Institutional consultancy on (i) strengthening and decentralizing Education Management Information System (EMIS) in Tripoli, and (ii) reviewing and updating the Situation Analysis of the Teaching Sy

1. Background

Libya is in the midst of a historic political, economic and social transition following the overthrow of the previous government in 2011. The Libyan Ministry of Education (MoE) is trying to reform the sector, recognizing that inclusive and quality education will play a major role in building an equitable society. Task forces are established within the MoE to improve quality education for all children and adolescents in the country, to increase the demand for quality education, and to strengthen the education system in order to provide a sustainable systemic response to the educational needs and demands of children, adolescents and their families. As a starting point, it is crucial to complete the two projects that have been interrupted since 2014 due to internal and external constraints. They are the Education Management Information System (EMIS) in Greater Tripoli, and the Situation Analysis of the Teaching System.

1.1. Education Management Information System

Supported by UNICEF and other international development organizations, the MoE is currently in the process of developing inclusive education strategies, and elaborating systems and structures to stimulate the sector’s development in the country. In this phase, a strengthened EMIS at all levels is a key element so that planning and decision making can be supported by reliable and up-to-date data and information.

The last official statistics in 2006[1] showed encouraging progress at the primary and secondary level with regard to school access in Libya, but they are ten years out of date and insufficient to assess the internal and external efficiency of the education system at all levels. Currently, basic education data are collected and stored in the Department for Information and Documentation of the MoE, but educational information and data are also generated by other directorates and departments. In view of these challenges, it is crucial to analyse and assess the existing system and develop a new comprehensive, integrated and efficient EMIS for data collection, processing, analysing and reporting of educational information including schools, students, teachers and staff.

The phase one of EMIS was already completed in Greater Tripoli. More specifically:

1. The situation analysis of the organizational and technical capacity in the MoE was completed and used to inform the 3-5 year EMIS development plan.
2. Drafts of census forms, indicators and the phase one of capacity building component were completed, and data for EMIS software was collected from seven educational institutions in close cooperation with five municipalities.

   Due to the inability to collect data from all schools (about 4,800) as a consequence of the 2014 war, the EMIS process has been postponed until now.

   1.2. Situation Analysis of the Teaching System

   Launched at the end of 2013 but then halted, the Libyan Situation Analysis of the Teaching System assessed the quality of teaching through classroom observations in 40 selected schools. Teachers’ motivation, status and employment were analyzed. This analysis uncovered a striking number of 200,000 inactive teachers in Libya (the country’s population is just over six million). The reform for effective teachers’ management, including deployment, defined competencies, status and motivation, is overdue. A review and update is needed to pave the way for the development of policies and plans for enhancing quality, efficiency and effectiveness in the education system.

   The completed study will include the following:

• A Framework for In-Service Teacher Professional Development
• Major Results of the Situational Analysis of the Teaching System
• A roadmap underlining the next steps to be undertaken, including the over-supply and surplus of teachers

1. Objectives

Accordingly, the objectives of this consultancy are to plan, manage and implement EMIS in Greater Tripoli so that up-to-date information at all levels can be used to improve the access and quality of education provision; and to review and update the Situation Analysis of the Teaching System to guide the development of new teacher policies.   

The sub-objectives are to:

1. Develop a decentralized web-based EMIS with a facility for centralized data entry.
2. Improve data quality, timeliness, and coverage (IDP/refugee/migrant populations – pre-primary/vocational institutions) for 2016-17.
3. Develop and strengthen capacity of all relevant staff of the Ministry of Education in Greater Tripoli working on EMIS data collection, verification, use and analysis (approximately 300 staff members).
4. Collect and analyze 2016-17 EMIS data from Greater Tripoli (13 municipalities) and present the issued data for the Ministry of Education through the first statistic book covering all Greater Tripoli schools (Estimated 670 Schools and about 170 KGs).
5. Review and update the Situation Analysis of the Teaching System (Towards a Strategy for Teacher Development).

    

    

Sr.

Deliverables

Timeline

(After how many months of signing agreement, the deliverable will be presented to UNICEF)

1.

A decentralized web-based EMIS with a facility for centralized data entry developed.

6 months

2.

A list of indicators developed with better quality, timeliness and coverage (monitor IDP/refugee/migrant populations – reach pre-primary/ vocational institutions) for 2016/17 census. Indicators can be developed from the suggested list in Annex, customized to Libya’s current situation.

2 months

3.

Capacity of all relevant MoE staff relating to EMIS data collection, verification, use and analysis (approximately 300 staff members) developed and strengthened.

12 months

4.

2016-2017 EMIS data collected and analyzed for Greater Tripoli (13 municipalities with an estimated 670 Schools and about 170 KGs).

6 months

5.

A statistic book developed for the MoE presenting the issued data.

10 months

6.

The Situation Analysis of the Teaching System (Towards a Strategy for Teacher Development) reviewed and updated.

3 months

7.

Monthly updates on the progress in the implementing the above 6 deliverables.

Monthly report

 

 

1. Expected background and experience

The consultancy institution will have at least 20 years of experience at the international level in providing technical assistance on education reform, development and planning with specific and significant experience in supporting Governments, International Organizations and other relevant institutions in the establishment of the Education Management and Information System. In addition, extensive experience (at least five years) in the MENA region is required, as well as an operating office in Libya.

The project team must be composed of senior experts (at least 10 years of experience in relevant fields), with the following profile:

• Advanced degree in education, statistics, mathematics, computer science or related fields;
• At least five years of extensive experience and demonstrated ability in designing and establishing EMIS;

• Excellent understanding of the current status and trends in terms of international education indicators, standards and targets in the context of MDGs, EFA, SDGs, etc.;

• Competency in EMIS-related database programmes and other software with broad understanding of information systems and technology;
• Extensive knowledge and skills of computer programmes applications, particularly in the area of database management system (e.g. SQL programming);
• Strong analytical skills using diverse and complex quantitative and qualitative data from a wide range of sources;
• Knowledge of the Libyan education system, in particular the area of teacher development;
• Experience in education monitoring under an emergency context is an asset;
• Demonstrated application of technical knowledge and sharing it with government partners;
• Fluency in English and Arabic;
• Ability to communicate effectively, both orally and in writing, to varied audiences;
• Ability to work effectively in a multi-cultural environment.

 

 

 

1. Terms of Payment

Payment is linked to the submission of each deliverables within the estimated timelines. UNICEF reserves the right to withhold payment for any part of the assignment if the quality of the deliverables does not meet professional standards.

 The outputs and reports produced under this assignment remain the property of UNICEF, which retains the right to use it in any way or form it deems appropriate. The contractor working on this task does not have the right to use this data for publication or presentation purposes without prior approval of the task managers.

 

1. Supervision

The consulting institution will complete the assignments under the direct supervision of UNICEF Education Specialist and in close partnership with assigned Ministry of Education (MoE) and Ministry of Higher Education and Scientific research (MoHESR) staff

 

1. Frequency of performance review

The consulting institution will report progress on a monthly basis (or as required) and at the completion of each assignment to the UNICEF Education Specialist and assigned MoE staff.

 

1. Duration of the contract

The duration of the contract is 12 months.

 

1. Official travel involved

Training will be carried out in Libya and/or Tunisia. The MoE personnel training and development of EMIS will require consultation meetings with different government departments and municipalities.  

 

1. UNICEF recourse in case of unsatisfactory performance

UNICEF reserves the right to withhold all or a portion of payment if performance is unsatisfactory, if work/outputs are incomplete, not delivered or for failure to meet deadlines. All materials developed will remain the copyright of Libyan MoE and UNICEF, who will be free to adapt and modify them in the future.

 

1. Request for proposal evaluation and weighting criteria

               70% technical; 30% financial

               100% total

               1) Overall Response (10 points)

         -     general adherence to Terms of Reference and tender requirements

   2) Company and Key Personnel (30 points)

• team member(s) meet academic requirements
• company meets minimum (10) years of experience
• company has previously conducted similar work
• company is properly registered a/o has required certifications, memberships, etc.

  3) Proposed methodology and approach (30 points)

• deliverables are addressed as per TOR
• proposed timelines are met

  Minimum technical score: 70% of 70 points = 49 points

 

1. How to apply

Institutions interested in the consultancy should submit their proposal in 2 separate files:

1. The technical proposal including: a) Approach to the work, including methodology, b) work plan with deliverables, c) profile of the team and qualifications. The technical proposal should not contain the budget and has to be named: RFP Libya, Name of company - technical proposal.
2. The financial proposal has to be structured by deliverables and include consultancy fees, daily living allowance, materials, administrative as well as transport costs. The financial proposal shall be named: RFP Libya, Name of company - financial proposal.

 

 

 

 

ANNEX I: Suggested List of Indicators generated by EMIS (preliminary)

 

Note: Definition, numerator, denominator and detailed disaggregation for selected indicators need to be discussed and clarified among the consultants, the Libyan MoE and the UNICEF. For example, under what condition can a child be considered as dropout, what out-of-school rate is, whether the way to identify “poor student” is consistent across schools, and so forth.

 

PRE-SCHOOL EDUCATION INDICATORS

Access:

1. Enrolment rate of pre-school by education forms, age, urban/rural, nomadic children, poor family, disable children, IDP/refugee/migrant status

2. Attendance rate by public or private

3. % of overage pupils

Quality:

1. % of preschool teachers having the required academic qualifications

2. % of preschool assistant teachers having the required academic qualifications

3. % of preschool teachers who are certified to teach according to national standards

4. % of preschool teachers who are involved in in-service teacher training for 2 weeks or more

5. Pupil-teacher ratio

6. The state of infrastructure by presence of shade, light, space, ventilation, heating, a fence, water, sanitation; safety requirements

7. The state of manipulative by the availability of learning materials, books, furniture, etc.

8. The state of mobile kindergarten

9. Proficiency level of children (if standardised assessment available)

Management:

1. Funding source breakdown: public or private, budget, donors, NGOs

2. Annual expenditure breakdown by activity

3. Annual expenditure per child enrolled in ECD programmes, by full day/ half day

4. Annual salary per full-time equivalent teacher

5. % of administrators who are certified to manage according to national requirements

6. Teacher storage (number of inactive teachers) by level and municipality

 

PRIMARY AND SECONDARY EDUCATION INDICATORS

Access:

1. Enrolment rate of primary and secondary education by age, gender, urban/rural, nomadic children, poor family, disabled children, IDP/refugee/migrant status, and school track  

2. % of out-of-school children as of total school age children /age, urban/rural, gender, nomadic children, poor family, disabled children, IDP/refugee/migrant children, and school track

3. Dropout rate of primary and secondary education by grade, sex, urban/rural

4. Repetition rate by grade, sex, urban/rural

5. % of underage pupils

6. % of overage pupils (1-year, >=2 year overage)

7. % of pupils seated at desk

8. The state of school building: capacity, heating, electricity, maintenance, years in operation

9. The state of dormitory building: capacity, heating, electricity, maintenance, years in operation

Quality:

1. % of primary and secondary school teachers having the required academic qualifications by subject, education, urban/rural

2. % of primary and secondary school teachers who are certified to teach according to national standards by subject, education, urban/rural

3. % of primary and secondary school teachers who are involved in in-service teacher training more than two weeks by subject, education, urban/rural

4. % of primary and secondary school teachers who are involved in distance and online training more than one week by subject, education, urban/rural

5. Pupil-teacher ratio by level

6. Teacher utilization rate by grade, gender, subject

7. The state of teacher development centre

8. Teaching and non-teaching staff ratio by education, urban/rural

9. Class size by level

10. Classroom-shift ratio by level

11. The state of infrastructure: presence of shade, light, space, ventilation, heating, a fence, water, sanitation; safety requirements

12. The state of dining facilities

13. The state of laboratories by subject

14. The state of musical instruments

15. The state of physical education facilities

16. The state of library

17. The state of manipulatives: teaching materials, learning materials, guidebooks, equipment

18. The state of textbook provision by grade, urban/rural

19. % of schools connected to the internet

20. Computer/ student ratio by level

21. Learning achievements of students by grade, subject, gender (if standardised test available)

22. % of pupils completing standards by grade, subject, gender

23. Pupils’ misbehaving by grade, subject, gender

24. School violence by type

Management:

1. The state of school development plan

2. Expenditure breakdown: activities

3. Funding source breakdown: public or private, budget, donors, NGOs

4. Average family expenditure per child enrolled in (primary or secondary education)

5. Annual expenditure per full-time equivalent pupil

6. Annual expenditure per full-time equivalent boarding student

7. Annual expenditure per full-time equivalent teacher

8. Total expenditure per graduate by level, urban/rural, gender

9. % of administrators who are certified to manage according to national requirements

10. Status of PTA activities

11, Availability of referral mechanism for violence, misbehave, health issues, etc.

12, Teacher storage (number of inactive teachers) by level and municipality

 

ADDITIONAL INDICATORS FOR TECHNICAL AND VOCATIONAL EDUCATION & TRAINING (If covered by EMIS)

1. Enrolment by programme, formal/non-formal

2. % with access to dual training, compulsory practical training, enterprise visit, or professional activity by grade, gender, and programme

3, % with access to vocational counseling and guidance (VCG) or job placement (JP) service provided by the school by level, gender, and programme

4, % of teachers by type of institution the teacher graduated from (e.g. technical colleges)

5, % of teachers with industrial experience by level and programme

6, Annual expenditure per full-time equivalent student by level and progr