Teachers training in Activity Based Learning (ABL) and Multi-grade Teaching (MGT) in selected geographical areas of Pakistan

United Nations Educational, Science and Cultural Organization (UNESCO) Islamabad Office hereby invites qualified organisations to submit sealed tenders as follows:
 
I.  Background

The UNESCO Girls’ Right to Education programme was established under the MOU signed by the Government of Pakistan and the UNESCO Headquarters in Paris on 10 December 2012. A Framework Funds-in-Trust Agreement was signed on 6 February 2014 between the parties concerned establishing the overarching programme “Support to national capacity building to realize girls’ right to education in Pakistan”. The overall purpose of the programme is to support the government’s efforts in increasing access and improving the quality of girls’ education through capacity building and targeted interventions at both institutional and community level. It is a three year programme starting from 1st July 2015.

Considering the widespread socio-economic, geographical and cultural diversity across the four provinces (Balochistan, Khyber Pakhtunkhwa, Punjab and Sindh) and four federal areas (Azad Jammu and Kashmir, Federally Administered Tribal Areas, Islamabad Capital Territory and Gilgit-Baltistan), extensive consultations were held with the provincial/ area counterparts  and local communities to identify needs and challenges in girls’ education at primary level. Based on these consultations, eight provincial/ area project documents were formulated with one overarching national level project proposal for capacity building of education officials, program management, research and evaluation. The implementation phase of all provincial/ area projects has started from July 2015. Each provincial/ area project has the following two interrelated components: 

Component 1: Community mobilization and advocacy, which aims at increasing girls’ enrolment in the primary schools in marginalized communities through mobilization of local communities

Component 2:  Improvement in school physical and learning environment, which aims at improving retention and quality of girls’ primary education through activation of PTCs/ SMCs, provision of missing facilities  like boundary wall, washrooms, drinking water, minor repairs (to a limited scale), and training of teachers in multi-grade teaching (MGT) and activity based learning (ABL).

All projects are implemented in collaboration with local implementation partners (civil society organizations) having strong local presence and in close consultation with the provincial/ area departments of education.

Geographical areas of project interventions were carefully selected in consultation with provincial/ area authorities keeping in view the overall status of girls’ primary education, local context, access in terms of security, as well as availability of local implementation partners. Based on these criteria, the target districts were identified in each province and area, and a set of union councils were further prioritized in each district for project intervention in which a sizable number of out of school girls can be reached to. 

II. Objective

The objective of this Request for Proposal (RFP) is to select an organisation termed as offeror(s), having local presence in the country/ target areas to undertake training in ABL and MGT for teachers in government girls’ primary schools in the following geographical areas of Pakistan:

1. Islamabad Capital Territory (ICT) - Tarnol and Nilore Education Sectors
2. Punjab Province – Union Council (UC) Kotla Ganmoon and UC Bair Band, District Muzafargarh
3. Sindh Province - UC Chelhar and UC Virawah, District Tharparker

The selected organization(s) will support UNESCO’s efforts in increasing girls’ enrolment and retention and improving the quality of education in primary schools and will work in close consultation with local authorities.

III. Deliverables

The contracted offeror(s) will produce the following deliverables during the course of assignment:
  
1 A comprehensive inception report including a plan of action specifying performance milestones and targets to be agreed with the UNESCO Islamabad office. Within two weeks after signing off the contract
2 Implementation Strategy for undertaking the training programme in ABL and MGT in the project area. Within two weeks after signing the contract
3 Monthly field reports covering all programme activities indicated in the work plans. At the end of each month
4 Quarterly progress report including both narrative and financial reporting against each activity undertaken (in words and quality pictures). At the end of each quarter
5 Terminal report with at least four documented model case studies/ success stories of the community engagement efforts. Within one week after project completion

IV. Activities to be performed

Under the overall supervision of the Director UNESCO Islamabad Office and with guidance from the concerned UNESCO staff, the offeror will undertake the following activities:

Activity Based Learning (ABL): UNESCO’s ABL approach is focused on structured play based learning activities for children, especially for girls, in primary schools. Using the experiential learning approach, these activities may inculcate essential life skills among children such as confidence, cooperation, critical thinking, decision making and leadership and hence contributing towards the holistic development of children. Regular sport and play activities are also to improve the school environment by making it a fun place. It also affects to improved school attendance and retention, lower drop-out rates, and better physical, emotional and cognitive growth of children.

Teachers in primary schools are required to be trained on the benefits of child-cantered and play based approaches to learning in order to create a philosophical shift away from teacher-centred rote learning towards an approach that effectively nurtured the meaningful participation of children in learning process. 

In this context, the successful offeror is required to undertake the following assignments:

1. Conduct rapid assessment for understanding the teachers’ in-service training needs for ABL both in a multi-grade and mono-grade learning environments.

2. Develop an integrated strategy for undertaking teachers training in ABL keeping in view the local context and socio-cultural traditions of the project area. The training approach should be targeting different age groups from pre-primary to grade 5 students and aim at facilitating better teaching-learning resulting in significantly improved retention of students, increase student confidence,  improved class room management (decrease in corporal and verbal punishment), and improve teacher motivation and self-confidence. Depending on the local cultural context this can be anything from sports and games, to art works and creative activities.

3. Train teachers through a continuum of training activities (interactive workshops, training sessions and group exercises) enabling them to undertake child-cantered play based methodologies to contribute towards safe and positive learning environment and life skill outcomes for primary school girls.

4. As follow-up to training activities, undertake refresher sessions and carry out regular on the job support and follow-up visits to strengthen teachers’ capacity in practicing ABL.

Multi-Grade Teaching (MGT): MGT is all about class room organisation, student management and ultimately the successful transmission of grade specific curricula. This, however, requires not only specialised content knowledge and teaching learning methods but also personal values which respect and welcome diversity in the class room setting. Such a diversity should be seen not only as a challenge but also an opportunity for providing better quality education for all children. In order to strengthen teachers’ capacity to deal with the multi-grade teaching environment effectively, the offer is required to undertake the following activities:

1. Undertake training needs assessment in the target girls’ primary schools to develop a comprehensive MGT programme for teachers. 

2. Develop a methodology for undertaking teachers training programme in MGT enabling them to address different learning needs of children as a group and as an individual child in a multi-grade learning environment with focus on:

a. planning the use of the classroom space especially flexible seating arrangement both for students and teacher;
b. planning and carrying out multiple lessons at the same time;
c. designing ABL activities for students to keep them involved;
d. Creating, arranging and using teaching and learning material;
e. Establishing norms of behaviour expected of children to keep them learning.

3. Develop training curriculum for teachers based on a number of both grade appropriate and mixed grade activities for children to keep them engaged in learning through group work or independent study.

4. Undertake teachers training through a continuum of training activities (interactive workshops, training sessions and group exercises) in managing the classroom in multi-grade environment.

5. As follow-up to training activities, undertake refresher sessions and carry out regular on the job support and follow-up visits to strengthen teachers’ capacity.

V. Qualifications/Requirements

Expertise of the Organisation

a. Must have prior experience of working in education, particularly in teachers training, community mobilization and other local partners in difficult areas of the country.
b. Demonstrated organizational capacity of implementing similar projects in the target district(s) or districts with similar issues.
c. Excellent knowledge and understanding of the context of the target district(s) and provincial education department, as well as UNESCO or United Nations System in Pakistan. Preference will be given to organisations having excellent working relations with district and provincial education authorities.
d. Local presence with adequate human resources in the country/ target provinces is desirable.

Qualification and experience of the personnel

Senior team member (s):
a. Must have an advanced university degree in education and/or related areas.
b. Must have at least 7 years of working experience in managing education sector programmes and projects with teachers training in ABL and MGT as integral part of the implementation strategy.

All proposed team members should have:
a. Strong technical skills of analysis and excellent written and oral communication and report writing skills in English.
b. Proven multicultural experience, supported by at least one similar reference project.

The purpose of this notice is to provide general information on the requirements for the procurement process and to inform interested suppliers how to obtain a copy of the Solicitation Documents.

Interested organizations who wish to participate in the OIC must request for a complete set of Solicitation Documents, available free of charge, from UNESCO contact person at the address shown below.

The sealed tenders must be delivered to the Administrative Officer, UNESCO Islamabad Office on or before 22/01/2016, 1645 hours, in strict compliance with the instructions as stipulated in the Solicitation Documents.

UNESCO reserves the right to amend the documents at any time during the solicitation process. Any amendments or clarifications will be communicated directly to all Bidders who have requested for a complete set of solicitation documents and officially confirmed their intention to submit a sealed tender. No remuneration will be made to companies for preparation and submission of their tenders.

UNESCO Contact Information:

Administration Unit, UNESCO Islamabad Office, Pakistan
Attn: Mr. Shoukat Hussain Mughal, Administrative Officer
Fax: +92 51 2600250
E-mail: s.mughal@unesco.org