SOW for RFI Learn Together.docx

SECTION C – DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK (SOW)

C.1 TITLE

Learn Together Activity in Tajikistan

C.2 PURPOSE

The United States Agency for International Development Learn Together Program in Tajikistan aims to improve the primary students' learning skills (Grades 1-4), with a particular focus on improving reading comprehension, critical thinking skills, and mathematics. Through this program, USAID intends to support the Tajikistan Ministry of Education and Science’s (MOES) capacity to take on greater responsibility for improving literacy and numeracy skills to impact the overall primary students learning outcomes. Intended coverage is nationwide (at least 80 percent of primary schools) with attention to focus on regions with historically lower learning outcomes.

The Activity purpose will be achieved through the following components:

1. Improved instruction and availability of supplemental reading materials

2. Improved instruction and availability of supplementary math materials

3. Increased government capacity to develop and implement cohesive primary education policies and programs

C.3 BACKGROUND

C.3.1 Country Context The Government of Tajikistan (GOT) provides free and compulsory basic education (Grades 1-9). Enrollment and completion rates in primary school grades are nearly universal with full gender parity. The Tajikistan education system faces numerous challenges stemming from the break-up of the Soviet Union in 1991 and the five-year civil war from 1992-1997. The key education challenges include: insufficient budget to meet the system needs; inconsistency between revised curriculum on competency based approaches and outdated textbooks; limited professional development opportunities for educators at all levels; intensive teachers’ workload due to an overloaded curriculum and double or triple shift schools; outdated pre-service education and certification standards; lack of basic laboratory and other supplies; demographic pressures of an increasing school-age population coupled with high family migration rates; and only 15 percent of children with access to pre-primary education. There exist issues also with poor capacity of the MOES to manage the Education Management Information System (EMIS) for generation and analyses of education data, which is necessary to drive advocacy, transparency, accountability, and inform decision-makers’ policy and professional development systems (i.e.,EMIS Department under the MOES is only responsible for collection of statistical quantitative data). The amount of instructional time for primary education is estimated to be 548 hours per year, well below the average of 799 hours in OECD countries. Furthermore, ethnic minorities and children with disabilities are not provided equal access to education and are affected, in varying degrees, by finance, demographics, regulatory challenges, social prejudices, and capacity constraints (e.g., poor infrastructure and shortage of skilled teachers). Ethnic minorities also suffer as a different language may be spoken in the home (i.e. Uzbek), and another language taught in school (i.e. Tajik or Russian). Many schools lack basic amenities such as lighting, heating, water, health, and hygiene facilities.

While some education functions have been decentralized, sector planning and decision-making is highly centralized, often resulting in significant implementation delays. Education sector plans and programs, including those supported by most development partners, continue to utilize an outdated input-output approach to provide, measure, and report on sector improvements. USAID is the leading development partner in Tajikistan that focuses on improving and measuring learning outcomes.

The operational and technical management of the education system mostly relies on the experience inherited from the Soviet era in Tajikistan. This system is under the supervision of the MOES and is administered through a network of education departments in each province, as well as in Dushanbe. Although the government has demonstrated its commitment to reform the education system, the capacity of staff and institutions to fully implement these strategies and policies is limited. Education sector development is governed and regulated by the National Development Strategy (NDS) 2016-2030, National Strategy for Education Development (NSED) 2012-2020, and a number of corresponding medium-term implementation action plans and state programs. According to the NSED 2020, the current education curriculum reform is focused on the revision of the general education curriculum to transfer from knowledge-based to competency-based standards enabling teachers to use these innovative practices in all subjects and grades. In addition, it was expected that new textbooks supporting the implementation of the curriculum would be developed and printed. In reality, most of the teachers who attended the government training on the new curriculum on competency based approach didn’t fully benefit from the low quality training provided.

Education Sector Goals and Plans

Despite the significant education sector constraints, the GOT and MoES recognize the important role education plays for national development. The 2021-2030 NSED set the following goals: to enhance equity; to improve education quality and relevance; and to strengthen education governance at all levels of the education system. The NSED recognizes and requires financial and technical contributions from government, development partners, families, civil society organizations, and the private sector. There is also a growing recognition within with MOES on the importance of national assessments that measure learning outcomes, including their ability to report on progress towards the United Nations Sustainable Development Target 4.1, which ensures that by 2030, all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes. The new USAID Learn Together Activity will directly contribute to the NSED’s key objectives to strengthen and professionalize teacher education, develop and implement quality assurance measures for competency-based learning, and utilize relevant data to inform policies and programs.

Early Grade Reading Assessment Results

Tajikistan does not have a standardized student assessment system in place to assess learning outcomes and does not participate in international learning assessments, such as PISA, PIRLS, or TIMMS[footnoteRef:1]. Limited data indicate that primary students’ early grade reading and math skills are well below the national standards. [1: *PISA - Programme for International Student Assessment. PISA measures 15-year-olds' ability to use their reading, mathematics, and science *PIRLS - Progress in International Reading Literacy Study is an international comparative assessment that measures student learning in reading.

*TIMSS - Trends in International Mathematics and Science Study provides reliable and timely data on the mathematics and science achievement of U.S. students compared to that of students in other countries. TIMSS data have been collected from students at grades 4 and 8.]

Since 2014, the Early Grade Reading Assessment (EGRA) assessment has been administered on five separate occasions in Tajikistan. Results from the first EGRA, in 2014, showed that the majority of students, in both Tajik and Russian, did relatively well on tests of basic literacy skills (such as letter name identification and familiar word reading), but that most did not meet the benchmark for reading comprehension. After two years of literacy programming under the USAID Quality Reading Project, however, the 2016 EGRA showed significant growth in all skill areas across grades and languages. Subsequent EGRAs implemented by the USAID Read With Me activity, in 2018 and 2019, however, showed that much of this growth was not sustained. [footnoteRef:2] [2: It should be noted that sampling techniques and even the format of the questions, varied widely between the 2016 EGRA and later versions, and so any comparison between the results should be made with caution. The 2016 results, however, indicate it is possible to make large gains in students higher-level reading skills, but a deeper analysis of the teacher professional development methodology, and the development and use of materials under QRP is necessary in order to identify which specific interventions made the advances possible, and how those changes might be sustained.]

Comparison of Students Meeting ORF & Reading Comprehension Standards:

The following table compares the percentage of students who achieved the benchmarks for Oral Reading Fluency (ORF) and reading comprehension respectively, for every year when EGRA results were available. The standards used are as follows:

· ORF Standard G2 (Russian & Tajik): 40+ words per minute

· Reading Comprehension Standard G2 (Russian & Tajik): Answering 4 out of 5 questions correctly, or 80% accuracy rate.

· ORF Standard G4 (Russian & Tajik): 80+ words per minute

· Reading Comprehension Standard G2 (Russian & Tajik): Answering 4 out of 5 questions correctly, or 80% accuracy rate.

% of students meeting the benchmark.

Numbers reported vary between reports b/c attempts to equate different EGRAs with each other, thus numbers are not really 100% comparable with each other.

Comprehension

% of students meeting the benchmark.

Numbers reported vary between reports b/c attempts to equate different EGRAs with each other, thus numbers are not really 100% comparable with each other.

While comprehension scores increased modestly for Russian G2 students and significantly improved for Russian G4 students, since 2014, Tajik language students’ scores have declined or remained essentially unchanged during the same time period. Given this data, the new activity should carefully look at: 1) How well strategies for teaching comprehension included in Teacher Professional Development (PD) match with the way comprehension is measured on EGRA (for example, are students given the opportunity to practice making inferences); 2) How much time teachers give students to practice reading and discussing texts; and 3) If there are underlying issues around language and vocabulary levels impeding students from developing strong comprehension skills.

C.3.2 Relationship to GOT and USAID Strategies and Priorities

The Learn Together Activity aligns with and supports both the U.S. and the GOT’s strategic education goals. The overarching GOT NDS considers education as a driving force for national economic and social development. The NSED identifies the MOES goals to enhance equity, improve education quality and relevance, and strengthen education governance at all levels of the education system.

The goal of the U.S. Strategy on International Basic Education is to empower partner countries to better respond to their education needs, strengthen local education systems and solutions, and utilize data and evidence to improve learning outcomes. The current USAID education policy reinforces these core principles and highlights the importance of education programming that supports foundation literacy and numeracy skills needed for future learning and success. This program will also support the Department of State and USAID Joint Strategic Plan (JSP) objective 2.2 to “promote educated, healthy and productive populations in the country to drive inclusive and sustainable development and support U.S.G. prosperity and security objectives.” The new program will also support current and future USAID/Central Asia regional and USAID/Tajikistan country strategies.

C.3.3 Relationship to Other USAID Programs

Since 2012, USAID has provided funding and technical assistance to the MOES on a wide range of education reform programs. This Activity will coordinate with, or learn from, the following past and current USAID and other donor activities and initiatives (in the next section):

● USAID Quality Reading Program, 10/2012-9/2017. Quality Reading Program (QRP) was USAID’s first literacy program in Tajikistan that focused specifically on improving early grade reading outcomes. In collaboration with the MOES, QRP developed and delivered in-service teacher training for 17,500 teachers; trained more than 2,600 librarians and methodologists; provided 226,974 Tajik and Russian reading books; supported a range of community-based activities, such as summer reading camps and mobile libraries, to promote reading; and developed and implemented a mentoring program to provide on-going support for teachers. The QRP program reached 1807 schools, 20,541 teachers and 435,000 students.

● USAID Read With Me, 10/2016-9/2021. USAID Read With Me (RWM) aims to improve reading outcomes of 75 percent of primary students in Grades 1-4 through: 1) increased availability of reading materials; 2) improved reading instruction; 3) increased innovations and partnerships and 4) increased government support to improve reading. USAID Read With Me continued and expanded USAID’s programmatic focus on improving early grade reading skills. In-service and pre-service teacher training modules which focus on specific reading competencies were developed. In-service training specifically for reading instruction is being provided to 7,048 teachers in targeted districts. USAID Read With Me is developing and delivering a range of new and early grade readers, including Big Books, as well as other reading material available in the local market. By the completion of USAID RWM in 2021, it is expected that more 600,000 reading books will have been distributed to over 2,790 schools. A key USAID Read With Me intervention is a monitoring and mentoring program to provide instructional support to teachers. More broadly, USAID Read With Me will lay a foundation to expand innovative literacy initiatives to improve reading outcomes; increase engagement with non-state actors and promote finance and delivery of innovations; improve country capacity to generate and use assessment data to drive transparency, increase accountability and inform decision makers; and strengthen the professional development system.

● THRIVE Global Development Alliance, 2018-2023. The USAID Aga Khan Foundation (AKF) Thrive activity aims to enhance integrated socio-economic development for men, women, boys and girls in Khatlon Province and Gorno-Badakhshan Autonomous Oblast (GBAO). The Children’s Development Component is financed by AKF to promote complementarity and avoid duplication in overlapping sites in Khatlon and GBAO. The targeted primary and secondary teachers will have the professional development opportunities to reinforce their teaching pedagogy to improve overall performance in their schools. School communities will be involved in handwashing and sanitation, and Early Childhood Development (ECD) support groups will ensure that school facilities are clean and children have access to safe drinking water. AKF will support student councils to lead and carry out projects related to Thrive interventions. Some examples include school handwashing campaigns, sanitation, school gardens, healthy habits activities, and community project fundraising campaigns.

● USAID Feed the Future Tajikistan Health and Nutrition Activity, 9/2015-10/2020. This program aims to improve integrated healthcare at all levels. The program focuses on maternal, newborn, and child health, with an emphasis on nutrition, sanitation, and hygiene. The best practices on Social Behavioral Change (SBC), diversity, dietary, health and hygiene, and main nutrition messaging are relevant to USAID basic education programs.

● USAID Prevention and Treatment of Moderate Acute Malnutrition in Tajikistan, 6/2017-6/2021. This program assists malnourished children in 140 Primary Health Centers in five pilot districts through the provision of specialized nutritious food.

C.3.4 Education Donor Coordination and Programs

Tajikistan has a well-established cross-sectoral donor coordination mechanism called the Development Coordination Council (DCC) which aims to strengthen coordination and partnerships to achieve sector development goals. DCC is comprised of several local working groups in each sector including education. USAID is a member of the Local Education Group (LEG) that provides coordinated education sector support, advocates for critical education reforms, and assists with developing and reviewing sector plans, policy documents and strategy. The LEG also actively seeks to identify and leverage additional resources for education from development partners.

There is a clear and purposeful division of labor among the key development partners which avoids programmatic duplication and addresses priority sector needs. There are numerous development partners supporting early childhood education and a growing interest among current and new partners to support upper primary and secondary education (Grades 5-9). The table in Annex 1 summarizes the major development partner funded programs by education sub-sector (see Annex 1).

C.4 COMPONENTS

The overall purpose of the Learn Together Activity aims to improve basic education skills for primary children in grades 1-4, with a particular focus on improving reading comprehension, critical thinking skills, and mathematics.

This Activity purpose will be achieved through the following Results Framework:

Objective: Improved Primary education (Grades 1-4) learning outcomes in Tajikistan

Sub component 1.1 Effective Teacher Professional Development (PD) including In-Service and Pre-Service

Sub component 1.2 Materials Development Sub component 2.1 Effective Teacher PD (for pre-service and in-serivce)

Sub component 2.2 Materials Development Sub component 3.1 Systems strengthening and improved organizational performance

Sub component 3.2 Innovations

Sub component 3.3 Strengthen Public and Private Partnerships

C.4.1 Guiding Principles

The Contractor will ensure that the Learn Together Activity supports the core United States Government and USAID education programming principles which include:

1. Support country focus and ownership. Provide support to government primary education reforms as a key driver for national economic and social development. Ensure key institutions provide resources to support education goals and objectives.

2. Focus technical and financial resources on measurably and sustainably improving teaching and learning outcomes. Support evidence-based approaches to inform policies and programs that will lead to improved learning outcomes.

3. Strengthen the government education systems and technical capacities in local education institutions through capacity building and increasing self-reliance of the national, regional, and local education institutions responsible for delivering high quality education services.

4. Work in partnership and leverage resources. Identify and support partnerships with the government, development agencies, local and international NGOs, and the private sector to effectively utilize resources to support program objectives.

5. Improve the government's capacity to generate and use education data to drive transparency, accountability, decision making, and budgeting. Develop and support data driven approaches to inform policy and programming decisions, monitoring program effectiveness and internal and global reporting on progress toward the UN sustainable development goals on improved learning outcomes.

6. Promote equity and inclusion. Ensure program interventions are designed in implementing using inclusive education and universal design approaches. Promote universal access to education and target interventions, as appropriate on marginalized and vulnerable students.

C.4.2 Activity Components

· Component 1: Improved instruction and availability of supplemental materials related to reading subjects

· Component 2: Improved instruction and availability of supplemental mathematics materials

· Component 3: Increased government capacity to develop and implement cohesive primary education policies and programs

Component 1: Improved instruction and availability of supplemental materials related to reading subjects.

Current EGRA data show that while students in Tajikistan do relatively well on tests of basic reading skills (letter-sound identification, familiar words), reading comprehension scores have remained consistently low since the first EGRA was implemented in 2014. This activity is intended to address that gap by using an evidenced based, instructional intervention to improve literacy outcomes, with an emphasis on reading comprehension that will provide training, coaching, and materials for teachers in grades 1-4. While the current USAID Read With Me project has brought improvement of reading fluency outcomes for primary students, more work is necessary to update teacher professional development to incorporate the content-specific, competency-based standards for long-term sustainable impact. The two key components of this objective are the teacher Professional Development Component 1 and the development and distribution of high-quality, supplementary teaching and learning materials related to reading subjects for primary students:

Sub component 1.1 Effective Teacher Professional Development (PD) including In-Service and Pre-Service: The contractor will design a series of professional development in-service and pre-service modules which will provide teachers, different subject-related reading content, with strategies and tools for improving students’ reading comprehension and academic vocabulary as defined by the Tajikistan MOES competency based standards. It is expected that this in-service training will be consistent with MOES standards to obtain teacher certification and continuing professional development of teachers periodically. This training will also include modules developed under Component 2. Pre-service modules may include, but are not limited to, strategies and tools for developing both literal and inferential comprehension including skills such as summarizing, predicting, making inferences, and answering questions based on the text. The full teacher PD package should also include a specific plan for supporting methodologists at all levels to serve as coaches and mentors for classroom teachers.

Additional considerations include:

· Differentiating PD for teachers of students in Grade (G) 1 & G2 and teachers of G3 & G4. It is expected that some level of training related to the development of foundational reading skills (phonemic awareness, phonics and fluency) will need to be included for teachers of G1 and G2. For G3 & G4 teachers, PD should focus on building academic and content-specific vocabulary, as well as reading comprehension skills.

· Training should be adapted as needed primarily for teachers of Tajik and Russian as well as consideration for teachers who teach in Uzbek community, especially to help G1 & G2 teachers transition students from home language to Tajik.

· Training modules that prepare all teachers to use formative assessment to modify and guide their instruction, including the use of differentiated, or remedial, instruction when necessary.

· Development of appropriate pedagogical related to reading related subjects materials, such as teachers’ guides, that can be easily integrated into the existing curriculum.

· Integration of strategies and activities for building socio-emotional skills (SEL) skills, such as: 1) self awareness; 2) self management, 3) social awareness, 4) relationship skills, and 5) Responsible decision making, as appropriate, into training.

· Consider the use and application of the Universal Design for Learning framework in literacy instruction, even if creating fully inclusive classrooms is not possible.

· The activity should plan for the monitoring and evaluation of the teacher PD program, including data from classroom observations, to ensure modifications.

Sub component 1.2 Materials development: The contractor will support the MOES to create and increase the availability of subject-specific supplementary reading materials, that build students’ academic and content-specific vocabulary, and which are designed with specific reading strategies in mind such as summarizing, predicting and making inferences.

Additional Considerations include:

· Ensure that in each classroom there are sufficient supplementary reading materials for every student to have access to a text for individual reading practice.

· Develop and distribute materials primarily in Tajik and Russian with consideration for Uzkek materials and ensure that they are appropriately inclusively distributed to schools and classrooms based on language needs.

· For G1 and G2, the supplementary reading materials should include decodable books and all grade levels should be provided with a set of leveled readers.

· This activity should make use of the titles produced under the former Reading for Children, Quality Reading Project, and Read With Me projects, which meet the required quality standards.

· Materials should be inclusive in their representation of gender, disability, language, and ethnicity.

· Where appropriate, supplementary materials should be made accessible to students who are blind or deaf.

· Where appropriate, materials may be designed to support the development of SEL skills and should reflect and support the modules for teachers that provide instructions on the development of basic reading skills.

· All supplementary materials need to be available for the teacher and mentoring training.

· While this activity may provide teachers from other subject areas, such as natural sciences, grammar, language with tools they can use to improve reading comprehension, and their general instructional approach, it is not within the scope of this activity to provide subject-specific PD for teachers outside of reading and mathematics subjects.

· Consider the use and application of the Universal Design for Learning framework in reading instruction, even if the creation of a fully inclusive classrooms is not possible.

Critical assumptions:

· There will be available basic education funds to implement an ambitious program to improve the quality of instruction by using innovative approaches and supplementary materials to improve learning outcomes.

· The MOES, National Testing Center (NTC) under the President's office, and National Writers Union remain committed to primary education reforms (Grades 1-4).

· The MOES remains committed to integrate in-service and pre-service curriculums into the national system.

· The MOES remains committed to utilize the Early Grade Reading Assessment (EGRA) and use the formative, learning, and standardized assessments data to drive transparent policy, accountability, and informed decision-making for policy planning and budgeting in primary education.

· The MOES remains committed to legalize certificates of trained educators from Tajik and Russian public and private schools and government education institutions.

· There is sufficient instructional time for reading during the school day.

Illustrative activities:

· An initial EGRA baseline, for this activity, should aim to disaggregate data by students’ home language, gender, socioeconomic status, and other key factors and conduct a deeper analysis of teacher and student attendance, teaching practices, quality, and accessibility of books and supplementary materials, and other factors to inform the design of the new activity, especially as related to improving comprehension for Tajik and Russian students.

· Develop decodable and leveled readers which include content drawn from other reading related subject areas.

· A classroom observation form which makes specific reference to the activities and strategies teachers use to teach reading comprehension, and which tracks student participation.

· Supplementary materials for teachers and students should be developed at a cost that is sustainable by the MOES.

· Build capacity of the ministry with its national and regional education affiliates (e.g., Academy of Education; Republican Methodological Center; Education Development Institute; National and Regional Teacher Training Institutes; Education Departments in Dushanbe, Bokhtar, Kulyob, Khojand, and Khorugh; and the National Testing Center (NTC) under the President Office to deliver in-service and pre-service professional blended trainings aligned with the national competency-based standards for all reading related subjects to impact reading with comprehension and learning outcomes.

· Targeted educators from 80 percent of schools and pedagogical institutions to receive modern pedagogy manuals on teaching reading comprehension, with applicability across all subject areas.

· Partner with the ministry and NTC to utilize classroom-based formative, student learning assessments (EGRA Baseline, Midline and Endline) to institutionalize in the national system.

· Support MOES and its affiliates to design, approve, and implement monitoring and evaluation activities and mentoring/coaching activities.

· Support MOES to empower capacity of school administration, teachers, methodists, librarians, pedagogical instructors, and other educators, including parents, to ensure cohesion with the school communities and a focus on inclusiveness and gender equity.

Component 2: Improved instruction and availability of supplemental math materials.

The development of early numeracy skills is key to students’ future academic success, especially in mathematical and scientific fields. This activity is intended to strengthen students’ numeracy skills by using an evidenced based, instructional intervention to improve foundational mathematics skills, as outlined in the MOES’s competency-based standards for mathematics. The two key components under this objective are the teacher PD component, and the development and distribution of supplementary materials, primarily manipulatives for math instruction.

Sub component 2.1 Effective Teacher PD (for pre-service and in-serivce): The implementing partner is expected to develop a professional development package for mathematics defined by the Tajikistan MOES competency-based standards in primary education. It is expected that the in-service and pre service developed products and training will be consistent with MOES standards to obtain teacher certification and continuing professional development of teachers periodically. This training will also include the modules developed under Component 1. The contractor should clearly define which skills they expect to cover in each of the numeracy domains (number concepts, number operations, basic geometry, spatial awareness, measurement or data, and probability), and their alignment with the Tajikistan competency-based standards. Pre-service modules should emphasize a problem-solving based approach to teaching mathematics, and give teachers ample time to practice strategies and use the supplementary materials. Since limited data is available on Tajik students’ performance in mathematics, the contractor will likely adjust the design of the numeracy modules, once the analysis of Early Grade Mathematics Assessment (EGMA) data is completed. Flexibility for modification of the Mathematics’ PD will be based on the EGMA findings. As with literacy, methodologists should be trained and supported to act as coaches and mentors for teachers.

Additional considerations include:

· Since the skills required of students in G1 & G2 are substantially different from those required of students in G3 & G4, it may be necessary to differentiate PD by teacher grade level.

· Training for teachers on the implementation of formative assessment, and how to use it to drive instruction and provide differentiated and remedial instruction as appropriate.

· Development of appropriate pedagogical materials, such as teachers’ guides, that can be easily integrated into the existing curriculum.

· As appropriate, strategies and activities for building SEL skills should be integrated into training.

· Consider the use and application of the Universal Design for Learning framework in numeracy instruction, even if the creation of a fully inclusive classrooms is not possible.

· Training and support to in-service and school methodologists so they can provide coaching/mentoring to existing students.

· All PD sessions must make use of the materials developed as part of the activity, and provide ample opportunity for teachers to practice different strategies and activities.

Sub component 2.2 Materials Development: The contractor will support the MOES to create and increase the availability of supplementary math materials that build students’ numeracy skills, which align with the competencies and skills outlined in the MOES standards. All materials must be prepared and used in the professional development sessions.

Additional considerations include:

· Mathematics manipulatives may include, but are not limited to: materials for counting and sorting; 3-D solids; hundreds charts; math flashcards; multiplication tables; and problem sheets.

· Materials should be provided in a quantity which will allow every student to have their own set.

· Materials should align with the official curriculum and textbooks, standards, to the extent possible, that teachers use in the classroom.

· Materials should be produced at a cost that could be sustained by the MOES in the future.

· When appropriate, materials may be designed to support the development of SEL skills.

Critical assumptions:

· Teachers are themselves proficient in the numeracy skills outlined in the competency standards.

· The instructional time allotted to mathematics is sufficient for students’ to master new content.

· The MOES is committed to utilize the Early Grade Mathematics Assessment (EGMA) and use the formative, learning, and standardized assessments data to drive transparent policy, accountability, and informed decision-making for policy planning and budgeting.

· The MOES approves USAID supplementary materials.

· The MOES, donors, and potential private partners leverage resources to increase access to supplementary materials.

· All students, especially vulnerable populations, have access to supplementary materials.

Illustrative activities:

· Initial analysis of teacher instructional practices in mathematics, and teachers understanding of the competency based standards.

· A teacher's guide, activity guide, or other pedagogical materials which can be used by teachers to support their mathematics instruction.

· Partner with the ministry and NTC to administer EGRA and EGMA baseline, midline, and endline data collection and to adjust the data in the national system.

· EGMA baseline tools developed and field tested before its administration.

· A classroom observation form which makes reference to specific skills and activities teachers should use in the classroom.

· A crosswalk of materials developed and the specific activities and skills they will be used to teach.

· Support MOES and its affiliates to design and approve monitoring and evaluation and mentoring/coaching packages.

· Training and support to methodologists at all levels so they can deliver coaching and mentoring to teachers.

Component 3: Increased government capacity to develop and implement cohesive primary education policies and programs

Support MOES to develop and effectively implement critical policy reforms to improve primary learning outcomes. Current approaches to policy formulation and implementation are oriented towards inputs and outputs, with limited consideration for how key policy and program components can be integrated within and across operating units to improve teacher performance and student learning outcomes. There is also limited institutional capacity within key institutions responsible for teacher professional development, on-going mentoring/coaching support, curriculum and materials development, and student learning assessments. The program will strengthen the capacity of key MOES units, departments, and institutions so they are better prepared to lead and manage primary education reforms. In collaboration with the MOES and development partners, the implementing partner will identify and support innovative tools, methods, and materials that have the potential to improve system-wide efficiency and effectiveness to promote sustainability and advance self-reliance.

Sub component 3.1 Systems strengthening and improved organizational performance

Improving primary school learning outcomes will require key organizational units within the MOES to develop individual and institutional capacities to deliver high quality education services and implement policy reforms. The contractor will utilize a systems strengthening and organization performance approach to identify, develop, and deliver interventions and technical assistance. The implementing partner will work closely with the government to ensure that the products developed through this activity will be integrated into the national system for on-going utilization and to ensure sustainable and self-reliance.

Critical assumptions:

· The MOES is committed to improving education policy formulation and implementation related to teacher professional development, supplemental learning materials, and assessment.

· The MOES and key delivery units are committed to improving organizational performance related to primary school teacher certification, training and professional development, and assessment.

Illustrative activities:

· Identify and support pedagogical packages that can be institutionalized into the national system to provide on-going mentoring support for primary teachers to ensure ownership and sustainability.

· Identify and develop approaches to modernize teacher professional development, including in-service and pre-service curriculum, policies, practices, and systems.

· Develop strategies and approaches to integrate a comprehensive mentoring approaches into the system to advance sustainability and self-reliance.

· Strengthen the capacity of MOES and NTC to develop, administer, analyze, and publicly disseminate results from national EGRA and EGMA.

· Develop strategies and tools for the MOES to utilize different types of assessment and use data for planning and budgeting goals.

· Review and authorize the developed modernized innovative in-service and pre-service modules for teacher professional development which focus on advanced strategies for improving reading comprehension for all reading related subjects.

· The contractor will engage with the appropriate MOES structures to ensure modules are institutionalized into the national policies and professional development systems.

· Strengthen the capacity of the government to generate and use education data to drive transparency and accountability, and to inform decision-makers to transform policy and strategies.

· Proposals should include a plan to conduct a comprehensive system diagnostic ahead of finalizing the activity design and should also include a draft monitoring and evaluation framework with details about how inputs, outputs, outcomes, and assumptions for all aspects of the theory of change will be regularly tracked to ensure fidelity of implementation and diagnose breaks in the theory of change.

Sub component 3.2 Innovations Innovative approaches to improve primary school teaching practices and learning outcomes have the potential to improve system performance. The Contractor will introduce and utilize the innovations to improve organizational performance in the areas of teacher professional development, development, distribution, and utilization of teaching and learning materials, and primary grade assessment.

Additional Considerations include:

· Innovations should be informed by evidence and global best practices that could be contextualized and adapted for Tajikistan.

· Scale, suitability, and sustainability should be factored into any ICT-related innovations.

· Innovations that have the potential to leverage or influence policy, improve organizational performance, service delivery, teaching practices, or improving access to learning materials at scale should be prioritized.

· Innovations should be inclusive and have the potential to assist students with disabilities.

· Consider the use and application of the Universal Design for Learning framework in learning instruction, even if the creation of a fully inclusive classrooms is not possible.

Illustrative Activities:

· Identify and support innovative approaches to deliver cost effective, high quality pre-service and in-service teacher training at scale.

· Identify appropriate technologies to improve student access to high-quality supplemental reading and math materials, especially in underserved rayons.

· Identify, develop, and deliver evidence-based data on program interventions and outcomes to inform and influence policy reform and systems strengthening.

Sub component 3.3 Strengthen Public and Private Partnerships Partnerships with the government, development partners, and the private sector will be key drivers to improve the primary education system. In addition to partnerships with essential MOES institutions, the program will identify, develop, and support partnerships with other relevant GoT entities, such as the NTC, and other potential partners responsible for development of supplementary teaching and learning materials. The implementing partner will identify and develop strategic linkages with other development partner programs supporting primary education and will seek to leverage additional resources and support to expand or accelerate program coverage and outcomes. The implementing partner will seek, assess, and support private sector partnerships that have the potential to provide additional financing, technical expertise, or appropriate enterprise solutions for improving organizational performance.

Critical assumptions:

· The MOES accepts and support partnerships with other government entities.

· MOES institutions see value and support partnerships with the private sector.

· The MOES is receptive to leveraging current and future government and development partners funding and technical assistance to support improvement in primary grade teaching and learning.

· Ministry and its affiliates continue mass media campaigns to promote improved learning outcomes.

Illustrative activities:

· Develop or update a public private partnership plan to leverage additional support for the programs.

· Identify and support partnerships at the school community and rayon levels to enhance family and local government support for primary education.

· Update training manuals for school communities and parents to reinforce in class and out of school learning activities.

· Identify and support partnerships to sustain school libraries and supply resources for out of school literacy activities (i.e., Literacy events, Reading competition, Puppet Reading Theater, Media Campaign, Summer Camps, etc.).

FUNDING:

The total estimated cost of this activity will be $22-24.9 million in USAID funds, drawing from FY 2019, FY2020, FY2021, FY2022, and FY2023 funds. With these resources, USAID will support ES 1.2 Basic Education.

The following table reflects the current funding plan for the Learn Together Activity. FY2019 funds of $2,900,000 are expected to be available, subject to the satisfaction of the notification requirements. Future year funding is subject to the availability of funds for this purpose.

C.5 MISSION REQUIREMENTS

C5.1 Criteria for geographic and linguistic coverage

The target coverage for the Learn Together activity is to reach 80 percent of the primary schools nationwide in Tajikistan. However, the implementation plan will need to prevent spillover and contamination effects by not targeting treatment and control schools under USAID Read with Me and USAID-Aga Khan Foundation Thrive during the activity life. The geographic location of pilot and intervention schools will be defined in discussions and consultations with the MOES, once the activity is launched to avoid overlapping and duplication. There are 68 districts in Tajikistan (e.g., in Dushanbe, Region of Republican Subordination, Gorno-Badakhshan- Autonomous Oblast, Khatlon, and Sughd provinces). The Contractor should utilize EMIS, EGRA, and other statistical reports for determining the appropriate target number of Tajik, Tajik-Russian, and Tajik-Uzbek schools. Bidders are also required to use current EGRA data to identify target schools based on language, location, and learning outcomes.

C.5.2 Non-Competition with US Production and Exports

This Activity will not support any action that: incentivizes U.S. businesses to relocate outside the U.S. and thus reduce U.S. employment; contributes to violation of internationally recognized workers’ rights; transfers jobs from the U.S. to other countries; promotes export of a commodity such that substantial injury will be caused to U.S. producers of the same, similar, or competing commodities.

As appropriate, the implementing partner will be required to conduct market-based analyses to ensure that the Activity complies with these restrictions. Implementers will also be required to maintain copies of these analyses and make them available for inspection and for end use monitoring.

C.5.3 Climate Risk Screening

USAID/Tajikistan identifies that this Activity has no climate risk, there will be no need to do further assessment. If found to be required, the implementing partner will be asked to carry-out this assessment following USAID guidelines and guidance from the Regional Mission Environmental Officer. Relevant findings from this assessment shall be incorporated into the Activity as inputs to the work plan.

C.5.4 Gender Equity, Gender-Based Violence (GBV), and Marginalized Populations

USAID has increased efforts to reduce gender inequality, enable women and girls, and other marginalized and vulnerable populations to realize their rights, determine their life outcomes, influence decision-making, and become agents of change in households, communities, and societies. USAID’s activities will make active efforts to increase gender equity and increase participation of marginalized populations as relevant to the Activity and its results. In response to the Agency requirements and to increase the effectiveness of the Activity, the offeror must incorporate in the proposal clear ideas on which gender gaps and gender issues affect reaching Activity results. The proposal must include a method to identify the following:

● What gender gaps and gender issues most affect Activity results?

● How the offeror would address these gender gaps?

● What development issues do other marginalized and vulnerable populations (ethnic groups, people with disabilities, members of the LGBTI community, youth, etc.) face?

● How the offeror would address these issues?

● What would be the level of financial and human capital resources, level of effort, and other resources required to carry out interventions to address the issues described above?

● What indicators would measure progress towards reducing those issues?

To determine potential gender-based constraints and issues, Offerors should consider, at a minimum, the following questions: (1) Do males and females and other marginalized and vulnerable populations have the same opportunity to participate in the Activity being undertaken?; (2) If not, is it possible to adjust the Activity to ensure equal opportunity?; (3) Are males and females and other marginalized and vulnerable populations treated or affected differently by the Activity or the work to be undertaken?; (4) If so, would this difference be an important factor in managing the Activity to ensure sustainable program impact?; and (5) Can the Activity be adjusted to help empower other marginalized groups (such as populations (ethnic groups, people with disabilities, members of the LGBTI community) that otherwise might be disadvantaged in terms of decision making and leadership roles in order to foster development that is socially inclusive.

USAID has increased efforts to reduce gender inequality, enable women and girls, and other marginalized and vulnerable populations to realize their rights, determine their life outcomes, influence decision-making, and become agents of change in households, communities, and societies.

Gender and Social Inclusion Analysis Within the first 90 days of the award, the implementing partner must do an evidence-based analysis with specific citations to analysis that identify gender gaps, and other social inclusion issues that hinder implementation, as well as opportunities to empower women and girls and other marginalized and vulnerable populations. The Gender and Social Inclusion Analysis must include activities and indicators to track progress on these issues.

The Gender and Social Inclusion Analysis must include:

● A description of which gender gaps and issues pertaining to marginalized populations will be addressed, in order to help reach Activity results.

● A set of interventions aimed at reducing marginalized and vulnerable population’s issues, and mainstreaming gender equity and female empowerment that will be incorporated into Activity implementation.