@gmail.com, and copy to va.sith.pu@moeys.gov.kh
\n\nWebsite: https://moeys.gov.kh/en/procurement/
"},{"id":"OP00353623","notice_type":"Request for Expression of Interest","noticedate":"15-May-2025","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2025-05-23T00:00:00Z","submission_deadline_time":"14:30","project_ctry_name":"Mozambique","project_id":"P178658","project_name":"Access to Finance & Economic Opportunities Project – Mais Oportunidades","bid_reference_no":"MZ-MEF-DNT-462018-CS-QCBS","bid_description":"Design and implementantion of the curriculum of a capacity building program for firms, including the design and development of a digital training program for SMEs","procurement_group":"CS","procurement_method_code":"QCBS","procurement_method_name":"Quality And Cost-Based Selection","contact_address":"Project Implementation Unit - PIU\nAv. do Zimbabwe no. 1374, Maputo","contact_ctry_name":"Mozambique","contact_email":"procurement.pled@gmail.com","contact_name":"Pedro Paulino","contact_organization":"Ministry of Finance - DNT","contact_phone_no":"+258 82 310 0060","submission_date":"2025-05-15T00:00:00Z","notice_text":"REPUBLIC OF MOZAMBIQUE
\n\nMINISTRY OF FINANCE
\n\nNational Directorate of Treasury and Economic and Financial Cooperation
\n\n\n\n
ACCESS TO FINANCE & ECONOMIC OPPORTUNITIES PROJECT: MAIS OPORTUNIDADES
\n\nProject Implementation Unit
\n\n\n\n
REQUEST FOR EXPRESSIONS OF INTEREST
\n\n(CONSULTING SERVICES – FIRMS SELECTION)
\n\n\n\n
CONSULTANT TO DESIGN AND DELIVER A DIGITAL CAPACITY-BUILDING PROGRAM AND CURRICULUM FOR MOZAMBICAN SMES
\n\n(This is a re-publication of the previous Request for Expressions of Interest with the same title and Reference No.: MZ-MEF-DNT-462018-CS-QCBS. Firms or consortiums that previously submitted an expression of interest for this consultancy are not required to resubmit)
\n\nCountry: Mozambique
\n\nGrant No: Credit IDA-72780, Project No. P178658
\n\nAssignment Title: Consultant to Design and Deliver a Digital Capacity-Building Program and Curriculum for Mozambican SMEs
\n\nReference No: MZ-MEF-DNT-462018-CS-QCBS
\n\n\n\n
1. The Government of Mozambique (GoM), through the Ministry of Finance (MF) and has received funding from the World Bank toward the cost of the Mozambique: Access to Finance & Economic Opportunities Project (Mais Oportunidades) and intends to apply part of the proceeds for consulting services.
\n\n\n\n
2. The Consulting Services (“the Services”) include strengthen the capacity of at least 1,250 SMEs supported under Sub-Component 2c of the Mais Oportunidades Project. This will be achieved through the design and implementation of:
\n\nThe detailed Terms of Reference (TOR) for the assignment can be provided on request to the following e-mail: procurement.pled@gmail.com.
\n\n\n\n
3. The Ministry of Finance (MEF) now invites eligible Consultants to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services (brochures, description of similar assignments, experience in similar conditions, etc.). The firm or Consortium selected must be legally registered institutions with the qualifications and experience below.
\n\n\n\n
The shortlisting criteria are:
\n\nKey Experts will not be evaluated at the shortlisting stage.
\n\n\n\n
4. The attention of interested Consultants is drawn to Section III, paragraphs, 3.14, 3.16, and 3.17 of the World Bank’s “Procurement Regulations for IPF Borrowers” September 2023 (“Procurement Regulations”), setting forth the World Bank’s policy on conflict of interest.
\n\n\n\n
Consultants may associate with other firms to enhance their qualifications, but should indicate clearly whether the association is in the form of a joint venture and/or a sub-consultancy. In the case of a joint venture, all the partners in the joint venture shall be jointly and severally liable for the entire contract, if selected.
\n\n\n\n
5. A Consultant will be selected in accordance with the Quality and Cost Based Selection method set out in the World Bank Procurement Regulations.
\n\n\n\n
6. Further information can be obtained at the address below during office hours from 8:30 to 15:30 hours.
\n\n\n\n
7. Expressions of Interest must be delivered in a written form to the address below (in person, or preferably by e-mail) by 14:30 hours on 23th May 2025.
\n\n\n\n
Ministério das Finanças
\n\nDirecção Nacional do Tesouro e Cooperação Económica e Financeira
\n\nProjecto de Acesso ao Financiamento e Oportunidades Económicas: Mais Oportunidades
\n\nUnidade de Coordenação do Projecto
\n\nAv. Do Zimbabwe, No. 1374
\n\nMaputo - Moçambique
\n\nEmail: procurement.pled@gmail.com
\n\n"},{"id":"OP00350245","notice_type":"Request for Expression of Interest","noticedate":"07-Apr-2025","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2025-04-11T00:00:00Z","submission_deadline_time":"12:00","project_ctry_name":"Malawi","project_id":"P502464","project_name":"Accelerating Sustainable and Clean Energy Access Transformation in Malawi","bid_reference_no":"MW-MOE.-477983-CS-INDV","bid_description":"GIS Specialist","procurement_group":"CS","procurement_method_code":"INDV","procurement_method_name":"Individual Consultant Selection","contact_address":"Private Bag 309, Lilongwe 3","contact_ctry_name":"Malawi","contact_email":"mmafuta@gmail.com","contact_name":"Million Trocco Mafuta","contact_organization":"Ministry of Energy","contact_phone_no":"999 351 985","contact_web_url":"www.energy.gov.mw","submission_date":"2025-04-07T00:00:00Z","notice_text":"
MINISTRY OF ENERGY
\n\n\n\n
REQUEST FOR EXPRESSION OF INTEREST (INDIVIDUAL CONSULTANTS)
\n\n\n\n
\n\n
| \n\t\t\t COUNTRY \n\t\t\t | \n\t\t\t\n\t\t\t MALAWI \n\t\t\t | \n\t\t
| \n\t\t\t NAME OF PROJECT \n\t\t\t | \n\t\t\t\n\t\t\t ACCELERATING SUSTAINABLE AND CLEAN ENERGY ACCESS TRANSFORMATION IN MALAWI (ASCENT MALAWI) PROJECT \n\t\t\t | \n\t\t
| \n\t\t\t PROJECT ID \n\t\t\t | \n\t\t\t\n\t\t\t P502464 \n\t\t\t | \n\t\t
| \n\t\t\t ASSIGNMENT TITLE \n\t\t\t | \n\t\t\t\n\t\t\t GIS SPECIALIST \n\t\t\t | \n\t\t
| \n\t\t\t DATE OF ISSUE \n\t\t\t | \n\t\t\t\n\t\t\t 24TH FEBRUARY 2025 \n\t\t\t | \n\t\t
\n\n
The Government of Malawi is currently implementing the Accelerating Sustainable and Clean Energy Access Transformation in Malawi (ASCENT Malawi) Project with funding from the World Bank. The project development objective is to increase clean and sustainable energy access in Malawi, aligning with ASCENT’s Program Development Objective of increasing clean and sustainable energy access in Eastern and Southern Africa. The project has five components but, the Ministry of Energy (MoE) will implement components 2,3,4; Off-grid Connection through Solar Home System; Energy Access for Schools and Health Facilities; and Clean Cooking Solutions, respectively; and Sub-component 5.1, Technical Assistance and Capacity Building. The MOE intends to apply part of the proceeds of this financing to eligible payments under the contract for hiring a Geographic Information System (GIS) Specialist.
\n\n\n\n
\n\n
Position Title : Geographic Information System (GIS) Specialist (Individual Consultant One (1) Position)
\n\nCommitment : 100%
\n\nReporting : To the Project Manager
\n\n\n\n
\n\n
The GIS Specialist will be responsible for providing geospatial analysis and data management support to the ASCENT Malawi project. The assignment focuses on leveraging GIS technology to enhance the planning, implementation, and monitoring of various project components, including grid and off-grid electrification and clean cooking initiatives
\n\n\n\n
\n\n
\n\n
\n\n
3. Duties and Responsibilities
\n\n\n\n
The GIS Specialist will be at the forefront of creating and maintaining geospatial databases, conducting insightful spatial analyses, developing compelling maps and visualizations, and managing the project's online presence through the Ngwee Ngwee Ngwee Fund website. By providing accurate, timely, and accessible geospatial information, the GIS Specialist will empower data-driven decision-making, facilitate efficient resource allocation, and enable effective tracking of the project's progress and impact on communities throughout the country. The GIS Specialist shall, inter alia, undertake the following tasks:
\n\n\n\n
\n\n
\n\n
The GIS Specialist will have at least five (5) years of working experience in conducting geospatial analysis using software such as ArcGIS or QGIS preferably applied towards rural development projects involving renewable energies like solar home systems etc. Educational and professional qualifications will include:
\n\n\n\n
\n\n
The GIS Specialist will be reporting to the Project Manager on the following aspects:
\n\n\n\n
\n\n
6.0 Performance Assessment Criteria
\n\n\n\n
\n\n
The ESSS will be based at the PIU Office in Lilongwe which is located within the Ministry of Energy where ASCENT is implementing its activities.
\n\n\n\n
8.0 Duration of Employment
\n\n\n\n
The Contract is a period of five years renewable annually subject to satisfactory performance, need and availability of funding.
\n\n\n\n
9.0 Reporting Requirements
\n\n\n\n
As a member of the Project Implementation Unit (PIU), the ESSS shall report to the Project Manager.
\n\n\n\n
10.0 Services and facilities to be provided by the Client
\n\n\n\n
The client will provide the following services and facilities to the Consultant
\n\n\n\n
11.0 The attention of interested Consultants is drawn to Section III, paragraphs, 3.14, 3.16, and 3.17 of the World Bank’s “Procurement Regulations for IPF Borrowers” dated September 2023 (“Procurement Regulations”), setting forth the World Bank’s policy on conflict of interest.
\n\n\n\n
12.0 A Consultant will be selected in accordance with the Individual Consultant selection method set out in the Procurement Regulations.
\n\n\n\n
13.0 Further information can be obtained at the address below during office hours from 7:30hrs to 12:00hrs and from 13:00hrs to 17:00hrs except on Weekends and Public Holidays.
\n\n\n\n
14.0 Expressions of interest including detailed updated curriculum vitae and copies of professional and academic certificates must be delivered in a written form to the address below (in person, or by mail, or by e-mail) by 11th April, 2025.
\n\n\n\n
The Chairperson-Internal Procurement and Disposal of Assets Committee
\n\nAttn: The IPDC Chairperson
\n\nMinistry of Energy,
\n\nPrivate Bag 309,
\n\nLilongwe 3.
\n\nTel: +265 1 770 688
\n\nEmail: info@energy.gov.mw or
\n\nE-mail: victor.lombola@energy.gov.mw; misheck.maweru@energy.gov.mw
\n\n\n\n
\n\n
\n\n
\n\n
"},{"id":"OP00348638","notice_type":"Request for Expression of Interest","noticedate":"28-Mar-2025","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2025-04-11T00:00:00Z","submission_deadline_time":"17:00","project_ctry_name":"Ukraine","project_id":"P504171","project_name":"Lifting Education Access and Resilience in times of Need in Ukraine Program","bid_reference_no":"LEARN-2.2-CONCEPT","bid_description":"Development of Conceptual Frameworks for Educational Domain","procurement_group":"CS","procurement_method_code":"CQS","procurement_method_name":"Consultant Qualification Selection","contact_address":"01135, Kyiv, Peremohy ave, 10","contact_ctry_name":"Ukraine","contact_email":"kateryna.kovtun@mon.gov.ua","contact_name":"Kateryna Kovtun","contact_organization":"Ministry of Education and Science of Ukraine","contact_phone_no":"+380 (96) 730-9889","contact_web_url":"https://mon.gov.ua/","submission_date":"2025-03-28T00:00:00Z","notice_text":"
REQUEST FOR EXPRESSIONS OF INTEREST
\n\n(CONSULTING SERVICES – FIRMS SELECTION)
\n\nUKRAINE
\n\n\n\n
Country: Ukraine
\n\nProgram: «Lifting Education Access and Resilience in times of Need in Ukraine Program»
\n\nGrant №: TF0C5794
\n\nProject №: P504171
\n\nAssignment Title: Consultancy Services for the Development of Conceptual Frameworks for Educational Domains
\n\nContract Package ID: LEARN-2.2-CONCEPT
\n\n\n\n
Ukraine and the World Bank have signed the agreements for the Program "Lifting Education Access and Resilience in times of Need in Ukraine Program" (hereinafter referred to as the LEARN).
\n\nThe objectives of the LEARN are: to (i) improve teaching and learning conditions; and (ii) to strengthen the management capacity of the education system.
\n\nFurthermore, the Investment Project Financing (IPF) is secured under the Grant Agreement between Ukraine and the International Bank for Reconstruction and Development and the International Development Association, acting as the administrator of the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund (URTF GRANT NUMBER TF0C5794) (hereinafter the IPF will be referred to as the Project).
\n\nThe Ministry of Education and Science intends to use a portion of these funds for authorized payments for consulting services, for which this REoI has been issued.
\n\nConsulting services (hereinafter referred to as "Services") include: developing updated educational domain concepts that align with the State Educational Standard, ensuring a structured, competency-based approach to curriculum design and instructional planning. The concepts refer to detailed subject-area frameworks that define key learning objectives, expected student competencies, cross-disciplinary integration, and assessment principles. These documents will serve as guiding references for curriculum developers, educators, and educational material creators, ensuring a consistent and modernized approach to teaching across all grades.
\n\nThe consulting company selected based on the results of the selection process must:
\n\nThe expected period for the Consultant to provide services for the development of conceptual frameworks for the educational sectors, including the organization and conduct of the final event, is approximately 4 calendar months.
\n\nDetailed information regarding the provision of the specified Services is provided in the Terms of Reference (hereinafter referred to as "TOR"), which is attached.
\n\nThe Ministry of Education and Science of Ukraine (hereinafter referred to as the "Client") invites qualified consulting companies (hereinafter referred to as "Consultants") to express their interest in providing the specified Services. Interested Consultants must provide information that confirms their qualifications and experience required to perform the Services.
\n\nThe evaluation of the expressions of interest provided by the Consultants will be carried out based on the following criteria:
\n\nGeneral experience of consulting firm:
\n\nParticular experience of consulting firm in the field of assignment:
\n\nAvailability of technical and organizational capabilities:
\n\nCriteria for evaluating the Consultant's qualifications:
\n\n| \n\t\t\t № \n\t\t\t | \n\t\t\t\n\t\t\t Requirement \n\t\t\t | \n\t\t\t\n\t\t\t Score \n\t\t\t | \n\t\t
| \n\t\t\t 1. \n\t\t\t | \n\t\t\t\n\t\t\t General experience of consulting firm \n\t\t\t | \n\t\t\t\n\t\t\t 15 \n\t\t\t | \n\t\t
| \n\t\t\t 2. \n\t\t\t | \n\t\t\t\n\t\t\t Particular experience of consulting firm in the field of assignment \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t 2.1. \n\t\t\t | \n\t\t\t\n\t\t\t Experience in the development of conceptual frameworks, strategies, or models in the education sector or other domains relevant to the subject matter of the procurement will be considered an advantage \n\t\t\t | \n\t\t\t\n\t\t\t 45 \n\t\t\t | \n\t\t
| \n\t\t\t 2.2. \n\t\t\t | \n\t\t\t\n\t\t\t Documented experience executing educational projects for international organizations (e.g., World Bank, UNICEF, or equivalent) \n\t\t\t | \n\t\t\t\n\t\t\t 30 \n\t\t\t | \n\t\t
| \n\t\t\t 3. \n\t\t\t | \n\t\t\t\n\t\t\t Availability of technical and organizational capabilities \n\t\t\t | \n\t\t\t\n\t\t\t 10 \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t Total: \n\t\t\t | \n\t\t\t\n\t\t\t 100 \n\t\t\t | \n\t\t
The attention of interested Consultants is drawn to Section III, items 3.14, 3.16, and 3.17 of the World Bank Procurement Regulations for IPF Borrowers, dated September 2023 (hereinafter referred to as the "Procurement Regulations"), which contains the World Bank's policy regarding conflict of interest.
\n\n\n\n
Consultants may associate with other firms to enhance their qualifications, but should indicate clearly whether the association is in the form of a joint venture and/or a sub-consultancy. In the case of a joint venture, all the partners in the joint venture shall be jointly and severally liable for the entire contract, if selected.
\n\n\n\n
Selection of a Consultant will be performed in accordance with Consultant’s Qualification-based Selection (CQS) method following World Bank’s Procurement Regulations.
\n\nFurther information may be obtained at the address below during office hours from 09.00 to 18.00
\n\nof Kyiv time.
\n\nExpressions of interest must be submitted in Ukrainian or English via email to the address: kateryna.kovtun@mon.gov.ua Cc: serhiy.artemenko@uiherp.org; oleksandr.radchenko@uiherp.org by 5:00 PM Kyiv time on April 11, 2025.
\n\nExpressions of interest to be clearly marked: "LEARN-2.2-CONCEPT: Expression of Interest".
\n\n\n\n
\n\n
\n\n
\n\n
\n\n
TERMS OF REFERENCE
\n\n\n\n
Consultancy Services for the
\n\nDevelopment of Conceptual Frameworks for Educational Domains
\n\n\n\n
Strategic, financial and people management
\n\n\n\n
Contract No. [LEARN-2.2-CONCEPT]
\n\nWorld Bank Project ID No.: P504171, Grant Number: TF0C5794
\n\n\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
List of acronyms and abbreviations
\n\n\n\n
MOES: Ministry of Education and Science of Ukraine
\n\nNUS: New Ukrainian School
\n\nIBRD: International Bank for Reconstruction and Development
\n\nPDF: Portable Document Format
\n\nWord: Microsoft Word Document Format
\n\n\n\n
\n\n
Development of Conceptual Frameworks for Educational Domains
\n\nI. BACKGROUND
\n\n\n\n
Ukraine and the World Bank have signed the agreements for the Program "Lifting Education Access and Resilience in times of Need in Ukraine Program" (hereinafter referred to as the LEARN).
\n\n\n\n
The objectives of the LEARN are: to (i) improve teaching and learning conditions; and (ii) to strengthen the management capacity of the education system.
\n\n\n\n
Furthermore, the Investment Project Financing (IPF) is secured under the Grant Agreement between Ukraine and the International Bank for Reconstruction and Development and the International Development Association, acting as the administrator of the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund (URTF GRANT NUMBER TF0C5794) (hereinafter the IPF will be referred to as the Project).
\n\n\n\n
The Project complements the LEARN by supporting the piloting of the NUS reform in grades 8 to 12 and strengthening the MoES’capacity for education system management.
\n\n\n\n
The Project will provide technical support to pilot the NUS reform in selected schools for grades 8 to 12, through: (i) developing, printing, delivering, and testing teaching and learning materials for the NUS Pilot; (ii) developing and carrying out training programs to teachers, school principals, and their deputies; (iii) providing technical assistance to design a fit-for-purpose instrument for measuring teacher classroom practices and to implement said instrument in a sample of classrooms in grades 8 and 9; and (iv) providing STEM, ICT, and other required equipment aligned with the NUS standards to schools in the NUS Pilot at the basic education level for grades 8 to 12.
\n\nImportantly, the IPF will also strengthen the management capacity of the MoES to manage, monitor, and evaluate the rollout of the NUS reform through: (i) providing technical assistance to the MoES’ units responsible for NUS implementation; (ii) strengthening the Ukrainian Institute of Education Development (“UIRO”) capacity; (iii) creating a Special Online Platform (“SOP”) for State Final Examination (“DPA”); (iv) modernizing the education management information system (“AIKOM”); (v) improving the education infrastructure planning.
\n\nIntegration with Conceptual Frameworks for Educational Domains
\n\n\n\n
This activity focuses on developing updated educational domain concepts that align with the State Educational Standard, ensuring a structured, competency-based approach to curriculum design and instructional planning and is necessary for achieving the Project’s objectives, particularly in relation to the development, printing, delivery, and piloting of educational and didactic materials for the NUS pilot project; as well as the development and implementation of training programs for teachers, school principals, and their deputies.
\n\n\n\n
The concepts refer to detailed subject-area frameworks that define key learning objectives, expected student competencies, cross-disciplinary integration, and assessment principles. These documents will serve as guiding references for curriculum developers, educators, and educational material creators, ensuring a consistent and modernized approach to teaching across all grades.
\n\nScope and Impact
\n\nWith a funding commitment of $415 million and a timeline extending to 2027, LEARN represents a transformative effort to ensure every child in Ukraine has access to safe, high-quality education. The initiative not only addresses immediate challenges posed by the conflict but also lays the groundwork for a resilient and future-ready education system.
\n\nThe Consultant’s role in this program is critical, as they will design and implement robust frameworks and strategies to meet the evolving demands of Ukraine’s education system. These efforts will contribute to long-term educational recovery, resilience, and equity, ensuring that Ukrainian students are prepared for the challenges of a globalized, knowledge-driven world.
\n\nII. OBJECTIVE
\n\nThis activity focuses on developing updated educational domain concepts that align with the State Educational Standard, ensuring a structured, competency-based approach to curriculum design and instructional planning. The concepts refer to detailed subject-area frameworks that define key learning objectives, expected student competencies, cross-disciplinary integration, and assessment principles. These documents will serve as guiding references for curriculum developers, educators, and educational material creators, ensuring a consistent and modernized approach to teaching across all grades.
\n\nPurpose of the Conceptual Frameworks for Educational Domains
\n\nThe development of the conceptual frameworks serves multiple interconnected purposes:
\n\nFramework Implementation
\n\nThe frameworks will act as comprehensive guides that:
\n\nAdditionally, the Consultant will develop a user-friendly digital portal that enables educators, policymakers, and other stakeholders to conveniently access domain-specific content, refine searches through robust filtering, and share best practices and teaching tools. This portal will be regularly updated via an administrative interface to align with Ukraine’s evolving educational needs, fostering collaboration and ensuring the frameworks remain relevant. To conclude the project and encourage broader engagement, a final event will be organized to present the completed frameworks and portal, gather feedback, and outline next steps for their implementation.
\n\nThe assignment will adhere to the policies and regulations outlined by Ukrainian legislation and the World Bank, ensuring that the frameworks are practical, adaptable, and responsive to both immediate and long-term needs. These efforts aim to position Ukraine’s education system as a model of resilience, inclusivity, and excellence, empowering students to thrive in a globalized world.
\n\nIII. SCOPE OF SERVICES
\n\nThe selected consultant will be responsible for delivering the following key components to support the development and implementation of conceptual frameworks for 10 educational domains: (i) language and literature; (ii) foreign languages; (iii) civic and historical; (iv) maths; (v) science; (vi) technology; (vii) art; (viii) social and health; (ix) IT; (x) physical education. Each task must be executed with precision, professionalism, and alignment with the outlined goals and requirements.
\n\nComponent 1. Formation of Expert Teams and Development of Conceptual Frameworks
\n\nThe consultant will form 10 expert teams (the final list of experts is approved by the Ministry of Education and Science of Ukraine) and coordinate the development of conceptual frameworks for 10 educational domains. These frameworks will serve as comprehensive guides for modernizing the education system and aligning it with the goals of the "New Ukrainian School" (NUS) and international best practices.
\n\nDefinition and Components of Conceptual Frameworks
\n\nConceptual frameworks are strategic documents that outline the vision, objectives, and practical components of each educational domain. They provide clear guidance for educators, policymakers, and curriculum developers. Each framework must include:
\n\nThe consultant must ensure that the development process is collaborative and inclusive, involving stakeholders such as educators, policymakers, and domain-specific experts.
\n\nAdditional Requirements for Priority Domains (Technological, Natural Sciences, Arts)
\n\nFor the three priority domains (technological, natural sciences, and arts) the consultant must also develop the following additional components:
\n\nComponent 2: Organization of the Final Event – Project Presentation
\n\nThe consultant will organize and facilitate a final event to officially present the outcomes of the project, including the finalized conceptual frameworks for educational domains. The event will serve as a platform to engage key stakeholders, showcase the results, and highlight the next steps for implementation.
\n\nEvent Format
\n\nLogistical Support
\n\nThe consultant will ensure seamless organization and logistics for the event, including:
\n\nThe final event aims to:
\n\nComponent 3: Editing and Layout of the Conceptual Frameworks and supporting materials
\n\nThis component focuses on ensuring the conceptual frameworks are polished, visually engaging, and effectively disseminated to key audiences. It also incorporates creative elements to make the frameworks more relatable and engaging for children, educators, and the broader community.
\n\nC3.1. Literary Editing
\n\nC3.2. Graphic Design and Layout of the Finalized Conceptual Frameworks
\n\nC3.3. Development of 10 Illustrated Characters Representing the Educational Domains
\n\n\n\n
Implementation Timeline and Requirements
\n\n● The assignment must be completed within the agreed-upon timeline, with all deliverables adhering to the policies and regulations outlined by Ukrainian legislation and the World Bank.
\n\n● The consultant is expected to ensure seamless coordination with the Ministry of Education and Science of Ukraine throughout the process, maintaining clear communication and regular updates.
\n\nComponent 4: Development of a Digital Portal (Database) for Educational Domains
\n\nThe goal of this component is to create a user-friendly digital environment (an online portal) that enables all stakeholders—teachers, methodologists, administrators, experts, and others—to quickly and effectively access structured information on educational domains, their competence potential, learning outcomes, and other key aspects.
\n\nThe solution should consist of:
\n\nThe portal is not expected to be a technically complex or high-load IT system, but rather a custom-built web interface designed for clarity, accessibility, and ease of use.
\n\nThe system should be developed using open architecture and interoperable standards to allow for potential integration with national education platforms in the future.
\n\nCore Portal Functionality
\n\n\n\n
\n\n
Data Structure and Display
\n\n\n\n
\n\n
Implementation Timeline and Requirements
\n\nThe development of draft conceptual frameworks for all 10 educational domains must precede any editing or graphic design work (Component 3).
\n\nLiterary editing and layout/design of the finalized frameworks (Component 3.1 and 3.2) must be completed before the final dissemination event (Component 2), to ensure high-quality materials are available for presentation.
\n\nThe digital portal (Component 4) should be populated and finalized in parallel with or immediately after the completion of the designed frameworks.
\n\nThe Consultant is expected to propose a detailed implementation timeline in their Inception Report, including key milestones and indicative delivery dates for each component and sub-component. This timeline should reflect the logical dependencies between tasks and ensure readiness of deliverables for public presentation.
\n\n\n\n
Draft Implementation Timeline and Milestones
\n\n| \n\t\t\t Milestone \n\t\t\t | \n\t\t\t\n\t\t\t Description \n\t\t\t | \n\t\t\t\n\t\t\t Indicative Deadline \n\t\t\t | \n\t\t
| \n\t\t\t M1. Expert Teams Formed \n\t\t\t | \n\t\t\t\n\t\t\t All 10 domain-specific expert teams selected and approved by MOES \n\t\t\t | \n\t\t\t\n\t\t\t Week 1 \n\t\t\t | \n\t\t
| \n\t\t\t M2. Draft Conceptual Frameworks Completed \n\t\t\t | \n\t\t\t\n\t\t\t Initial drafts for all 10 domains submitted \n\t\t\t | \n\t\t\t\n\t\t\t Weeks 2-4 \n\n\t\t\t\n\t\t\t | \n\t\t
| \n\t\t\t M3. Internal Review & Feedback Cycle \n\t\t\t | \n\t\t\t\n\t\t\t Feedback from NIO, MOES, and relevant stakeholders collected and integrated \n\t\t\t | \n\t\t\t\n\t\t\t Week 5 \n\t\t\t | \n\t\t
| \n\t\t\t M4. Finalization of Framework Content \n\t\t\t | \n\t\t\t\n\t\t\t Final version of the content before editing and design \n\t\t\t | \n\t\t\t\n\t\t\t Week 6 \n\t\t\t | \n\t\t
| \n\t\t\t M5. Literary Editing Completed (Component 3.1) \n\t\t\t | \n\t\t\t\n\t\t\t Edited versions of all frameworks ready for layout and design \n\t\t\t | \n\t\t\t\n\t\t\t Week 7 \n\t\t\t | \n\t\t
| \n\t\t\t M6. Graphic Design & Layout Finalized (Component 3.2) \n\t\t\t | \n\t\t\t\n\t\t\t Print-ready and digital formats of all frameworks completed \n\t\t\t | \n\t\t\t\n\t\t\t Week 8 \n\t\t\t | \n\t\t
| \n\t\t\t M7. Web Portal Development Completed (Component 4) \n\t\t\t | \n\t\t\t\n\t\t\t Fully functional portal launched, populated with finalized content \n\t\t\t | \n\t\t\t\n\t\t\t Weeks 7-9 \n\t\t\t | \n\t\t
| \n\t\t\t M8. Final Dissemination Event Organized and Delivered (Component 2) \n\t\t\t | \n\t\t\t\n\t\t\t Offline event in Kyiv with presentations, materials, and stakeholder participation \n\t\t\t | \n\t\t\t\n\t\t\t Week 10 \n\t\t\t | \n\t\t
| \n\t\t\t M9. Final Deliverables Submitted \n\t\t\t | \n\t\t\t\n\t\t\t Full documentation, reports, editable files, and summary of activities submitted to the MOES \n\t\t\t | \n\t\t\t\n\t\t\t Week 11 \n\t\t\t | \n\t\t
\n\n
IV. DELIVERABLES
\n\nThe Consultant is required to deliver the following outputs, ensuring all deliverables meet the detailed requirements outlined in the Scope of Work:
\n\n1. Component 1: Developed Conceptual Frameworks for Educational Domains
\n\n2. Component 2: Final Event Report
\n\n3. Component 3: Designed and Finalized Conceptual Frameworks and Supporting Materials
\n\n3.1. Edited Frameworks
\n\n3.2. Designed Frameworks
\n\n3.3. Illustrated Characters Representing Educational Domains
\n\n4. Component 4: Fully Operational Web Portal and Ten (10) Landing Pages
\n\n5. Monthly Progress Updates
\n\nSubmission Requirements
\n\nThis deliverable structure ensures that all outputs are comprehensive, visually engaging, and effectively disseminated to the intended audiences, supporting the success of the project.
\n\nV. REQUIREMENTS
\n\n5.1. Consultant
\n\nThe following minimum requirements (fail/pass) shall be applied to determine the Consultant’s qualification:
\n\nGeneral requirements
\n\n\n\n
\n\n
Specific experience
\n\n\n\n
Team Composition and Expertise
\n\n5.2. Staff
\n\nThe Consultant shall provide suitably qualified professionals in terms of expertise and time allocation to complete the activities required under the scope of work and to achieve the project objectives within the specified time, cost, and quality parameters.
\n\nThe Consultant’s team shall include Key Experts who possess relevant expertise and experience to design and implement the conceptual frameworks. Additionally, adequate administrative staff, such as secretaries and translators, shall support the team throughout the Assignment.
\n\nThe Consultant is expected to propose the number and type of personnel necessary for the effective and high-quality execution of the services. The costs for all proposed personnel shall be included in the financial proposal. The Consultant shall also ensure that all proposed staff members are available during the times specified in the Assignment.
\n\nThe minimum expected staff inputs for the Assignment are summarized below:
\n\n| \n\t\t\t Category \n\t\t\t | \n\t\t\t\n\t\t\t Expert \n\t\t\t | \n\t\t\t\n\t\t\t Predicted Monthly Hours \n\t\t\t | \n\t\t\t\n\t\t\t Min. Experts per Domain \n\t\t\t | \n\t\t\t\n\t\t\t Max. Experts \n\n\t\t\tper Domain \n\t\t\t | \n\t\t
| \n\t\t\t Key Experts \\(per each educational domain) \n\t\t\t | \n\t\t\t\n\t\t\t A2-KE1. Education Domain Leader \n\t\t\t | \n\t\t\t\n\t\t\t 80 \n\t\t\t | \n\t\t\t\n\t\t\t 1 \n\t\t\t | \n\t\t\t\n\t\t\t 1 \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t A2-KE2. Practical Implementation Expert \n\t\t\t | \n\t\t\t\n\t\t\t 160 \n\t\t\t | \n\t\t\t\n\t\t\t 6 \n\t\t\t | \n\t\t\t\n\t\t\t 10 \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t A2-KE3. Visionary Expert \n\t\t\t | \n\t\t\t\n\t\t\t 10 \n\t\t\t | \n\t\t\t\n\t\t\t 4 \n\t\t\t | \n\t\t\t\n\t\t\t 10 \n\t\t\t | \n\t\t
| \n\t\t\t Total Key Experts \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t 11 \n\t\t\t | \n\t\t\t\n\t\t\t 21 \n\t\t\t | \n\t\t
| \n\t\t\t Supporting Staff (per project) \n\t\t\t | \n\t\t\t\n\t\t\t A2-SS1. Administrative Coordinator \n\t\t\t | \n\t\t\t\n\t\t\t 80 \n\t\t\t | \n\t\t\t\n\t\t\t 1 \n\t\t\t | \n\t\t\t\n\t\t\t 1 \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t A2-SS2. Graphic Designer \n\t\t\t | \n\t\t\t\n\t\t\t 10 \n\t\t\t | \n\t\t\t\n\t\t\t 1 \n\t\t\t | \n\t\t\t\n\t\t\t 2 \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t A2-SS3. Literary Editor \n\t\t\t | \n\t\t\t\n\t\t\t 10 \n\t\t\t | \n\t\t\t\n\t\t\t 1 \n\t\t\t | \n\t\t\t\n\t\t\t 2 \n\t\t\t | \n\t\t
| \n\t\t\t Total Supporting Staff \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t 3 \n\t\t\t | \n\t\t\t\n\t\t\t 5 \n\t\t\t | \n\t\t
| \n\t\t\t Grand Total (per project) \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t 113 \n\t\t\t | \n\t\t\t\n\t\t\t 215 \n\t\t\t | \n\t\t
\n\n
5.2.1. Qualifications of Key Experts
\n\nA2-KE1. Education Domain Leader – Focuses on defining the strategic vision and ensuring that the conceptual frameworks for relevant educational domains align with national standards, the New Ukrainian School (NUS) reform, and the Ministry of Education and Science of Ukraine (MoES) priorities. Engages with stakeholders and advises on long-term implementation scenarios.
\n\nQualifications and Skills:
\n\nMaster’s degree in education management, pedagogy, or a related field.
\nAt least 2 years of experience in steering or managing education projects at the national or international level.
\nDemonstrated familiarity with competency-based approaches and government/donor-funded educational programs.
\nExcellent communication and leadership skills, with proven experience guiding diverse expert teams.
A2-KE2. Practical Implementation Expert – Focuses on designing and coordinating the practical application of the conceptual frameworks in classroom settings. Develops model programs, teaching guides, and assessment methods, ensuring they meet competency-based standards. Collaborates with educator-practitioners to refine and pilot these solutions.
\n\nQualifications and Skills:
\n\nUniversity degree in pedagogy, curriculum design, or a relevant domain.
\nAt least 3 years of hands-on experience in teaching, curriculum development, textbook creation, or teacher training.
\nSolid track record of applying modern teaching methodologies, including competency-based instruction.
\nStrong project coordination skills and experience with piloting or evaluating new educational approaches.
A2-KE3. Visionary Expert – Focuses on researching and incorporating global best practices and emerging trends (e.g., PISA, Education 4.0, Education 5.0) to enhance the conceptual frameworks. Identifies and adapts innovative educational strategies to the Ukrainian context in consultation with the other key experts.
\n\nQualifications and Skills:
\n\nMaster’s degree in education, social sciences, or a related field.
\nAt least 3 years of experience in educational research, reform, or innovation.
\nProven ability to synthesize diverse data sources into actionable recommendations.
\nFamiliarity with international competence frameworks and a strong understanding of how to localize global education trends.
5.2.2. Minimum qualifications of Supporting Staff
\n\nA2-SS1. Administrative Coordinator – Facilitates communication, scheduling, and logistical arrangements for the project team. This role is crucial for ensuring smooth coordination and documentation of project activities.
\n\nQualifications and Skills:
\n\nA2-SS2. Graphic Designer – Focuses on creating coherent, visually appealing designs for all deliverables (e.g., frameworks, training materials), ensuring consistency and clarity across print and digital media.
\n\nQualifications and Skills:
\n\nA2-SS3. Literary Editor – Focuses on language accuracy, style consistency, and clarity in all project documents (in Ukrainian, and in English if needed). Ensures standardized terminology use and adherence to editorial guidelines.
\n\nQualifications and Skills:
\n\nCVs for Supporting Staff are not examined prior to the signature of the Contract and should not be included in technical proposals.
\n\nThe mobilization of Administrative Coordinator shall be transparent and shall be based on the above pre-defined criteria, including professional qualifications, language skills and work experience and shall be subject to approval by MOES.
\n\nThe MOES agreement to a proposed expert shall be obtained prior to mobilization based on a curriculum vitae supplied by the Consultant. Key experts must confirm their qualifications by providing detailed CVs, highlighting their experience, skills, and relevance to the scope of the project. The CVs should include specific examples of prior work, as well as professional references to validate the information provided.
\n\nThe Consultant should identify all technical and support staff that will be needed for the timely implementation of Assignment. In this respect, the Consultant is expected to specify number and availability of all technical and support staff to demonstrate that objectives can be met. It is therefore a requirement to provide names of technical and support staff, although CVs will not be required.
\n\nThe Consultant shall select and hire other experts as required according to the profiles identified in their Methodology and these Terms of Reference.
\n\nIt is permissible for the Consultant to outsource the organization of events (e.g., workshops, training sessions, stakeholder meetings) to a specialized service consultant. The selection, engagement, and management of any such external consultant will be at the Consultant's discretion, subject to the prior approval of the Ministry of Education and Science of Ukraine. All arrangements must align with the specified project scope, budget, and quality requirements.
\n\n5.3. Implementation arrangement
\n\nThe Consultant
\n\nThe Consultant shall be responsible for support in all aspects and costs of its team during the Services. The Consultant shall be responsible for engaging and payment of local personnel, including competent bilingual (Ukrainian-English) secretarial assistance to cover administrative/translation support. The Consultant shall also make their own allowance for additional technical, administrative, and other support staff.
\n\nThe MOES may provide an office facility.
\n\nThe Consultant should provide for their own all the logistics, renting, consumables, computers, laptops, and equipment required for providing services smoothly and shall make the provision in their financial proposal accordingly. The provision should be made as rentals only, including maintenance, and no provision for the purchase of any items towards logistics should be made in the Financial Proposals.
\n\nThe Consultant will report on all aspects of the contract to the authorized person of the Client.
\n\nFor the implementation, the Consultant should take into consideration the COVID-19 and war crisis-related restrictions and the volatile security situation in Ukraine. Depending on the nature of the restrictions at the starting date of the Contract, the Consultant might need to start with remote and desktop work before having the possibility to conduct fieldwork and/or prefer to mobilize local consultants for the first steps of the Contract. The Consultant is advised to explore all arrangements for engaging local personnel and benefiting from their knowledge and expertise.
\n\nThe Client
\n\nThe Client shall be responsible for the implementation of the overall Project and the Consultant’s Assignment shall be managed and monitored by the Client’s Implementation group.
\n\nAll communication between the Client and the Consultant shall be in writing in English and/or Ukrainian. Regarding payments to the Consultant, modifications of the Consultant’s contract, issuance of the Consultant’s requests for the Client’s preliminary approval, and other similar cases and activities, for which the Client believes to be mandatory for such a way of correspondence, the correspondence shall be maintained by printed documents, in a sufficient number of copies, submitted to the Client. For all other cases, correspondence through electronic mail is acceptable with previous agreements on a list of recipients from both sides.
\n\nThe Client shall make available all existing data, documents, reports, and studies in reference to Assignment and necessary for the successful implementation of the Services. The Consultant shall be fully responsible for verification, interpretation, and use of such material and data. The Consultant must not disclose received data/documents to any third party not included in the Assignment implementation.
\n\nMost of the available information is in Ukrainian language. The Consultant will arrange for the translation, as necessary, at their own expense.
\n\nAll the products, deliverables, reports, training materials, etc., that are produced under Assignment are the property of the MOES.
\n\nEquipment
\n\nNo equipment is to be purchased on behalf of the Client as part of this service contract or transferred to the Client at the end of this contract. Any equipment related to this contract which is to be acquired by the Client must be purchased by means of a separate supply tender procedure.
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"},{"id":"OP00311434","notice_type":"Request for Expression of Interest","noticedate":"20-Sep-2024","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2024-10-06T00:00:00Z","submission_deadline_time":"18:00","project_ctry_name":"Uzbekistan","project_id":"P173619","project_name":"Uzbekistan Financial Sector Reform Project","bid_reference_no":"FSRP-QCBS-BFA-1","bid_description":"Financial Consultant for conducting training needs analysis of Uzbek banking system specialists","procurement_group":"CS","procurement_method_code":"QCBS","procurement_method_name":"Quality And Cost-Based Selection","contact_address":"29., Istiklol street, 100017 Tashkent","contact_ctry_name":"Uzbekistan","contact_email":"jasur.karshibayev@imv.uz","contact_name":"Jasur Karshibaev","contact_organization":"Ministry of Economy and Finance of the Republic of Uzbekistan","contact_phone_no":"+998903311662","contact_web_url":"info@imv.uz","submission_date":"2024-09-20T00:00:00Z","notice_text":"
REQUEST FOR EXPRESSIONS OF INTEREST
\n(CONSULTING SERVICES – FIRMS SELECTION)
\n\n
Uzbekistan
\n\nUzbekistan Financial Sector Reform Project
\n\nCredit No. IDA 71150-UZ
\n\nProject ID No. P173619
\n\n\n\n
Assignment Title: Financial Consultant for conducting training needs analysis of Uzbek banking system specialists
\n\nReference No.: FSRP-QCBS-BFA-1
\n\nThe Ministry of Economy and Finance of the Republic of Uzbekistan (MEF) has received financing from the World Bank toward the cost of the Uzbekistan Financial Sector Reform Project and intends to apply part of the proceeds for a selection of financial Consultant for conducting training needs analysis of Uzbek banking system specialists (“Services”) for the the Banking and Finance Academy (BFA).
\n\nTo ensure the success of the Uzbekistan Financial Sector Reform Project, particularly in professional development and capacity enhancement, the engagement of a consultancy firm is essential. This firm will be responsible for designing and implementing targeted training programs, adhering to international standards. Their role will encompass the development of bespoke curriculums, addressing skill gaps, and facilitating the Training of Trainers program to foster a sustainable impact.
\n\nThe Ministry of Economy and Finance of the Republic of Uzbekistan now invites eligible consulting firms (“Consultants”) to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services by submitting directly to the piu_mof@mail.ru.
\n\nThe Qualification requirements for the Consultants are:
\n\n- Experience: Minimum 10 years in organizing short-term courses for banking and finance specialists, including experience in training needs analysis and curriculum development.
\n\n- Track Record: At least 3 successful projects in training needs analysis and curriculum development for banking specialists and trainers.
\n\n- Global Expertise: Developed and implemented at least 5 short-term course curriculums in banking and finance worldwide.
\n\n- Certification Collaboration: Experience working with international certification bodies to organize banking and finance courses.
\n\n\n\n
Given the nature of the Services, it is desirable that the consultant firm shall have a physical presence in Uzbekistan.
\n\nThe attention of interested Consultants is drawn to Section III of the World Bank’s “Procurement Regulations for IPF Borrowers” dated November 2020 (“Procurement Regulations”), 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: Consultants shall not be hired for any assignment that would be in conflict with their prior or current obligations to other clients, or that may place them in a position of being unable to carry out the assignment in the best interests of the Ministry of Economy and finance of the Republic of Uzbekistan.
\n\nA Consultant will be selected in accordance with the Quality and Cost Based Selection (QCBS) method set out in the Procurement Regulations.
\n\nFurther information can be obtained at the address below during office hours from 9:00 a.m. to 18:00 p.m. Tashkent time.
\n\nExpressions of interest must be delivered in a written form in English оr Russian languages to the address below (in person, or by mail, or by e-mail) by 18-00 (Tashkent time) October 6, 2024.
\n\n\n\n
Project Implementation Unit under the
\nMinistry of Economy and finance of the Republic of Uzbekistan
Attn: Sirojiddin Imanov, Manager of the Project
\n\nUzbekistan, 100017, Tashkent city, 29, Istiklol St.
\n\nTel: +998901741711
\n\nE-mail: piu_mof@mail.ru
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\n\n
\n\n
As part of the EOI, the consultant should include the following information:
\n\n\n\n
\n\n
| \n\t\t\t Date: \n\t\t\t | \n\t\t\t\n\t\t\t Country of Incorporation: \n\t\t\t | \n\t\t
| \n\t\t\t Consultant Name: \n\t\t\t | \n\t\t\t\n\t\t\t Acronym: \n\t\t\t | \n\t\t
| \n\t\t\t EOI Submission Authorized by: \n\t\t\t | \n\t\t\t\n\t\t\t Position \n\t\t\t | \n\t\t
\n\n
\n\n
| \n\t\t\t Consultant \n\t\t\t | \n\t\t\t\n\t\t\t Acronym \n\t\t\t | \n\t\t\t\n\t\t\t Country of Incorporation \n\t\t\t | \n\t\t\t\n\t\t\t Joint Venture (JV) or Sub-consultant \n\t\t\t | \n\t\t\t\n\t\t\t EOI Submission Authorized By \n\t\t\t | \n\t\t\t\n\t\t\t Position \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t | \n\t\t\t | \n\t\t\t | \n\t\t\t | \n\t\t\t | \n\t\t |
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
\n\n
Present the rationale for and benefits of working in association (JV or Sub-consultant) with others rather than undertaking the assignment independently (as appropriate). Describe the proposed management and coordination approach of the association and the role of each firm.
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Project References - highlight the technical qualifications of your entity/consortium in undertaking similar assignments. Provide details of past experiences working with similar project authorities
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Project References, present experiences in similar geographic areas.
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Present relevant projects to demonstrate the firm’s technical qualifications and geographical experience (maximum 10 projects).
\n\n| \n\t\t\t N \n\t\t\t | \n\t\t\t\n\t\t\t Project \n\t\t\t | \n\t\t\t\n\t\t\t Period \n\t\t\t | \n\t\t\t\n\t\t\t Client \n\t\t\t | \n\t\t\t\n\t\t\t Country \n\t\t\t | \n\t\t\t\n\t\t\t Firm \n\t\t\t | \n\t\t
| \n\t\t\t 1 \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t | \n\t\t\t | \n\t\t\t | \n\t\t |
| \n\t\t\t 2 \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t | \n\t\t\t | \n\t\t\t | \n\t\t |
| \n\t\t\t 3 \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t 4 \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
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| \n\t\t\t \n\t\t\t | \n\t\t|
| \n\t\t\t Project Title \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Country / Region \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Start Date \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Completion Date \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Continuous / Intermittent \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Client \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Funding Source \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Description \n\t\t\t | \n\t\t\t\n\t\t\t (indicate your role and input in man-months) \n\t\t\t | \n\t\t
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We, the undersigned, certify to the best of our knowledge and belief:
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Terms of Reference (TOR)
\n\nfor Financial Consultant for conducting training needs analysis of Uzbek banking system specialists.
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The Uzbek financial ecosystem is predominantly driven by its banking sector, which represents over 95% of the entire financial sector's assets, highlighting the critical role that commercial banks play within the national economy. As of June 2023, the banking sector is composed of 35 banks, including ten state-owned entities which collectively hold approximately 70% of the total assets and 73% of the total credit provision. Recognizing the pivotal role of the financial sector in economic development, the Government of Uzbekistan has embarked on a comprehensive reform agenda aimed at liberalizing the financial system and advancing the privatization of state-owned commercial banks. \n\n\t\t\tOn June 1, 2023, a landmark agreement was finalized between the International Development Association (IDA) and the Ministry of Economy and Finance of the Republic of Uzbekistan (MOEF), inaugurating the "Uzbekistan Financial Sector Reform Project" (IFCRP). This initiative is strategically designed to bolster the Uzbek financial sector's capacity through a multifaceted approach focusing on restructuring and/or privatizing state-owned banks, enhancing financial resilience to disasters, and broadening access to finance for exporting Micro, Small, and Medium Enterprises (MSMEs). \n\n\t\t\tThe IFCRP is structured around four integral components, each targeting a specific set of objectives within the broader reform framework: \n\n\t\t\t1. State-owned Banks Modernization, Commercialization, and Privatization: This component is at the heart of the banking sector reform strategy, operationalizing the directives outlined in the Presidential Decrees No. PF-5992 of May 12, 2020, and No. PQ-168 of March 18, 2022. It aims to elevate the operational standards, governance, and competitive edge of state-owned banks through comprehensive modernization and privatization efforts. \n\n\t\t\t2. Financial Preparedness to Disasters and Strengthening Insurance Sector Stability: Recognizing the importance of financial resilience, this component seeks to fortify the sector's preparedness for disasters and enhance the stability and robustness of the insurance industry. \n\n\t\t\t3. Export and Trade Financing Instruments: This component focuses on expanding and improving financial instruments and support mechanisms for export-oriented MSMEs, facilitating their access to essential financing resources and markets. \n\n\t\t\t4. Project Implementation and Management: Dedicated to supporting the effective and efficient execution of the project, this component emphasizes the importance of robust management and implementation structures to ensure the successful realization of the project's objectives. \n\n\t\t\tA critical aspect of the reform effort is addressing the skills and knowledge gaps within the staff and management of state-owned commercial banks (SOCBs). These gaps span essential competencies such as credit underwriting, compliance, cybersecurity, risk management, internal controls, and corporate governance. To bridge these gaps, the Banking and Finance Academy (BFA) will play a pivotal role in providing targeted training and capacity-building programs. \n\n\t\t\tThe Banking and Finance Academy was founded in 1996 with the aim of providing specialized education and training in the fields of banking, finance, and economics. Originally, the Academy exclusively provided short-term courses, graduate programs, and postgraduate level programs tailored to public sector employees, including ministries of Uzbekistan, the Central Bank of Uzbekistan, commercial banks, insurance companies, the pension fund, and other state-owned enterprises in Uzbekistan. \n\n\t\t\tFollowing the transformative process initiated in 2019 by the Decree of the President of Uzbekistan and Cabinet of Ministries, the Banking and Finance Academy has expanded its academic offerings to include undergraduate programs and MBA programs. Moreover, as a result of the Presidential Decree, the Academy's programs have been made accessible to a wide range of prospective applicants. \n\n\t\t\tBFA offers a wide range of programs and courses designed to prepare students for successful careers in the banking and financial services sector. These include undergraduate and graduate degree programs, as well as short-term courses and training programs. BFA's programs are designed to provide students with a comprehensive and practical education that prepares them for the challenges and opportunities of the industry. \n\n\t\t\tPhD/DSc programs: \n\n\t\t\t08.00.07 - Finance, money circulation and credit \n\n\t\t\t08.00.08 - Accounting, economic analysis and audit \n\n\t\t\t08.00.16 - Digital economy and international digital integration \n\n\t\t\tMaster's degree programs: \n\n\t\t\t
70410901 - Capital Market and Stock Exchange industry; \n\n\t\t\t70412201 - State financial control and audit; \n\n\t\t\t70412203 - Monetary regulation of the economy; \n\n\t\t\t70412205 - Bank accounting, audit, and control; \n\n\t\t\t70412206 - Management of insurance companies; \n\n\t\t\t70412207 - Pension fund management. \n\n\t\t\t70411202 - Project Management \n\n\t\t\t70410402 – Corporate finance and securities market \n\n\t\t\t70412204 – Commercial banks management \n\n\t\t\tBachelor's degree programs: \n\n\t\t\t60410500 - Banking and Auditing; \n\n\t\t\t60410400 - Finance and Financial Technologies; \n\n\t\t\t60410100 - Accounting and auditing (by industry); \n\n\t\t\t60310100 - Economy (by industry and branches). \n\n\t\t\tSub-component 1.4, in particular, focuses on empowering the Banking and Finance Academy to support human resource development in the financial sector through: \n\n\t\t\ta) Specialized Training Programs: Offering targeted, specialized, and continuous training opportunities for banking and financial sector professionals at all levels, aiming to meet the immediate and medium-term human resource demands of the banking sector, especially the SOCBs amidst their restructuring efforts. \n\n\t\t\tb) Training of Trainers Program: This initiative aims to develop a local cadre of trainers capable of delivering high-quality training programs at scale, ensuring the long-term sustainability and impact of the Academy's efforts, including promoting inclusion and diversity. \n\n\t\t\tc) Certification Programs: Identifying and implementing priority certification programs, facilitating the hosting of international certification examinations within Uzbekistan, and designing specific training programs to assist candidates in their preparation for these examinations. \n\n\t\t\tTo ensure the success of the Uzbekistan Financial Sector Reform Project, particularly in professional development and capacity enhancement, the engagement of a consultancy firm is essential. This firm will be responsible for designing and implementing targeted training programs, adhering to international standards. Their role will encompass the development of bespoke curriculums, addressing skill gaps, and facilitating the Training of Trainers program to foster a sustainable impact. \n\n\t\t\tThe Consultant will report to BFA Management and work alongside the staff of the BFA. The objective of this TOR is to set out the Profile and the Scope of Work of the Consultant. \n\n\t\t\tThe key objectives of the consultancy assignment for the BFA are as follows: \n\n\t\t\t
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| \n\t\t\t B. CONSULTANT PROFILE \n\n\t\t\tThe desired consultant firm for this tender should be a top higher education institution in the business field, with the following qualifications: \n\n\t\t\t1. Experience: Minimum 10 years in organizing short-term courses for banking and finance specialists, including experience in training needs analysis and curriculum development. \n\n\t\t\t2. Track Record: At least 3 successful projects in training needs analysis and curriculum development for banking specialists and trainers. \n\n\t\t\t3. Global Expertise: Developed and implemented at least 5 short-term course curriculums in banking and finance worldwide. \n\n\t\t\t4. Certification Collaboration: Experience working with international certification bodies to organize banking and finance courses. \n\n\t\t\tThe Consultant's expert team is expected to include (at least) the following key experts (the “Key Experts”) and given the nature of the assignment, it is desirable that the experts shall have a physical presence in Uzbekistan: \n\n\t\t\tTeam Leader / Banking/Academic Expert (International) \n\n\t\t\t1. Qualifications: \n\n\t\t\t
2. Experience: \n\n\t\t\t
3. Skills: \n\n\t\t\t
Key Expert 2: Curriculum Development Specialist (International) \n\n\t\t\t1. Qualifications: \n\n\t\t\t
2. Experience: \n\n\t\t\t
3. Skills: \n\n\t\t\t
Key Expert 3: Teaching Assistant Specialist (Local) \n\n\t\t\t1. Qualifications: \n\n\t\t\t
2. Experience: \n\n\t\t\t
3. Skills: \n\n\t\t\t
Key Expert 4: IT specialist (Local) \n\n\t\t\t1. Qualifications: \n\n\t\t\t
2. Experience: \n\n\t\t\t
3. Skills: \n\n\t\t\t
4. Key Responsibilities: \n\n\t\t\t
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While international experts are expected to spend small amount of time onsite in BFA, local experts are expected a significant amount of time onsite in BFA. Specific onsite engagement requirements and travel logistics will be as follows: \n\n\t\t\t
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BFA will provide the following support to the consultants: \n\n\t\t\t
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The Consultant will need to undertake a number of tasks and subtasks as part of the assignment indicated below, but not limited: \n\n\t\t\t\n\n\t\t\t Part I: Comprehensive Training Needs Analysis \n\n\t\t\t
\n\n\t\t\t Part II: Development of a Formalized Training Master Plan \n\n\t\t\t
\n\n\t\t\t \n\n\t\t\t Part III: Development of Internal Processes for Effective Implementation \n\n\t\t\t
\n\n\t\t\t Part IV: Training Execution \n\n\t\t\t
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The key deliverables as per the Tasks set out under the Scope of Work will be: \n\n\t\t\tPhase 1: Training Needs and Skill Gap Analysis \n\n\t\t\t- Training Needs Analysis Report: A comprehensive document detailing the findings from interviews and questionnaires, identifying immediate, short-term, and medium-term human resource needs across all banking departments and branches. \n\n\t\t\t- Skill Gap Analysis Report: A detailed analysis categorizing skill gaps by department and for both managers and specialists, including assessments of skill importance and evaluations. \n\n\t\t\t\n\n\t\t\t Phase 2: Training Master Plan Development \n\n\t\t\t- Training Master Plan Document: A detailed plan outlining each training program's purpose, learning outcomes, contact hours, estimated duration, preferred study modes, target audience, and depth levels (entry level, intermediate, specialization, professional qualification). This document should also include a section on the preparation and provision of learning materials and the integration with the Learning Management System (LMS). \n\n\t\t\t\n\n\t\t\t Phase 3: Implementation Processes and Regulations \n\n\t\t\t- Implementation Process Document: Comprehensive guidelines and procedures for the effective and efficient rollout of short-term training programs, including the development and uploading of learning materials to the LMS. \n\n\t\t\t- Trainer Recruitment Regulations: Detailed criteria and processes for the selection and hiring of trainers, including qualifications, experience, and skills requirements. \n\n\t\t\t- Participant Attraction and Selection Guidelines: Rules and criteria for attracting attendees to each level of courses and specialization, as well as for selecting trainers from among these attendees. \n\n\t\t\t\n\n\t\t\t Phase 4: Training Execution \n\n\t\t\t- Training Implementation Report: A document outlining the execution of training sessions, including schedules, participant enrolment, resource allocation, and the integration and use of the LMS. \n\n\t\t\t- Post-Training Evaluation Report: An evaluation of the training impact, assessing participant knowledge retention, skill application, and performance improvement. This report should also include feedback from participants and employers to inform future training improvements. \n\n\t\t\t\n\n\t\t\t Additional Deliverables \n\n\t\t\t- Learning Materials and LMS Integration Report: A detailed account of all learning materials developed for each training program and their successful upload and integration into the Learning Management System of BFA. \n\n\t\t\t- Continuous Improvement and Feedback Report: An ongoing report capturing feedback from participants and instructors, with recommendations for iterative improvements to the training content, delivery, and materials. \n\n\t\t\t\n\n\t\t\t Timeframe for deliverables \n\n\t\t\t
\n\n\t\t\t Language Requirement \n\n\t\t\t- Deliverables will be provided primarily in English. All learning materials must be provided in Uzbek language. If the learning materials are originally in English or Russian, they must be translated into Uzbek. Important conclusion reports and materials will also be available in Russian and/or in Uzbek upon request by the BFA. \n\n\t\t\t\n\n\t\t\t The timeline for the key milestones in this assignment will be agreed during the inception phase between all parties in the kick-off meeting. The kick-off meeting will take place within 1 week from contract signing and will involve the Consultant, the BFA, and the relevant authorities. \n\t\t\t | \n\t\t|
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It is expected that a 24-month contract will be signed between the MOEF and the Consultant. The remuneration for the activities described in these TORs will be in a set basis. \n\t\t\t | \n\t\t|
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The Assignment will be carried out by the Consultant selected by the BFA. The Consultant will have an initial meeting with the BFA at the start of the assignment to clarify the precise scope of each task. The Consultant will also have several meetings with the BFA during the course of the assignment both to provide envisaged assistance as well as to receive feedback. \n\n\t\t\tThe BFA will be responsible for coordinating the work of, and providing ongoing guidance to, the Consultant, as well as for reviewing interim deliverables and overseeing the process of collecting feedback/comments for the Consultant’s deliverables. \n\t\t\t | \n\t\t|
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The Beneficiary is BFA. The Client is the Ministry of Economy and Finance. The Beneficiary responsible for accepting the service performed by the Consultant within the framework of this assignment. The PIU under the MEF is responsible for making payments based on the Service Acceptance Certificate signed by the MEF and BFA (based on the protocol and official letter of the BFA on acceptance of work) and the Consultant’s payment invoice.. \n\t\t\t | \n\t\t
DEVELOPMENT OF GENDER-BASED VIOLENCE SERVICES MAPPING AND DEVELOPMENT OF A SEXUAL EXPLOITATION AND ABUSE/SEXUAL HARASSMENT (SEA/SH) PREVENTION AND RESPONSE ACTION PLAN
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The Government of Ghana through the Ministry of Environment, Science, Technology, and Innovation (MESTI) is seeking for technical assistance to prepare an efficient, effective, and comprehensive Gender Based Violence (GBV) service provider mapping to enhance the smooth implementation of the Grievance Redress Mechanism developed for the implementation of the WACA ResIP 2, a World Bank founded project. This consultancy will assess GBV risks in the project area, develop a GBV and Sexual Exploitation and Abuse (SEA) and Sexual Harassment (SH) prevention and response Action Plan, and provide information on services and referrals available to project related Gender Based Violence, Sexual Exploitation and Abuse and Sexual Harassment (GBV/SEA/SH) cases that may occur during project implementation in selected communities within six coastal MMDAs of Greater Accra and Volta regions. The successful completion of this task will contribute to enhancing access of project benefits to women and girls and to the implementation of the broader West Africa Coastal Areas Resilience Investment Project II (WACA ResIP II). The WACA program is a flagship multisector resilience investment project of the World Bank, designed to reduce the natural and man-made risks such as coastal erosion, flooding, pollution and climate change that is affecting coastal communities in West Africa. To achieve this goal, WACA is to boost the transfer of knowledge, foster political dialogue among countries through the mobilization of public and private finance to tackle the issues with focus on country projects, regional integration, and other support activities.
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Sectoral context
\n\nThe West Africa Coastal Area (WACA) Program was created in response to countries’ request for solutions and finance to help protect and restore the ecological, social, and economic assets of coastal areas addressing erosion and flooding. West Africa’s coastal communities are highly vulnerable to the impacts of coastal erosion, flooding, and pollution. Coastal retreat is resulting in the loss of housing, assets, and land, and solutions are expensive and uncoordinated. Degradation of coastal and marine ecosystems is leading to significant and potentially irreversible loss of critical ecosystems such as beaches, wetlands, and mangroves which are key for livelihoods, food security, and storm protection. These physical challenges, coupled with the broader crises driven by energy, fertilizer, and food shortages, rising interest rates and debt levels, and COVID-19 pandemic impacts are leading to low economic growth and increases in poverty. These challenges are often transboundary, multisectoral, and beyond the ability of one country or development partner to finance or effectively address.
\n\nTo address these shared regional challenges, the WACA Resilience Investment Project (RESIP) 2 was approved by the World Bank in December 2022. The project supports site-specific grey, green, and hybrid physical investments, and social subprojects at the community level to achieve measurable increases in protection from coastal erosion and flooding, pollution control, and to promote climate-resilient and nature-based coastal development. Project activities are expected to directly benefit people at project sites in the three beneficiary countries, who live along the coast and depend on it for their livelihoods.
\n\nThe project consists of one regional integration component and three country projects in The Gambia, Ghana, and Guinea-Bissau, each with the same design and organized in three components, namely, policy, investment, and coordination. As part of WACA ResIP2, Ghana is benefiting from a $155 million investment in its blue economy ($150m IDA; $5m PROBLUE grant). This regional integration project also supports The Gambia ($45m), Guinea Bissau ($30m), and WAEMU ($16m).
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The National Gender Policy (2015) provides guidance on the direction of the Government to enhance equitable development for women and men, girls and boys across the various sectors of the economy to achieve sustainable development. A report from the Accra Regional Office of the Domestic Violence and Victims Support Unit (DOVVSU), in 2020, indicated that 31.9% of Ghanaian women have faced at least one form of domestic violence - physical, economic, psychological, social, or sexual.
\n\nGBV lays a huge economic cost on survivors among other costs and is therefore a development issue. For example, a report by Institute of Development Studies (IDS), Ghana Statistical Services (GSS) and Associates (2016) stated that in Ghana, a third of women report to have experienced at least one type of domestic violence in the previous year, with young and rural women being more exposed than older and urban cohorts. The most common form of domestic violence is economic violence (13%), followed by social violence (12%), psychological violence (9%), physical violence (6%) and sexual violence (3%). Furthermore, women with disabilities are over two times more likely to have experienced sexual or physical abuse than women without a disability.
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WACA ResIP2 Ghana
\n\nWACA ResIP2 in Ghana is designed to address the three key challenges to unlocking the potential of its blue economy: coastal erosion, flooding, and pollution; ecosystem degradation; and institutional fragmentation. While the ultimate objective of the project is to strengthen the resilience of coastal communities, the project’s overarching strategy to achieve this outcome is to focus on strengthening Ghana's blue economy, and to restore and protect critical coastal ecosystems which provide essential services to nearby communities, including income generation and protection against natural disasters.
\n\nThe WACA ResIP2 Ghana project has conducted a Gender Assessment and prepared Gender Based Violence Action Plan during the implementation of the PPA phase of the project. This was to ensure that the design and implementation of WACA ResIP II project interventions addresses key gender gaps in coastal resource management as well as prevent SEA/SH. This is also to help the project promote gender equality initiatives of the government and meet the World Bank Corporate Requirement on Gender tag as well as comply with the applicable Environmental and Social Standards (ESSs). The Action Plan details the operational measures to assess and mitigate the risks of gender-based violence, most notably sexual exploitation, and abuse (SEA) and sexual harassment (SH), and how they will be integrated over the life of the project. This includes procedures for reporting, responding, and managing grievances related to such abuse.
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The project comprises four components as with all other countries with WACA investments. Component 1, which involves strengthening regional integration, is implemented by WAEMU and therefore no allocation is made for Ghana. Component 2 of the Ghana project aims to strengthen institutional and policy frameworks for coastal development, protection, and natural resource management, excluding fisheries. Component 3 supports physical interventions at multiple sites across Ghana to protect communities from coastal hazards and restore critical coastal ecosystems, and social investments to directly benefit coastal communities which includes a community driven development approach to livelihoods. Component 4 supports National Coordination and implementation of the project.
\n\nUnder Component 3, the project will support site-specific grey, green, and/or hybrid physical rehabilitation and infrastructure investments at the following sites:
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The project is implemented under the Environmental and Social Framework (ESF) of the World Bank, and the environmental and social (E&S) risk classification is High. The following E&S instruments have been prepared and disclosed by the project: Stakeholder Engagement Plan (SEP), Labour Management Procedures (LMP), Resettlement Policy Framework (RPF), Environmental and Social Management Framework (ESMF), Gender Assessment and Gender Based Violence (GBV) Action Plan, and Environment and Social Commitment Plan (ESCP).
\n\nThe Project is implemented by MESTI. The project implementation unit (PIU) under the supervision of MESTI, will ensure the daily execution of the project. The PIU will coordinate implementation of activities with beneficiary agencies, including Ministry of Works and Housing, and the Ministry of Lands and Natural Resources, and will organize national meetings and workshops, participate in regional workshops, and conduct priority communication activities required to ensure that the project is understood by the beneficiaries and all other stakeholders. The PIU will also be responsible for monitoring and evaluation (M&E) activities.
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Grievance Mechanism: WACA ResIP2 has developed a Grievance Mechanism (GRM) that seeks to address and resolve project-related grievances or complaints from stakeholders and affected persons promptly, fairly and in a manner that is acceptable to all parties for the Project’s implementation period. Every effort will be made to (i) ensure that complaints from aggrieved stakeholders are channeled to the project implementation unit (PIU) for resolution, (ii) Seek solutions to any tensions and conflicts during the entire project implementation process, (iii) Identify and implement appropriate and mutually acceptable actions to address complaints, (iv) Respond in a timely manner to the needs of complainants, (v) ensure that complaints are adequately addressed with corrective actions considered much as possible and (vi) Ensure that appropriate and mutually acceptable redress actions are identified and implement.
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The overall objective of this assignment is to support the PIU at MESTI to identify Gender-Based Violence (GBV) risks in the project area, and to prepare a comprehensive Sexual Exploitation and Abuse (SEA) and Sexual Harassment (SH) prevention and response plan, and a GBV Service provider mapping and referral pathways for the project. This will assist in addressing identified GBV/SEA/SH risks and specific needs of referral cases of project affected persons within the project's target communities. The service provider mapping shall align with the overarching project's goals and promote community participation in the GRM process.
\n\nThe specific objectives of this assignment are:
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To achieve the assignment objective, the selected consultant will undertake the following tasks:
\n\nTask 1: Preparation of Inception Report
\n\nThe Consultant will prepare, in coordination with the assigned staff at the MESTI, an inception report including methodology and a workplan for this consultancy. The deliverables and related timing specified in the workplan will be agreed with MESTI and the World Bank.
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Task 2: Undertake GBV Service Provider Mapping for WACA Operational Area
\n\nReview existing literature, reports, and data on GBV services in project intervention areas:The consultant will undertake GBV Services Mapping for the Project covering all the MMDAs and make district specific inventory of GBV service providers to inform referral of GBV/SEA/SH cases during the GRM implementation. The consultant should review existing literature, national policies and regulations, project reports, and data on GBV services in Ghana and project intervention areas. In this regard, the consultant should undertake a review of the GBV Service Provider Map (SPM) of World Bank-funded Greater Accra Resilient and Integrated Development Project (GARID) and update it to cover coastal communities and Districts within the WACA ResIP 2 area in the Greater Accra Region.
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Conduct consultations with key stakeholders, including government agencies, NGOs, and community-based organizations: The consultant should conduct consultations with key stakeholders, including government agencies, NGOs, community-based organizations and health facilities through a structured and participatory approach. This should involve organizing meetings, workshops, and focus group discussions to gather insights on current GBV service provisions and SEA/SH prevention strategies. Stakeholders should be engaged to identify challenges, gaps, and opportunities in addressing gender-based violence and sexual exploitation and abuse/harassment within the project's operational areas. These consultations aim to foster collaboration, ensure inclusivity of diverse perspectives, and build consensus on effective interventions to enhance service delivery and safeguarding measures across the WACA project's target regions.
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Map available GBV services, identifying locations, types of services offered, and accessibility criteria: The consultant should map available gender-based violence (GBV) services by conducting a comprehensive assessment to identify and document the locations, types, and accessibility criteria of existing services. This mapping exercise should involve collecting detailed information on health facilities, shelters, counseling centers, legal aid services, hotlines, and other relevant support mechanisms for GBV survivors within the project's geographic scope. The consultant should utilize geographic information systems (GIS) and conduct field surveys where necessary to verify data accuracy and update service provider details. The mapped information should be compiled into a detailed inventory that includes service availability, operational hours, referral pathways, and accessibility criteria such as proximity to communities and transportation routes. This mapping effort aims to enhance coordination among service providers, improve access for survivors, and inform the development of targeted interventions under the Sexual Exploitation and Abuse/Sexual Harassment (SEA/SH) prevention and response action plan within the WACA project framework. Based on results from the mapping exercise, the consultant will submit to MESTI an interactive web-based map showing GBV service providers within the WACA ResIP 2 area. The interactive web-based map will have back-end attributes detailing directories, location, server, and information on operations of the server providers.
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Analyze gaps and challenges in service provision, particularly in relation to geographical coverage, quality, and responsiveness: The consultant should conduct a thorough analysis of gaps and challenges in gender-based violence (GBV) service provision, focusing on geographical coverage, service quality, and responsiveness. This analysis should involve assessing the extent to which existing services meet the needs of survivors across the project area, considering factors such as accessibility, affordability, cultural appropriateness, and inclusivity. Through consultations with service providers, government agencies, NGOs, and community-based organizations, the consultant should identify barriers that hinder effective service delivery, including resource constraints, insufficient infrastructure, and gaps in referral networks. The findings should be synthesized into a comprehensive report highlighting key challenges and recommending strategies to address them, aiming to improve GBV service delivery and ensure that survivors receive timely and effective support under the Sexual Exploitation and Abuse/Sexual Harassment (SEA/SH) prevention and response action plan within the WACA project framework.
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Task 3: Development of Sexual Exploitation and Abuse/Sexual Harassment (SEA/SH) Prevention and Response Action Plan
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Conduct a situational analysis to understand the prevalence and risk factors of SEA/SH within WACA operations: The consultant should undertake a comprehensive situational analysis to assess the prevalence and underlying risk factors of Sexual Exploitation and Abuse (SEA) and Sexual Harassment (SH) within the operations of the West Africa Coastal Areas Management Program (WACA). This analysis should involve reviewing existing data, conducting interviews and focus groups with staff and stakeholders, and analysing reported incidents. The aim should be to identify trends, vulnerabilities, and contributing factors specific to WACA's operational contexts, ensuring a nuanced understanding of SEA/SH dynamics. Findings should inform targeted interventions and policy recommendations to mitigate risks and enhance prevention efforts.
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Develop a contextualized SEA/SH Prevention and Response Action Plan, incorporating prevention strategies, reporting mechanisms, and victim support frameworks: Building on the situational analysis, the consultant should develop a tailored SEA/SH Prevention and Response Action Plan for WACA. This plan should outline specific prevention strategies, including awareness campaigns, training initiatives, and policy enhancements aimed at creating a zero-tolerance culture towards SEA/SH. It should establish clear reporting mechanisms, ensuring confidentiality and accessibility for victims. Additionally, the plan should integrate comprehensive victim support frameworks, including psychosocial assistance, legal guidance, and medical care referrals, to ensure holistic support for survivors. The action plan should be aligned with international best practices and tailored to address the unique operational context of WACA.
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Task 4: Train Relevant Stakeholders on Gender Based Violence, Sexual Exploitation and Abuse/Sexual Harassment (SEA/SH) and case management
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The consultant will train all relevant stakeholders including the identified GBV Service Providers on GBV/SEA/SH and Case Management, appropriate referrals, and resolution of GBV and related complaints in conjunction with the established Grievance Redress Mechanism (GRM) and its operator under the project.
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Facilitate workshops and training sessions with WACA staff and partners to build capacity in SEA/SH prevention, detection, and response: The consultant should conduct workshops and training sessions to build the capacity of WACA staff and partner organizations in SEA/SH prevention, detection, and response. These sessions should cover topics such as understanding SEA/SH dynamics, recognizing early warning signs, utilizing reporting mechanisms, and providing victim-centred support. Practical scenarios and case studies relevant to WACA's activities should be used to enhance participants' skills in identifying and responding to SEA/SH incidents effectively. The training should promote a culture of accountability and responsibility among staff and partners, fostering a safe and supportive environment within WACA operations.
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Draft operational guidelines and protocols for implementing the Action Plan: ensuring alignment with WACA's safeguard policies and international standards: The consultant should draft detailed operational guidelines and protocols to guide the implementation of the SEA/SH Prevention and Response Action Plan within WACA. These guidelines should specify roles and responsibilities, procedural steps for reporting and responding to incidents, and protocols for conducting investigations and disciplinary actions. Emphasis should be placed on ensuring compliance with WACA's safeguard policies, local legal frameworks, and international standards such as those outlined by the United Nations and other relevant bodies. The guidelines should undergo rigorous review and consultation with stakeholders to ensure clarity, effectiveness, and adherence to best practices in SEA/SH prevention and response.
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Present the final Action Plan to stakeholders for review and validation: The consultant should present the finalized SEA/SH Prevention and Response Action Plan to key stakeholders within WACA for review and validation. This presentation should include a comprehensive overview of the action plan's objectives, strategies, and operational guidelines, highlighting how it addresses identified risks and vulnerabilities. Stakeholder feedback should be solicited and incorporated as necessary to ensure buy-in and ownership of the action plan. The consultant should facilitate discussions to clarify any concerns, refine implementation strategies, and secure commitments for resource allocation and support. Following stakeholder validation, the action plan should be finalized and formally adopted, marking the beginning of its implementation phase across WACA operations.
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MESTI will enter a performance-based lump-sum contract and payments shall be made against actual deliverables as indicated below.
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Table 1. Deliverable and Payment Schedule
\n\n| \n\t\t\t Task \n\t\t\t | \n\t\t\t\n\t\t\t Deliverable \n\t\t\t | \n\t\t\t\n\t\t\t Timing (from date of contract signing) \n\t\t\t | \n\t\t\t\n\t\t\t Payment (%) \n\t\t\t | \n\t\t
| \n\t\t\t Task 1 \n\t\t\t | \n\t\t\t\n\t\t\t Inception Report \n\t\t\t | \n\t\t\t\n\t\t\t 2 weeks \n\t\t\t | \n\t\t\t\n\t\t\t 30 \n\t\t\t | \n\t\t
| \n\t\t\t Task 2 \n\t\t\t | \n\t\t\t\n\t\t\t Report on GBV Service Provider Mapping for the WACA ResIP 2 operational area \n\t\t\t | \n\t\t\t\n\t\t\t 1 month \n\t\t\t | \n\t\t\t\n\t\t\t \n\n\t\t\t \n\n\t\t\t 40 \n\n\t\t\t\n\t\t\t | \n\t\t
| \n\t\t\t GBV risk assessment and Situational Analysis, \n\t\t\t | \n\t\t\t\n\t\t\t 1 month \n\t\t\t | \n\t\t||
| \n\t\t\t Inventory of GBV Services: Comprehensive inventory mapping existing GBV services available within the WACA project area. \n\n\t\t\t- Detailed information on the locations, types of services offered (such as counseling, legal aid, medical services), and accessibility criteria. \n\n\t\t\t- Analysis of gaps in service coverage, quality, and responsiveness, with recommendations for improvement. \n\t\t\t | \n\t\t|||
| \n\t\t\t Interactive GBV Service Provider Map WACA ResIP 2 area \n\t\t\t | \n\t\t\t\n\t\t\t 2 weeks \n\t\t\t | \n\t\t||
| \n\t\t\t Task 3 \n\t\t\t | \n\t\t\t\n\t\t\t SEA/SH prevention and response Action Plan and \n\n\t\t\treferral pathways for specific project sites \n\t\t\t | \n\t\t\t\n\t\t\t 2 weeks \n\t\t\t | \n\t\t\t\n\t\t\t 30 \n\n\t\t\t\n\t\t\t | \n\t\t
| \n\t\t\t Task 4 \n\t\t\t | \n\t\t\t\n\t\t\t Report on stakeholders training \n\t\t\t | \n\t\t\t\n\t\t\t 2 weeks \n\t\t\t | \n\t\t
The Consultant will work under the supervision of the Project Coordinator of WACA ResIP at MESTI. The Consultant will work in close liaison with PIU. The consultant will report to MESTI in line with the deliverables for the duration of the assignment.
\n\n\n\n
The consultant is recruited as part of the implementation of the WACA ResIP 2 Project. The contract is scheduled for 4 months starting from the commencement date. The consultancy is subject to a service contract renewable based on performance.
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Experience and Expertise of the Firm:
\n\n\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
\n\n
Team Composition
\n\n\n\n
The required key professional experts and their qualification and experience are outlined below:
\n\n| \n\t\t\t Expert \n\t\t\t | \n\t\t\t\n\t\t\t Qualification and Experience \n\t\t\t | \n\t\t
| \n\t\t\t Team Leader / Gender Expert \n\t\t\t | \n\t\t\t\n\t\t\t Minimum Master's degree in Gender Studies, Social Sciences, or related field. \n\n\t\t\t\n\n\t\t\t Minimum 10 years of experience in gender-based violence (GBV) programming, including service mapping and SEA/SH prevention. Strong leadership skills in managing similar assignments, with proven ability to coordinate multi-disciplinary teams and engage stakeholders effectively. \n\n\t\t\t\n\n\t\t\t Excellent communication skills, spoken and written English and at least two spoken local languages will be an advantage. \n\n\t\t\t\n\n\t\t\t Prior experience in community mobilization and gender-sensitive community outreach. \n\t\t\t | \n\t\t
| \n\t\t\t Public Health Specialist \n\t\t\t | \n\t\t\t\n\t\t\t Minimum Master's degree in Public Health or relevant field. \n\n\t\t\t\n\n\t\t\t Minimum 7 years of experience in public health programs with a focus on sexual and reproductive health, including GBV and SEA/SH prevention and response. Demonstrated expertise in designing and implementing health interventions, conducting needs assessments, and managing health-related data. \n\n\t\t\t\n\t\t\t | \n\t\t
| \n\t\t\t Social Scientist \n\t\t\t | \n\t\t\t\n\t\t\t Minimum Master's degree in Social Sciences, Anthropology, or similar. \n\n\t\t\t\n\n\t\t\t Minimum 5 years of experience in conducting situational analyses and qualitative research on GBV. Proficiency in stakeholder engagement, community-based participatory research, and developing context-specific interventions. \n\t\t\t | \n\t\t
| \n\t\t\t Web GIS Expert \n\t\t\t | \n\t\t\t\n\t\t\t Minimum Bachelor's degree in Geographic Information Systems (GIS), Geomatics, or related field. \n\n\t\t\t\n\n\t\t\t Minimum 5 years of experience in GIS applications for social research or public health projects. Expertise in spatial data analysis, mapping of GBV service locations, and developing interactive web-based GIS platforms. Proficiency in relevant software and data visualization techniques. \n\t\t\t | \n\t\t
| \n\t\t\t Legal Advisor: \n\t\t\t | \n\t\t\t\n\t\t\t Minimum LL.M. in Human Rights Law or related field. \n\n\t\t\t\n\n\t\t\t Minimum 7 years of experience in legal frameworks related to GBV, human rights, and SEA/SH prevention. Expertise in analyzing national and international legal standards, providing legal advice on policy development, and drafting legislative proposals. Familiarity with gender-sensitive legal approaches and international human rights instruments. \n\t\t\t | \n\t\t
\n\n
\n\n
CLOSING DATE/ CONTACT
\n\nProposals detailing how this activity of interest will be undertaken with clear goals, activity timelines, methods to achieve the set targets, a budget and curriculum vitae must be submitted alongside the application to the email addresses or address below by 2nd August 2024:
\n\n\n\n
Address:
\n\nThe Project Coordinator,
\n\nWest Africa Coastal Areas Resilience Investment Project (WACA ResIP) 2,
\n\nMinistry of Environment, Science, Technology, and Innovation (MESTI)
\n\nBox M32
\n\nAccra-Ghana
\n\n\n\n
E-mail:
\n\nfrank.lare@mesti.gov.gh
\n\ndaniel.nortey@mesti.gov.gh
\n\n\n\n
For further clarification, kindly contact the following:
\n\nProcurement Specialist
\n\nPhone no.: 0302662626/0244-842128
\n\nE-mail: frank.lare@mesti.gov.gh
"},{"id":"OP00302525","notice_type":"Request for Expression of Interest","noticedate":"26-Jul-2024","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2024-08-02T00:00:00Z","submission_deadline_time":"05:00","project_ctry_name":"Western and Central Africa","project_id":"P175525","project_name":"West Africa Coastal Areas Resilience Investment Project 2","bid_reference_no":"GH-MESTI-439984-CS-CQS","bid_description":"PREPARATION OF SOCIAL SUBPROJECTS PHASE II","procurement_group":"CS","procurement_method_code":"CQS","procurement_method_name":"Consultant Qualification Selection","contact_address":"Ministry of Environment, Science, Technology and Innovation\nMinistries\nAccra","contact_ctry_name":"Ghana","contact_email":"frank.lare@mesti.gov.gh","contact_name":"Peter J. Dery","contact_organization":"MINISTRY OF ENVIRONMENT, SCIENCE TECHNOLOGY AND INNOVATION","contact_phone_no":"0244842128","contact_web_url":"P. O. BOX M 232 ACCRA","submission_date":"2024-07-26T00:00:00Z","notice_text":"\n\n
PREPARATION OF SOCIAL SUBPROJECTS PHASE II
\n\nThe Government of Ghana through the Ministry of Environment, Science, Technology, and Innovation (MESTI) is seeking for technical services towards the delivery of efficient, effective, and comprehensive sub-social projects to enhance the livelihood of selected areas in coastal communities of Ghana. This is a follow up on a previous assignment “Preparation of Social Subproject phase I” which has documented and provided a validated longlist of proposed social subprojects for six coastal MMDAs within the Greater Accra and Volta regions. The continuation of this task will help to contribute to the implementation of the broader West Africa Coastal Areas Resilience Investment Project (WACA ResIP 2). The WACA program is a flagship multisector resilience investment project of the World Bank, designed to reduce the natural and man-made risks such as coastal erosion, flooding, pollution and climate change that is affecting coastal communities in West Africa. To achieve this goal, WACA boosts the transfer of knowledge, foster political dialogue among countries through the mobilization of public and private finance to tackle the issues with focus on country projects, regional integration, and other support activities.
\n\nSectoral context
\n\nThe West Africa Coastal Area (WACA) Program was created in response to countries’ request for solutions and finance to help protect and restore the ecological, social, and economic assets of coastal areas addressing erosion and flooding. West Africa’s coastal communities are highly vulnerable to the impacts of coastal erosion, flooding, and pollution. Coastal retreat is resulting in the loss of housing, assets, and land, and solutions are expensive and uncoordinated. Degradation of coastal and marine ecosystems is leading to significant and potentially irreversible loss of critical ecosystems such as beaches, wetlands, and mangroves which are key for livelihoods, food security, and storm protection. These physical challenges, coupled with the broader crises driven by energy, fertilizer, and food shortages, rising interest rates and debt levels, and COVID-19 pandemic impacts are leading to low economic growth and increases in poverty. These challenges are often transboundary, multisectoral, and beyond the ability of one country or development partner to finance or effectively address.
\n\n\n\n
To address these shared regional challenges, the WACA Resilience Investment Project (RESIP) 2 was approved by the World Bank in December 2022. The project supports site-specific grey, green, and hybrid physical investments, and social subprojects at the community level to achieve measurable increases in protection from coastal erosion and flooding, pollution control, and to promote climate-resilient and nature-based coastal development. Project activities are expected to directly benefit people at project sites in the three beneficiary countries, who live along the coast and depend on it for their livelihoods.
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The project consists of one regional integration component and three country projects in The Gambia, Ghana, and Guinea-Bissau, each with the same design and organized in three components, namely, policy, investment, and coordination. As part of WACA ResIP2, Ghana is benefiting from a $155 million investment in its blue economy ($150m IDA; $5m PROBLUE grant). This regional integration project also supports The Gambia ($45m), Guinea Bissau ($30m), and WAEMU ($16m).
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WACA ResIP2 Ghana
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WACA ResIP2 in Ghana is designed to address the three key challenges to unlocking the potential of its blue economy: coastal erosion, flooding, and pollution; ecosystem degradation; and institutional fragmentation. While the ultimate objective of the project is to strengthen the resilience of coastal communities, the project’s overarching strategy to achieve this outcome is to focus on strengthening Ghana's blue economy, and to restore and protect critical coastal ecosystems which provide essential services to nearby communities, including income generation and protection against natural disasters.
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The project comprises four components as with all other countries with WACA investments. Component 1, which involves strengthening regional integration, is implemented by WAEMU and therefore no allocation is made for Ghana. Component 2 of the Ghana project aims to strengthen institutional and policy frameworks for coastal development, protection, and natural resource management, excluding fisheries. Component 3 supports physical interventions at multiple sites across Ghana to protect communities from coastal hazards and restore critical coastal ecosystems, and social investments to directly benefit coastal communities which includes a community driven development approach to livelihoods. Component 4 supports National Coordination and implementation of the project.
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Under Component 3, the project will support site-specific grey, green, and/or hybrid physical rehabilitation and infrastructure investments at the following sites:
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The project is implemented under the Environmental and Social Framework (ESF) of the World Bank, and the environmental and social (E&S) risk classification is High. The following E&S instruments have been prepared and disclosed by the project: Stakeholder Engagement Plan (SEP), Labour Management Procedures (LMP), Resettlement Policy Framework (RPF), Environmental and Social Management Framework (ESMF), Gender Assessment and Gender Based Violence (GBV) Action Plan, and Environment and Social Commitment Plan (ESCP).[1]
\n\n\n\n
The Project is implemented by MESTI. The project implementation unit (PIU) under the supervision of MESTI, will ensure the daily execution of the project. The PIU will coordinate implementation of activities with beneficiary agencies, including Ministry of Works and Housing, and the Ministry of Lands and Natural Resources, and will organize national meetings and workshops, participate in regional workshops, and conduct priority communication activities required to ensure that the project is understood by the beneficiaries and all other stakeholders. The PIU will also be responsible for monitoring and evaluation (M&E) activities.
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WACA ResIP2 supports targeted social subprojects for coastal communities. These community-driven activities will seek to: (i) support the creation of local jobs on labor-intensive works, (ii) provide opportunities to diversify local climate-sensitive livelihoods, (iii) increase the adoption and effectiveness of community-led resource management schemes, and (iv) strengthen the role of women in the management of coastal resources.
\n\nSocial subprojects will be identified during project implementation through an intense community participation process (Figure 1). Community participation will be embedded across all stages of the social subproject cycle, from subproject identification, planning, and implementation to operations, maintenance, and monitoring. It will be based on experience from community led development projects, such as Gulf of Guinea Northern Regions Social Cohesion project (SOCO) in Northern Ghana. Attention will be paid to integrating women and other vulnerable groups in these processes.
\n\n\n\n
\n\n
Figure 1. Role of communities in social subproject cycle in WACA ResIP2 Ghana (Stakeholder Engagement Plan, MESTI, WACA, https://mesti.gov.gh/west-africa-coastal-area-resilience-investment-project-ii-p175525/)
\n\nA long list of social subprojects has been identified through a desk review of the current Medium-term Development Plans (MTDPs) of coastal districts within the WACA ResIP 2 project area to inventoried social sub project identified in these documents and validated by communities through validation meetings with project communities. Targeted project communities have been identified in the Project’s Stakeholder Engagement Plan (SEP). Subproject types identified in phase one of this assignment includes community infrastructure and livelihood diversification activities. Community infrastructure included wells, schools, and sanitation and clinic facilities. Livelihood diversification activities included aquaculture, innovative oyster production, mangrove nurseries and restoration, confectionary soap-making and other handicrafts, plastics, and waste management. Women, youth, fishers and fish processors, mangrove harvesters, and those engaged in the agro-industry, tourism, and ICT training are targeted.
\n\n\n\n
The project ESMF describes the process for ensuring that E&S risks and impacts for social subprojects are adequately identified, analyzed, and addressed. Chapter six (6) of the ESMF outlines the processes of the preparation, approval, and implementation of E&S instruments for subprojects. In addition, a negative impact list of social subprojects has been identified in Annex 12 and will be excluded from financing under the project.
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WACA ResIP 2 seeks to introduce a “sustainable jobs approach” that builds on best practice from the World Bank. Sustainable jobs are intended to create income sources and livelihoods that allow people to become more resilient to shocks (including coastal erosion, flooding, and pollution). Targeted jobs can stem from activities to manage coastal erosion, flooding, and pollution, or they can draw on the natural resources of coastal ecosystems. The central feature of the sustainable jobs approach is that economic activities are sustained beyond the life and support of this project.
\n\nThe objective of this assignment is to support the PIU at MESTI to identify and prepare a comprehensive and well-defined social subproject that addresses specific social challenges and needs within the project's target communities. The social subprojects should align with the overarching project's goals, promote community participation, and ensure sustainable socio-economic development.
\n\nThe contract is scheduled for a period of Seven (7) months starting from the commencement date. The consultancy is subject to a service contract renewable based on performance.
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To achieve the assignment objective, the selected consultant/consultancy firm will undertake the following tasks:
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Proposed Sequence
\n\nThe successful implementation of the assignment will require a structured and sequential approach. The following sequence is proposed for the execution of the assignment, focusing on:
\n\nBy following this structured approach, the implementation process can be streamlined, promoting consistency, accountability, and successful outcomes.
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Task 1: Preparation of Inception Report
\n\n\n\n
The Consultant will prepare, in coordination with the assigned staff at the MESTI, an inception report including a workplan for this consultancy. The deliverables and related timing specified in the workplan will be agreed with MESTI. The report will also set out clear coordination, supervision, and reporting procedures for the duration of the assignment.
\n\n\n\n
Task 2: Preparation of Operations Manual and Training of Community Facilitators
\n\n\n\n
\n\n
Training of Facilitators to Implement Social Subproject Operational Manual
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Task 3: Preparatory activities for Social Subprojects
\n\nNeeds Assessment: The consultant should work with the CFs to conduct a thorough needs assessment to identify the specific social issues and requirements of the target community. Engage with MMDAs and community members and stakeholders to gather insights and priorities. At the community level, the consultant should engage with traditional and community leaders, religious leaders, community-based organizations, youth, women and marginalized groups, fishers, farmers, traders etc.) The consultant should also create awareness and undertake some orientation (introduction of the program to make the community and local stakeholders aware of project objectives, the project cycle, social inclusion requirements, the role of any local government agencies and community representatives, etc.).
\n\n\n\n
Project Design: Using a participatory process, the consultant should support the CF to work with the communities to identify the social subprojects for each target community, outlining objectives, activities, timelines, and resources required. The consultant should ensure the process aligns with the operational manual and addresses identified needs. The consultant will have to further engage and present the identified subproject to stakeholders and communities for input, validation and prioritization and adjust the design as needed based on stakeholder feedback to ensure community buy-in and relevance.
\n\nFor social subprojects that aim to produce goods, it is essential that the consultant collaborates closely with the communities to develop a comprehensive supply and value chain framework. This process involves identifying the sources of raw materials, mapping out the production process, and establishing efficient distribution channels. Additionally, the consultant should work with the communities to create strong market linkages, ensuring that the products can reach and compete in relevant markets. This holistic approach not only supports the economic sustainability of the subprojects but also enhances the communities' capacity to engage in and benefit from broader market opportunities.
\n\nFinal “short listed” social subprojects: Following community consultations and prioritization activities, the consultant will present the final short list of the social subprojects to the PIU. This list will include all positive social subprojects to be financed by the project and will exclude projects with negative impacts as identified in Annex 12 of the ESMF.
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Task 4. Preparation of subproject documents
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The MESTI will enter a performance-based lump-sum contract and payments shall be made against actual deliverables as indicated below.
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Table 1. Deliverable and Payment Schedule
\n\n\n\n
| \n\t\t\t Task \n\t\t\t | \n\t\t\t\n\t\t\t Deliverable \n\t\t\t | \n\t\t\t\n\t\t\t Timing (from date of contract signing) \n\t\t\t | \n\t\t\t\n\t\t\t Payment (%) \n\t\t\t | \n\t\t
| \n\t\t\t Task 1 \n\t\t\t | \n\t\t\t\n\t\t\t Inception Report \n\t\t\t | \n\t\t\t\n\t\t\t 1 month \n\t\t\t | \n\t\t\t\n\t\t\t 20 \n\t\t\t | \n\t\t
| \n\t\t\t Task 2 \n\t\t\t | \n\t\t\t\n\t\t\t Developed Operations Manual for Social Subprojects \n\t\t\t | \n\t\t\t\n\t\t\t 3 months \n\t\t\t | \n\t\t\t\n\t\t\t 30 \n\t\t\t | \n\t\t
| \n\t\t\t Training Materials \n\t\t\t | \n\t\t|||
| \n\t\t\t Report on training of community facilitators \n\t\t\t | \n\t\t|||
| \n\t\t\t \n\n\t\t\t Task 3 \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t Needs assessment report \n\t\t\t | \n\t\t\t\n\t\t\t \n\n\t\t\t 1 months \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t Task 3 \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t Detailed workplan prior to commencement of preparatory activities \n\t\t\t | \n\t\t\t\n\t\t\t 1 months \n\t\t\t | \n\t\t\t\n\t\t\t 30 \n\t\t\t | \n\t\t
| \n\t\t\t A report from the community participatory needs diagnostic and market assessment. \n\t\t\t | \n\t\t\t\n\t\t\t 5 months \n\t\t\t | \n\t\t||
| \n\t\t\t A final report on implementation of participatory process for identification of social subprojects \n\t\t\t | \n\t\t\t\n\t\t\t 8 months \n\t\t\t | \n\t\t||
| \n\t\t\t Task 4 \n\t\t\t | \n\t\t\t\n\t\t\t Project proposals, Risk assessment report, monitoring and evaluation framework and project profiles (Task 4) \n\t\t\t | \n\t\t\t\n\t\t\t 12 months \n\t\t\t | \n\t\t\t\n\t\t\t 20 \n\t\t\t | \n\t\t
\n\n
\n\n
The Consultant will work under the supervision of MESTI. The Consultant will work in close liaison with the PIU of the WACA ResIP 2 project.
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The assignment will require a high level of technical competence on holistic Project Management, implementation, and adequate demonstrable experience in designing and developing and implementing Livelihood programs for the public sector projects, particularly donor funded ones. Knowledge of World Bank policies and procedures is an added advantage.
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The table below lists the recommended key staff to be provided by the Consultant, their main responsibilities, and the desired qualifications.
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Table 2. Required Personnel and Qualifications
\n\n| \n\t\t\t # \n\t\t\t | \n\t\t\t\n\t\t\t Key Staff Position \n\t\t\t | \n\t\t\t\n\t\t\t Main Responsibilities \n\t\t\t | \n\t\t\t\n\t\t\t Specific Qualifications \n\t\t\t | \n\t\t
| \n\t\t\t 1 \n\t\t\t | \n\t\t\t\n\t\t\t Team leader \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t
| \n\t\t\t\n\t\t\t
| \n\t\t
| \n\t\t\t 2 \n\t\t\t | \n\t\t\t\n\t\t\t Gender and Social Inclusion Specialist \n\t\t\t | \n\t\t\t\n\t\t\t
| \n\t\t\t\n\t\t\t
| \n\t\t
| \n\t\t\t 3 \n\t\t\t | \n\t\t\t\n\t\t\t M&E Specialist \n\t\t\t | \n\t\t\t\n\t\t\t
| \n\t\t\t\n\t\t\t
| \n\t\t
| \n\t\t\t | \n\t\t\t Environmental Specialist \n\t\t\t | \n\t\t\t\n\t\t\t
| \n\t\t\t\n\t\t\t
| \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t|||
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t Market Linkage and Value Chain Specialist \n\t\t\t | \n\t\t\t\n\t\t\t
| \n\t\t\t\n\t\t\t
\n\t\t\t | \n\t\t
| \n\t\t\t 4 \n\t\t\t | \n\t\t\t\n\t\t\t Social Mobilizers \n\t\t\t | \n\t\t\t\n\t\t\t
\n\t\t\t | \n\t\t\t\n\t\t\t
\n\t\t\t | \n\t\t
\n\n
CLOSING DATE/ CONTACT
\n\nProposals detailing how this activity of interest will be undertaken with clear goals, activity timelines, methods to achieve the set targets, a budget and curriculum vitae must be submitted alongside the application to the email addresses or address below by 2nd August 2024:
\n\n\n\n
Address:
\n\nThe Project Coordinator,
\n\nWest Africa Coastal Areas Resilience Investment Project (WACA ResIP) 2,
\n\nMinistry of Environment, Science, Technology, and Innovation (MESTI)
\n\nBox M32
\n\nAccra-Ghana
\n\n\n\n
E-mail:
\n\nfrank.lare@mesti.gov.gh
\n\ndaniel.nortey@mesti.gov.gh
\n\n\n\n
For further clarification, kindly contact the following:
\n\nProcurement Specialist
\n\nPhone no.: 0302662626/0244-842128
\n\nE-mail: frank.lare@mesti.gov.gh
\n\n[1] https://mesti.gov.gh/west-africa-coastal-area-resilience-investment-project-ii-p175525/
"},{"id":"OP00287793","notice_type":"Request for Expression of Interest","noticedate":"03-May-2024","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2024-05-24T00:00:00Z","submission_deadline_time":"23:45","project_ctry_name":"Caribbean","project_id":"P171528","project_name":"Caribbean Digital Transformation Project","bid_reference_no":"LC-OECS COMMISSION-412911-CS-CQS","bid_description":"Consulting Services to Develop Regional Cybersecurity Policy Guidelines and Framework for the Organization of Eastern Caribbean States (OECS)","procurement_group":"CS","procurement_method_code":"CQS","procurement_method_name":"Consultant Qualification Selection","contact_address":"P.O. Box 179 \nMorne Fortune \nCastries \nSaint Lucia","contact_ctry_name":"St. Lucia","contact_email":"imran.williams@oecs.int","contact_name":"Imran Williams","contact_organization":"Organization of Eastern Caribbean States Commission","contact_phone_no":"1 (758) 5180415","submission_date":"2024-05-03T00:00:00Z","notice_text":"REQUEST FOR EXPRESSIONS OF INTEREST
\n\n\n\n
Organisation of Eastern Caribbean States
\n\nCaribbean Digital Transformation Project (CARDTP)
\n\nGrant No.: IDA – D6520
\n\n\n\n
Assignment Title: Consulting Services to Develop a Cybersecurity Policy Framework for the Organization of Eastern Caribbean States (OECS)
\n\n\n\n
Reference No.: LC-OECS COMMISSION-412911-CS-CQS
\n\n\n\n
The Organisation of Eastern Caribbean States (OECS) Commission has received funding from the World Bank toward the cost of the Caribbean Digital Transformation Project (CARDTP) and intends to apply part of the proceeds for Consulting Services to Develop a Cybersecurity Policy Framework for the Organization of Eastern Caribbean States (OECS).
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The objective of the consulting services (“the Services”) is to develop cybersecurity policy guidelines and framework for the region and the beneficiary countries, including:
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The outputs must (i) reflect the common and respective needs, requirements, and objectives of Grenada, Dominica, Saint Lucia, and Saint Vincent and the Grenadines (“beneficiary countries”) and (ii) promote regional harmonization and international good practices and be aligned with national and regional security strategies.
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The assignment is expected to be undertaken over a period of one (1) year.
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The OECS now invites eligible consulting firms (“Consultants”) to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services. The minimum required qualifications and experience are listed in section 4 of Terms of Reference (TOR). The details of the services required are available in the TOR which is available on the official website: www.oecs.int or can be obtained at the address given below.
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The attention of interested Consultants is drawn to Section III, paragraphs, 3.14, 3.16, and 3.17 of the World Bank’s Procurement Regulations for IPF Borrowers, Fifth Edition, September 2023 (‘Procurement Regulations’), setting forth the World Bank’s policy on conflict of interest.
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To obtain the maximum degree of comparison among Expressions of Interest (EOIs) and facilitate the evaluation process, the EOI should be a maximum of 30 pages and include the following information included below:
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Consultants may associate with other firms to enhance their qualifications, but should indicate clearly whether the association is in the form of a joint venture and/or a sub-consultancy. In the case of a joint venture, all the partners in the joint venture shall be jointly and severally liable for the entire contract, if selected.
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A Consultant will be selected in accordance with the Consultants’ Qualification selection method set out in the Procurement Regulations.
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Further information can be obtained at the address below during office hours 08:30 a.m. – 4:00 p.m. (0830 to 1600 hours).
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Ms. Jenna Flavien
\n\nProcurement Officer
\n\nCaribbean Digital Transformation Project
\n\nOECS Commission
\n\nMorne Fortuné
\n\nP.O. Box 1383
\n\nCastries
\n\nSaint Lucia
\n\nTelephone: 758-455-6424/285-1980
\n\nEmail: procurementbids@oecs.int
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Copied to:
\n\nMr. Imran Williams, imran.williams@oecs.int
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An electronic copy of Expressions of Interest are to reach the OECS Commission by May 24, 2024 addressed to:
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Ms. Jenna Flavien, Procurement Officer
\n\nAt the following email address:
\n\nprocurementbids@oecs.int
\n\ncopied to imran.williams@oecs.int
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The email submissions should include the name and address of the Consultant and shall be clearly marked in the subject line as “Expression of Interest – “Consulting Services to Develop a Cybersecurity Policy Framework for the Organization of Eastern Caribbean States (OECS)”.
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Caribbean Digital Transformation Project
\n\nIDA – D6520
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Scope of Services
\n\nTerms of Reference
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Consulting Services to Develop a Cybersecurity Policy Framework for the Organization of Eastern Caribbean States (OECS)
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May 2024
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TABLE OF CONTENTS
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1..... PROJECT BACKGROUND.................................................................................... 3
\n\n2..... SCOPE OF SERVICES............................................................................................ 3
\n\n3..... ASSUMPTIONS UNDERLYING THE PROJECT............................................... 6
\n\n4..... CONSULTANT REQUIREMENTS AND QUALIFICATIONS.......................... 6
\n\n5..... ASSIGNMENT DURATION, DELIVERABLES AND PAYMENT SCHEDULE 8
\n\n6..... Reporting............................................................................................................. 9
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The OECS Commission and the Governments of Grenada, Dominica, Saint Lucia, and St. Vincent and the Grenadines are implementing a digital transformation project, financed by the World Bank Group. The Caribbean Digital Transformation Project (called “project” going forth) comprises four components that address key bottlenecks and harness opportunities to develop the Eastern Caribbean Digital Economy as a driver of growth, job creation and improved service delivery. It aims to ensure that every individual and business within the region is empowered with the access to broadband, digital financial services and skills needed to actively participate in an increasingly digital marketplace and society. It leverages public sector modernization and digitization to improve service delivery and to drive creation of a digital culture across the region. To support the improved management of digital risks, the project will bolster cybersecurity policy, capacity, and planning tools in the region. It will facilitate technology adoption to improve productivity of flagship industries and create demand for digitally enabled jobs. It aims to foster regional integration and cooperation to capture the economies of scale and scope required to increase impact and value for money of the project interventions and to create a more competitive, seamless regional digital market to attract investment and provide room for growth of digital firms.
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Component 1.3 of the project focuses on Cybersecurity, Data Protection and Privacy: Legal and Regulatory Environment, Institutions and Capacity. This sub-component, under the technical leadership of the Caribbean Community Implementing Agency for Crime and Security (IMPACS), aims to build trust in online transactions and strengthen the security and resilience of digital infrastructure and systems. It will promote cybersecurity awareness and capacity building as well as create an enabling environment and institutions needed to protect the public and private sector from cyber vulnerabilities. The project will utilize a combination of regional and national level approaches to share knowledge, resources and respond to shared threats.
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Within the objectives of the project, the Organization of Eastern Caribbean States (OECS) Commission intends to engage the Consultant (defined below) to develop cybersecurity policy guidelines and framework for the region and the beneficiary countries, including:
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The outputs must (i) reflect the common and respective needs, requirements, and objectives of Grenada, Dominica, Saint Lucia, and Saint Vincent and the Grenadines (“beneficiary countries”) and (ii) promote regional harmonization and international good practices and be aligned with national and regional security strategies. The Consultant must also consult with various national and regional stakeholders.
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The scope of services of the Consultant is as follows:-
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Task 1 Conduct an assessment of the regional cybersecurity maturity and risk landscapes and identify key priorities and objectives using internationally recognized methodological frameworks:
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Task 2: Draft a OECS Regional Cybersecurity Roadmap outlining the main priorities and identifying shared cybersecurity objectives in the region and design a toolkit to facilitate adaptation in beneficiary countries
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Develop a toolkit to support beneficiary countries in adopting the OECS regional cybersecurity roadmap in their national cybersecurity posture, including a standardized action plan template.
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Task 3: For each of the beneficiary countries (Grenada, Dominica, Saint Lucia, and St. Vincent and the Grenadines), develop national strategies and action plans to implement the OECS regional cybersecurity roadmap
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Task 4: Facilitate a workshop (5 days) to present and disseminate the deliverables and support the training of key personnel
\n\nWith the support of OECS and beneficiary countries, develop modules based on cybersecurity principles and best practices, emphasizing the policy aspects and procedures of the OECS Regional Cybersecurity Strategy and national action plans, and other relevant legal and governance resources
\n\nConduct awareness sessions to familiarize participants with key cybersecurity concepts and raise awareness about risks and best practices.
\n\nProvide hands-on training on cybersecurity policy development, offering tools and concrete examples based on national experience.
\n\nFacilitate discussions and experience-sharing sessions, as well as interactive discussions to encourage collaborative learning.
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The following assumptions are made for the success of the project:
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The Consultant is responsible for alternative arrangements, such as virtual consultations where physical travel is not possible, to execute the project’s activities.
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The firm selected will need to demonstrate:
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Qualifications of the Consultant’s Team
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The firm shall propose a core team comprising of at minimum a team leader, (2) technical experts, plus any additional support staff deemed necessary to deliver the assignment. All team members must be fluent in English.
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The consulting firm must provide a staffing plan with names, roles, and CVs for the core project team as part of the proposal.
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| \n\t\t\t Key Position \n\t\t\t | \n\t\t\t\n\t\t\t Experience \n\t\t\t | \n\t\t\t\n\t\t\t Qualifications \n\t\t\t | \n\t\t
| \n\t\t\t (1) Team Leader, or equivalent \n\t\t\t | \n\t\t\t\n\t\t\t Minimum 7 years of experience in cybersecurity industry \n\n\t\t\t\n\n\t\t\t Experience in leading cybersecurity projects and possess knowledge of global best practices in cybersecurity policy development. \n\n\t\t\t\n\n\t\t\t Excellent communication and leadership skills, and experience in managing complex projects \n\n\t\t\t\n\n\t\t\t Previous experience and networking and collaborating with government institutions. \n\t\t\t | \n\t\t\t\n\t\t\t Master's degree in Computer Science, Cybersecurity, Science/Technology and/or other relevant fields. \n\n\t\t\t\n\t\t\t | \n\t\t
| \n\t\t\t (1) Cybersecurity policy & governance specialist \n\t\t\t | \n\t\t\t\n\t\t\t At least 5 years of experience in cybersecurity policy and governance, with a focus on national-level cybersecurity policies, regulations, and standards. \n\n\t\t\t\n\n\t\t\t Proven ability to design and implement cybersecurity policies and regulations, and to ensure compliance with relevant national and international standards and regulations. \n\n\t\t\t\n\n\t\t\t Knowledge of relevant legal and regulatory requirements, such as data protection regulations, computer misuse legislation, and critical infrastructure protection policies \n\t\t\t | \n\t\t\t\n\t\t\t Master's degree in Cybersecurity/Information Security, Business/Public Administration, Economics, Development Studies, Commerce, Science/Technology, or other relevant fields. \n\t\t\t | \n\t\t
| \n\t\t\t (1) Risk Management and CIIP Specialist \n\t\t\t | \n\t\t\t\n\t\t\t At least 5 years of experience in risk management and CIIP, preferably at the national level. \n\n\t\t\t\n\n\t\t\t In-depth knowledge of risk management and CIIP frameworks, such as NIST SP 800-53, ISO/IEC 27001, or CIP-014-1, and their application to CII protection processes. \n\n\t\t\t\n\n\t\t\t Relevant certifications, such as Certified Information Systems Security Professional (CISSP), Certified Information Security Manager (CISM), or Certified Critical Infrastructure Protection Professional (CCIPP), are highly desirable. \n\t\t\t | \n\t\t\t\n\t\t\t Master's degree in Cybersecurity/Information Security, Business/Public Administration, Economics, Development Studies, Commerce, Science/Technology, or other relevant fields. \n\t\t\t | \n\t\t
| \n\t\t\t (1) Incident Response Specialist \n\t\t\t | \n\t\t\t\n\t\t\t At least 5 years of experience in cybersecurity incident response, with a focus on establishing and managing CIRTs \n\n\t\t\tIn-depth knowledge of IR and CIRT establishment frameworks and methodologies, such as FIRST service framework, NIST SP 800-61, ISO/IEC 27035, SANS Incident Handling Guidelines, and their application to building and operating effective CIRTs. \n\n\t\t\t\n\n\t\t\t Proven ability to design and implement incident response policies, procedures, and workflows, and to train and mentor CIRT members on incident response best practices. \n\n\t\t\t\n\n\t\t\t Relevant certifications, such as Certified Information Systems Security Professional (CISSP), GIAC Certified Incident Handler (GCIH), or EC-Council Certified Incident Handler (ECIH), are highly desirable. \n\t\t\t | \n\t\t\t\n\t\t\t Master's degree in Cybersecurity/Information Security, Business/Public Administration, Economics, Development Studies, Commerce, Science/Technology, or other relevant fields. \n\t\t\t | \n\t\t
| \n\t\t\t (1) Cybersecurity skills development specialist \n\t\t\t | \n\t\t\t\n\t\t\t At least 5 years of experience in cybersecurity skills development \n\n\t\t\t\n\n\t\t\t Proven ability to design and deliver cybersecurity training programs, including curriculum development, instructional design, and course delivery. \n\n\t\t\t\n\n\t\t\t Familiarity with various cybersecurity training tools and techniques, such as simulations, hands-on exercises, and online training platforms \n\t\t\t | \n\t\t\t\n\t\t\t Master's degree in Cybersecurity/Information Security, Business/Public Administration, Economics, Development Studies, Commerce, Science/Technology, or other relevant fields. \n\t\t\t | \n\t\t
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The estimated duration of the assignment is one (1) year. The expected deliverables, and indicative timeline and payment schedule are set out below:
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| \n\t\t\t S/No \n\t\t\t | \n\t\t\t\n\t\t\t Milestone/deliverable \n\t\t\t | \n\t\t\t\n\t\t\t Timeline after contract signing \n\t\t\t | \n\t\t\t\n\t\t\t Indicative payment schedule \n\t\t\t | \n\t\t
| \n\t\t\t D1. \n\t\t\t | \n\t\t\t\n\t\t\t Inception report, detailing how the assignment will be delivered \n\t\t\t | \n\t\t\t\n\t\t\t 2 weeks \n\t\t\t | \n\t\t\t\n\t\t\t 10% \n\t\t\t | \n\t\t
| \n\t\t\t D2. \n\t\t\t | \n\t\t\t\n\t\t\t Report containing cybersecurity risk assessment and maturity assessment, as per Task 1 \n\t\t\t | \n\t\t\t\n\t\t\t 4 months \n\t\t\t | \n\t\t\t\n\t\t\t 20% \n\t\t\t | \n\t\t
| \n\t\t\t D3. \n\t\t\t | \n\t\t\t\n\t\t\t OECS Regional Cybersecurity roadmap and related Toolkit, as per Task 2 \n\t\t\t | \n\t\t\t\n\t\t\t 6 months \n\t\t\t | \n\t\t\t\n\t\t\t 25% \n\t\t\t | \n\t\t
| \n\t\t\t D4. \n\t\t\t | \n\t\t\t\n\t\t\t One Action Plan for each of the beneficiary countries, as per Task 3 \n\t\t\t | \n\t\t\t\n\t\t\t 9 months \n\t\t\t | \n\t\t\t\n\t\t\t 25% \n\t\t\t | \n\t\t
| \n\t\t\t D5. \n\t\t\t | \n\t\t\t\n\t\t\t Regional workshop, as per Task 4 \n\t\t\t | \n\t\t\t\n\t\t\t 10 months \n\t\t\t | \n\t\t\t\n\t\t\t 10% \n\t\t\t | \n\t\t
| \n\t\t\t D6. \n\t\t\t | \n\t\t\t\n\t\t\t Final report \n\t\t\t | \n\t\t\t\n\t\t\t 11 months \n\t\t\t | \n\t\t\t\n\t\t\t 10% \n\t\t\t | \n\t\t
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The Consultant must consult with a number of national and regional stakeholders including, but not limited to:
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The Consultant will report to IMPACS and OECS. The Consultant must prepare succinct and relevant documentation and submit monthly and quarterly reports on project status. The quarterly reports must provide details on the status of achievements, challenges, risks, and recommendations for project implementation. They will be used for mid-course corrections based on the nature and scope of the project. These will convey results, alternative solutions, and major decisions that need to be made. Across the whole duration of the assignment the Consultant will work with the Steering Committee previously established by OECS to supervise the implementation of this assignment.
"},{"id":"OP00280446","notice_type":"Request for Expression of Interest","noticedate":"20-Mar-2024","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2024-03-20T00:00:00Z","submission_deadline_time":"08:00","project_ctry_name":"Sierra Leone","project_id":"P176789","project_name":"Productive Social Safety Nets and Youth Employment","bid_reference_no":"SL-NACSA-336943-CS-INDV","bid_description":"Recruitment of Consultant for the establishment of youth employment platform. component 3B","procurement_group":"CS","procurement_method_code":"INDV","procurement_method_name":"Individual Consultant Selection","contact_address":"14-16 Charlotte Street Freetown Sierra Leone","contact_ctry_name":"Sierra Leone","contact_email":"silassesay@nacsa.gov.sl","contact_name":"Silas Sesay","contact_organization":"National Soacial Action Commission","contact_phone_no":"078677738","contact_web_url":"http://www.nacsa.gov.sl/","submission_date":"2024-03-20T00:00:00Z","notice_text":"NATIONAL COMMISSION FOR SOCIAL ACTION (NACSA)
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REQUEST FOR EXPRESSIONS OF INTEREST (CONSULTING SERVICES) - RELAUNCH
\n\nPROJECT: Productive Social Safety Net and Youth Employment Project (PSSNYE)
\n\nPROJECT CODE: P176789
\n\nREFERENCE NO. NACSA/PSSNYE/IDA/CON/01/23
\n\nASSIGNMENT TITLE: Establishment of Youth Employment Portal for the Ministry of Youth Affairs (MOYA)
\n\nLOCATION OF ASSIGNMENT: Ministry of Youth Affairs, Freetown
\n\nISSUE DATE: 13th November, 2023
\n\nAPPLICATION DEADLINE: 1st December, 2023
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Background:
\n\nThe Government of Sierra Leone has received financing from the World Bank toward the Productive Social Safety Net and Youth Employment Project (PSSNYE). The National Commission for Social Action (NaCSA), the project implementing agency now intends to apply part of the proceeds for consulting services for development of youth employment portal.
\n\nThe Youth Portal seeks to promote employment and entrepreneurial activities among youths through the dissemination of information and training opportunities geared towards establishing and improving youth-led micro enterprises and career development. The Youth Portal will also be a platform where young people and youth-serving organizations can publish their research and knowledge products.
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Objective and activities:
\n\nThe aim of this consultancy is to hire a firm to design an interactive and user-friendly web-based application (which will be referred to hereafter as Youth Portal), specifically focusing on Youth Education, Employability, and Employment issues with the associated opportunities and services.
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Purpose of the consultancy:
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The main purpose of the assignment is to develop and set up a user-friendly youth portal that will:
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Duties and Responsibilities of Service Provider:
\n\nDeliverables
\n\nThe service shall be verified through the following deliverables
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5. Eligibility
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Qualification and Skills for Key staff
\n\nThe Team Leader must have an advanced university degree preferably a master’s in Economics, Social Sciences, Public Administration, Business Administration, or related fields. At least 5 years of experience in content & knowledge management systems, youth employment and empowerment Programmes.
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Software Developer: S/he will be responsible for developing the youth portal by designing, developing, and installing software solutions/product deliverables in accordance with portal specifications and with good practices in software development to ensure reliability, performance, usability, scalability, security among other requirements.
\n\nThe Software Developer must have an Advanced degree in Computer Science, Software Engineering or Electrical and Electronic Engineering (or equally relevant subject); at least (5) five years in software development; proven experience in the development of content and knowledge management web-based applications, experience developing Android applications, Familiarity with agile development methodologies and application lifecycle management.
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The Business/Systems Analyst must have at a minimum a bachelor’s degree in Computer Sciences/IT; minimum 3 years’ experience working in similar role, experience in requirements collection and process analysis, information systems design and development, knowledgeable in web applications, content, and knowledge management systems.
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The National Commission for Social Action (NaCSA), now invites eligible consulting firms (“Consultants”) to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services.
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Application process
\n\nAll interested firms are requested to send the following documents:
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Evaluation Criteria for REOI
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| \n\t\t\t No \n\t\t\t | \n\t\t\t\n\t\t\t Criteria \n\n\t\t\t\n\t\t\t | \n\t\t\t\n\t\t\t Max. \n\n\t\t\tMarks \n\t\t\t | \n\t\t\t\n\t\t\t Sub-Criteria \n\t\t\t | \n\t\t
| \n\t\t\t 1 \n\t\t\t | \n\t\t\t\n\t\t\t Experience \n\t\t\t | \n\t\t\t\n\t\t\t 60 \n\t\t\t | \n\t\t\t\n\t\t\t Track record and experience in web-application development, content and/or knowledge management systems. Experience should be demonstrated by providing a list of the applications the firm has developed and client satisfaction certificates. - 40% \n\n\t\t\tExperience in having worked for at least 5 years of experience in web-application development, content and/or knowledge management systems. Experience should be demonstrated - 20% \n\t\t\t | \n\t\t
| \n\t\t\t 2 \n\t\t\t | \n\t\t\t\n\t\t\t Key Personnel \n\t\t\t | \n\t\t\t\n\t\t\t 30 \n\t\t\t | \n\t\t\t\n\t\t\t Educational and Professional Qualifications of Key Personnel - 30% \n\t\t\t | \n\t\t
| \n\t\t\t 3 \n\t\t\t | \n\t\t\t\n\t\t\t Organization \n\t\t\t | \n\t\t\t\n\t\t\t 10 \n\t\t\t | \n\t\t\t\n\t\t\t Company Profile, Legal Status (Provide certified copies of Registration), NASSIT, NRA 10% \n\t\t\t | \n\t\t
| \n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t\t\n\t\t\t 100 \n\t\t\t | \n\t\t\t\n\t\t\t \n\t\t\t | \n\t\t
| \n\t\t\t The top ranked firms in accordance with the above criteria would qualify for the short listing subject to securing a minimum of 60% of the total. \n\n\t\t\t\n\t\t\t | \n\t\t
Expression of interest must be delivered in hard copy or submitted via email to the addresses below, from Monday, November 13th 2023, at 8 a.m. to 4:00 p.m. (Sierra Leone time) and must be specifically marked “Establishment of Youth Employment Portal for MOYA”
\n\nAddressed To:
\n\nSenior Director, Support Services
\n\nNational Commission for Social Action (NaCSA)
\n\n5th Floor, Room Number 5F7
\n\nNaCSA House14 -16 Charlotte Street
\n\nFreetown, Sierra Leone
\n\nMobile No: +232-76-638-396
\n\nE-Mail: kofiaddai@nacsa.gov.sl
"},{"id":"OP00243259","notice_type":"Request for Expression of Interest","noticedate":"06-Oct-2023","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2023-10-23T00:00:00Z","submission_deadline_time":"17:00","project_ctry_name":"Malawi","project_id":"P176575","project_name":"Shire Valley Transformation Program - Phase 2","bid_reference_no":"MW-MOAIWD-366732-CS-INDV","bid_description":"GIS/MIS officer","procurement_group":"CS","procurement_method_code":"INDV","procurement_method_name":"Individual Consultant Selection","contact_address":"Capital Hill\nP O Box 30134\nCapital City\nLilongwe 3","contact_ctry_name":"Malawi","contact_email":"sckhaila@gmail.com","contact_name":"Stanley Khaila","contact_organization":"Ministry of Agriculture, Irrigation and Water Development","contact_phone_no":"999930235","submission_date":"2023-10-06T00:00:00Z","notice_text":"Request for Expression of Interest
REPUBLIC OF MALAWI
MINISTRY OF AGRICULTURE
SHIRE VALLEY TRANSFORMATION PROGRAMME (SVTP) -2
REQUEST FOR EXPRESSIONS OF INTEREST
(CONSULTING SERVICES – INDIVIDUAL SELECTION)
Country: MALAWI
Name of Project: SHIRE VALLEY TRANSFORMATION PROGRAMME-1
Credit No: 61470-MW
Assignment Title: GIS/MIS SPECIALIST
Reference No. MW-MOAIWD- 366732-CS-INDV
The Government of Malawi with support from the World Bank, the African Development Bank, the OPEC Fund for International Development (OFID) and the Global Environment Facility (GEF) is implementing the Shire Valley Transformation Programme (SVTP). The program development objective (PDO) for SVTP is to increase agricultural productivity and commercialization for targeted households in the Shire Valley; and to improve the sustainable management and utilization of natural resources. The SVTP is a 14-year program (2018-2031) which will be implemented in three sequential but partially overlapping phases. The Program targets the development of 43,370 ha abstracting water from the Shire River at Kapichira and conveying it by gravity to the irrigable area (in Chikwawa and Nsanje districts) mainly through canals. It is structured around three coordinated pillars:
i. Providing reliable, professionally managed and sustainably financed irrigation service to irrigators in a phased construction of the scheme and providing multiple services including water supply;
ii. Support farmer organization within a comprehensive land use plan; supporting land tenure strengthening and consolidation; as well as natural resources management; and
iii. Establishment of smallholder owned commercial farm enterprises transitioning into commercial agriculture from subsistence farming and integrating them into commercial value chains.
The objective of the SVTP is to increase agricultural productivity and commercialization for targeted households in the Shire Valley; and to improve the sustainable management and utilization of natural resources. The SVTP is managed by a Project Management Team (PMT) consisting of various technical specialists headed by a Project Coordinator. To effectively meet the project objectives, the Ministry of Agriculture invites applications from suitably qualified and interested candidates to fill the position of GIS/MIS Specialist, recruited as individual consultant.
The GIS/MIS Specialist will be part of a larger Project Management Team, which comprises the Project Coordinator and other specialists. The GIS/MIS Specialist will be responsible for setting up a comprehensive GIS system as well as manage the existing MIS system. He/She will design a GIS system for PMT, which incorporates all spatial datasets from baseline, mid-term and completion surveys, Programme impact surveys and all project data collected by either PMT, other stakeholders or consultancies.
The GIS/MIS Specialist will specifically be responsible for deliverables in line with GIS data and maps under all programme components. He/She will be responsible for developing and managing an electronic document management and control system to achieve various raster and vector datasets, geodatabase and all forms of spatial information for the Programme. In addition, he/she will be responsible for maintaining project MIS and storing all spatial and non-spatial information on server with proper filing system and naming.
5.0 Expected Outputs and Deliverables
Table below lists down the deliverables expected in form of quarterly reports. Although these are not directly associated with payment to consultant but the progress to achieve these activities will be assessed on monthly basis in form of monthly progress reports.
Quarterly report/Deliverable | Name/Component covered under Deliverable |
1 | GIS database architecture and phased action plan |
2 | SVTP Geodatabase including all raster and vector datasets and metadata |
3 | GIS training and capacity development |
4 | SVTP Annual Intervention Atlas and comprehensive Geodatabase for year1 |
5 | Functional MIS accessed by all relevant stakeholders |
This table of deliverable will be updated by PMT in event of contract renewal for year 2
The GIS/MIS Specialist will be based in Blantyre but will be required to travel regularly and extensively to the project area (Chikwawa & Nsanje) and work closely with an inter-ministerial Task Force in Lilongwe to ensure that progress follows project plans and that appropriate mapping support is provided for project activities.
7.0 Duration of Employment
The assignment is for an initial period of 12 months and the appointment will be on a contract basis. Subject to need and satisfactory performance, the contract can be renewed on an annual basis.
8.0 Reporting Requirements
As part a member of the Project Management Team (PMT), the GIS/MIS Specialist shall report to the Project Coordinator.
9.0 Services and facilities to be provided by the Client
The client will provide the following services and facilities to the consultant
10.0 The attention of interested Consultants is drawn to Section III, paragraphs, 3.14, 3.16, and 3.17 of the World Bank’s “Procurement Regulations for IPF Borrowers” dated November 2020 (“Procurement Regulations”), setting forth the World Bank’s policy on conflict of interest. A Consultant will be selected in accordance with the Individual Consultant selection method set out in the Procurement Regulations.
11.0 Further information can be obtained at the address below during office hours from 7:30hrs to 12:00hrs and from 13:00hrs to 17:00hrs except on Weekends and Public Holidays.
12.0 Expressions of interest including detailed updated curriculum vitae and copies of professional and academic qualifications must be delivered in a written form to the address below (in person, or by mail, or by e-mail) by 23rd October, 2023.
The Project Coordinator,
Shire Valley Transformation Programme,
Makata Industrial Area,
Private 379,
Blantyre
Malawi.
(Attention: The Senior Procurement Specialist)
Alternatively, applications may be emailed to: procurement.doi@svtp.gov.mw
cc: mwalabu2005@yahoo.co.uk;mmaoni.doi@svtp.gov.mw;mtewete.doi@svtp.gov.mw
"},{"id":"OP00210176","notice_type":"Request for Expression of Interest","noticedate":"12-Jan-2023","notice_lang_name":"English","notice_status":"Published","submission_deadline_date":"2023-02-03T00:00:00Z","submission_deadline_time":"12:00","project_ctry_name":"Rwanda","project_id":"P164807","project_name":"Rwanda Public Finance Management Reform Project","bid_reference_no":"RW-MINECOFIN -246726-CS-QCBS","bid_description":"Technical assistance to development and Implementation of IFMIS Data Warehouse & Business Intelligence","procurement_group":"CS","procurement_method_code":"QCBS","procurement_method_name":"Quality And Cost-Based Selection","contact_address":"12 KN 3 Ave, Kigali\nP.O BOX 158\nKIGALI","contact_ctry_name":"Rwanda","contact_email":"nkuravin@yahoo.com","contact_name":"Vincent Nkuranga","contact_organization":"Ministry of Finance and Economic Planning","contact_phone_no":"+250788509518","contact_web_url":"http://www.minecofin.gov.rw","submission_date":"2023-01-12T00:00:00Z","notice_text":"REQUEST FOR EXPRESSIONS OF INTEREST
Recruitment of a consultancy firm to design, development and deployment of IFMIS data warehouse with business intelligence and advanced analytics capabilities.
Background
The ministry of Finance and Economic Planning wishes to continue to implement its strategy as data driven policy decision making in promoting best practices in strategic planning, financial accountability, resources allocation and Aid coordination among others. MINECOFIN is mandated to coordinate and promote the management of public finances and economic governance. To meet data processing & reporting, analytics and visualization requirements, MINECOFIN through Financial System Development Program would like to establish a data warehouse, ETL environment and Data Analytics solution to meet the related needs.
From the above background, the ministry of Finance and Economic planning wishes to recruit an accomplished international consultant for the data warehouse and business intelligence
Current System Environment
Data warehouse
Currently, IFMIS has no data warehouse solution in place. IFMIS data is stored on different databases and reporting is not easy. IFMIS is built on different technologies with different data sources stored on different databases. Currently IFMIS database runs on oracle 11g and PostgreSQL 10.11
Business Intelligence
Currently, IFMIS uses crystal Report 2008 deployed on SAP Business Objects server or Crystal report sever SAP
Objective of the assignment
The main objective of this assignment is to obtain a data management system that consolidate data from multiple sources to enable Business intelligence and analytics activities for easy insight and reporting. In addition, the solution will satisfy the below points:
Scope of Work
Data Warehouse
Analytics Solution
Working data warehouse with below capabilities:
A supported document for data warehouse implementation:
An analytics solution with below capabilities:
Consultancy qualifications
The consulting firm must have experience leading and implementing complex data management solutions for delivering sustainable ETL tools, data warehouse environment, business intelligence and advanced analytics with automated procedures. In addition, the consulting firm must have the below qualifications:
The Consultant will put together a team as they see fit with assignments overlapping as required. It is expected that the team will comprise at least 8 key staff with the right skills. The key staff must be composed of the following personnel (Technical Data Warehouse Architect, Data engineer, OLAP developer, Data Analyst, Data scientist, Trainer, Data Governance and Quality assurance and Business Analyst). The proposed technical personnel should submit their updated and signed CVs together with all proof of qualification and certification required for each category.
One of the staff shall be designated as the Team Leader
Interested firms must provide information indicating that they are qualified to perform the services including an expression of interest, curriculum vitae and description of similar assignments.
Firms will be selected according to the Quality and Cost Based Selection set out in the Consultant Guidelines in accordance with the Law N° 031/2022 of 21/11/2022 on Law governing public procurement.
Expressions of interest must be through E-procurement by 03th February 2023
Marie Ange H. INGABIRE
Head of Corporate Service Department
"}]}