education proposal to world bank

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TECHNICAL PROPOSAL

Selection Number: 1173017/ Selection Title: Haiti – Social Accountability Pilot in Primary

Education

Section A: Consultants’ Organization

Section B: Consultants’ Experience

Section C: Comments/Suggestions on the Terms of Reference

Section D: Description of Approach, Methodology and Work Plan

Annex 1: Team Composition, Task Assignments & Level of Effort (LOE)

Annex 2: CV of Proposed Key Personnel

Annex 3: Work Schedule

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A - Consultant’s Organization

[Briefly describe the background and organization of your consulting firm/organization and

the sub consultant/s that your consulting firm/organization proposes to engage for this

assignment.]

The mission at J/P Haitian Relief Organization (J/P HRO) is to save lives and build sustainable

programs with the Haitian people quickly and effectively. Following the earthquake of 2010,

J/P HRO began working immediately to make meaningful and lasting impact in Haiti.

Taking a geographically focused and integrated approach to community regeneration, J/P HRO

programs empower the residents of Delmas 32 to revitalize their neighbourhood. Together, we

aim to demonstrate that something fundamentally different can come from a disadvantaged

urban neighborhood in one of the world’s poorest cities: sustainable and prosperous

communities.

Education Program:

J/P HRO has been supporting the Haitian education system since the organization’s inception.

L’Ecole de l’Espoir:

The organization’s first interventions in education were focused on l’Ecole de l’Espoir a

primary school, initially located in the Petionville Club Camp and subsequently relocated to

Delmas, that has successfully ensured children’s right to education in a safe, healthy

environment. Thanks to highly motivated and qualified staff, tailored socio-pedagogical

materials and psychosocial support, the students at l’Ecole de l’Espoir have enjoyed incredible

academic success.

In 2013, J/P HRO decided to extend its work in education to the area of Delmas 32, in order to

increase access to quality, basic education for 4,000 students, through a formalized school

district made up of 25 schools. This project aims to help each child in Delmas 32 develop to

their full potential through safe learning environments, innovative and efficient learning

practices, appropriate learning materials and facilities addressing to water and sanitation needs.

The Education Program has four axes:

1. Access- provide and support education in a safe, secure, protected learning environment,

for children of all ages, including children with special needs.

2. Quality – improved quality of education, improved management and pedagogy of

schools;

3. Capacity – families and communities have a stronger capacity to support and reinforce

access to and quality of education; and

4. Governance – the capacities of local, regional and national resources are reinforced to

ensure the program’s ongoing sustainability.

Under its education program, J/P HRO has launched the following initiatives:

Educational Needs Assessment in Delmas 32;

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Community mobilization for children’s right to education and respect for the principles

of hygiene in the school environment;

Support for school furnitures, pedagogical and learning materials;

Support for school reconstruction – two schools have been reconstructed, and the

initiative will continue, pending future funding;

Teacher and school principal training on curriculum and child-centred learning;

First grade reading program Tout timoun ap li.

School administration training for school directors;

Ongoing academic competition for students in fifth and sixth grade; and

Mobilization for parental involvement in academic life and their child’s learning.

Community Program: J/P HRO’s Community Development Program works hand-in-hand

with local residents, community leaders and local institutions to support them as they seek to

fortify community links and create revitalized, dynamic neighbourhoods. The Program aims to:

Strengthen community links through a series of local capacity-building and

organizational development initiatives;

Promote revitalization in local neighbourhoods

Support economic recovery through the creation of robust business opportunities;

Encourage and engage all stakeholders within the target communities and further their

progress.

Engineering and Construction Program: Our Engineering and Construction program

provides three essential services: demolition of damaged and unsafe structures and clearing

rubble; new construction and structural reinforcements for safe home or community structures;

and training and educational opportunities through each construction project to make lasting

changes to strengthen and improve the construction practices of Haiti.

Medical Program - J/P HRO is the leading medical service provider for residents of Delmas

32, a densely populated neighborhood of approximately 90,000, alongside nearby communities

in the Port-au-Prince area. Our facilities offer access to free emergency treatment, primary

healthcare for a nominal fee, and a breadth of seminars and clinics to promote better health,

such as mass campaigns on hand washing, child vaccination campaigns, nutrition education for

mothers and young children. The Medical Program also oversees a comprehensive woman’s

health clinic, offering family planning services and gynecologic examinations, alongside

hygiene and pre‐natal care education.

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B - Consultant’s Experience

[Using the format below, provide information on at least 3 previous consulting assignments

similar to the assignment subject of this solicitation for which your consulting firm/organization

and the sub consultants for this assignment were engaged either individually as distinct

corporate entities or jointly as members of an association or consortium of corporate entities.

Please use one box for each assignment and use extra sheets, as necessary.]

Assignment name: Communauté

Professionnel

Approx. value of the contract (in current US$):

$245,393

Country: Haiti

Location within country: Delmas 32, Port-

au-Prince

Duration of assignment (months):

01/2014 – present (16 months)

Name of Client: Delmas 32 School District

administrators

Total No. of staff-months of the assignment:

16 months (at present) x 2 staff = 32 months

Contact Person, Title/Designation, Tel.

No./Address:

Flore-Anne Luxama, Education Project Officer,

Tel: +50937122456

Start date (month/year): 01/2014

Completion date (month/year): Ongoing

No. of professional staff-months provided by

your consulting firm/organization or your sub

consultants:

Name of associated Consultants, if any:

NA

Name of senior professional staff of your

consulting firm/organization involved and

designation and/or functions performed (e.g.

Project Director/Coordinator, Team Leader)

Starry Sprenkle, Programs Director, J/P HRO

Description of Project:

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Scope of Work: Communauté Professionnel is an innovative project that is helping to

improve the quality of teaching and increase academic results amongst the schools of Delmas

32, by supporting school directors and administrators in identifying and finding solutions to

problems within their schools.

Launched in 2014, the project has involved the creation and implementation of a series of

ongoing roundtables, which provide a platform for school directors and administrators facing

similar problems to learn from one another, and identify and address common priorities.

The project was initially projected to end in December 2014, but has been prolonged by a

further seven months. An extension was granted to allow member school directors and

administrators to gain a more in-depth understanding of critical school management issues.

During the project’s first year, through a participatory vote, directors and administrators

decided the issues that most needed to be addressed were budgets and financial planning,

management of human resources and management of school results. Three roundtables of ten

to 20 members were formed, and each roundtable was assigned one priority, which they

subsequently met to discuss periodically over the following ten months.

Under this project, meetings take a variety of formats, including discussion sessions, best

practices sharing, and the establishment of high-level objectives. Some examples of

management reforms that have been suggested through these forums and subsequently

successfully implemented in schools, include the following:

1. Creation of a weekly teacher evaluation form to be adapted to each school environment and

used regularly;

2. Development of a universal registration form for students at all schools in Delmas 32

3. Development of a model annual budget to be used as an example

4. Creation of model financial and petty cash reports

5. Adaptation of non-numerical methods of managing and filing documents

6. Development of organigrams for schools.

The project’s overall objective has remained the same during its second year, but with a

stronger focus on ensuring that management of the project is transferred to its members, in

order to ensure that this project will continue beyond the period for which it has received

support from J/P HRO.

Description of actual services provided by your staff within the assignment:

This project was managed and delivered by J/P HRO.

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Assignment name: L’Ecole de l’Espoir


$250,000 (per year based on 2015 value)

Country: Haiti

Location within country: Delmas 32, Port-au-

Prince


63 months

Name of Client: J/P HRO


19 staff x 63 months = 1197 months


No./Address:


Tel: +50937122456

Start date (month/year): January 2010

Completion date (month/year): Ongoing

No. of professional staff-months provided by

your consulting firm/organization or your sub

consultants: 1197 months


NA







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L’Ecole de l’Espoir is offering hope, education and opportunity to 162 students in Delmas

32. Launched in 2010, the school was initially housed in the Petionville Club Camp, and was

established by J/P HRO to facilitate the return to school of 300 children residing in the camp.

The school was launched to ensure that all students’ fundamental rights to protection,

education, health and learning opportunities were respected. When J/P HRO managed to

effectively relocate camp residents, the school was also relocated to Delmas 48 in order to

provide continuity of services to the community.

Since its launch, L’Ecole de l’Espoir, a fully functional primary school with 162 students in

2015, has been tremendously successful, thanks to the strong efforts of highly motivated and

qualified personnel, well-adapted learning materials and strong psychological support for

students. The school’s success is reflected in that of its students as, for the past four years, 100

per cent of students have passed their national exams at the end of sixth grade.

Children who attend L’Ecole de l’Espoir benefit from receiving appropriate educational

materials, an infirmary, a library and a nutritious lunch every day. The school has an active

parents’ club, a homework club, summer camp, music classes and psychological support for

students. Recently, L’Ecole de l’Espoir has launched a pilot class for children with physical

and cognitive disabilities. This project involves providing training for teachers in how to work

with children with disabilities, offering education to children with disabilities and designing

and constructing a school that will be specifically adapted.

The school will be moved for a final time in early 2016, with the construction of a fully tailored

new building in Delmas 32. The school will sit in a compound with J/P HRO’s existing

Community Development Campus and will benefit from shared library and computer lab

spaces as well as a playing field. The building will be adapted to students with disabilities and

the growth of this program will be a priority for J/P HRO’s Education team as L’Ecole de

l’Espoire is the only school in the neighborhood to offer specialized facilities and tailored

learning programs for these students.


This project is being managed and delivered by J/P HRO.

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Assignment name:

Edikasyon Vivan – Integrated Teacher

Training Program


$250,000

Country: Haiti

Location within country: Delmas 32, Port-au-

Prince


33 months

Name of Client: J/P HRO


5 staff x 33 months = 165 staff-months


No./Address:


Tel: +50937122456

Start date (month/year): January 2013

Completion date (month/year): September

2015 (to be completed)

No. of professional staff-months provided by your

consulting firm/organization or your sub

consultants: 5 staff x 33 months = 165 staff-

months


NA







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Implemented in cooperation with AMURT-Haiti, an organization focused on teacher training

and educational capacity-building, selected principals and teachers in Delmas 32, as well as

students at schools throughout the region, are benefiting from Edikasyon Vivan, an intensive

program that is training teachers and administrators to transform their schools into child-

centered learning spaces. The program aims to give teachers the tools to teach heterogeneous

groups with diverse abilities and supports them in overcoming obstacles they face daily in the

classroom.

This project consists of eight components:

Component I – Pre-Assessment and Summer Training Implementation – this involves

building the capacities, of chosen principals and teachers through an intensive, two-

day training session.

Component II – Edikate Vivan – This component aims to further build the capacities

of 30 educators through Level 2 teacher training, modeling and accompaniment.

Component III – Onsite Coaching, which is geared towards providing improved

instructional effectiveness and student learning through onsite coaching of teachers,

modelling and accompaniment. This component of the project further aims to provide

customized professional development for teaching, monitor progress of educators and

students and provide school leaders with information and suggestions for working with

staff.

Component IV – Booster Training – Ongoing, professional development and support

for up to 70 teachers.

Component V – Lide Vivan aims to train 25 school leaders (directors, pedagogical

leaders etc.) in the tools and strategies of Edikasyan Vivan.

Component VI – Patne Pedagojik Vivan – training-of-trainers, designed to provide 20

high- level motivated teachers with the tools to pass on their skills

Component VII – Edikote Vivan Summer Institute aims to build the capacities of 30

educators .


This project is being managed and delivered by J/P HRO.

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C – Comments and/or Suggestions on the Terms of Reference

[Present and justify here any modifications to the Terms of Reference your consulting

firm/organization would like to propose, if there are any, to perform the assignment better and

more effectively (e.g. deleting some activity that you find unnecessary, adding others or

proposing a different phasing of the activities). Such suggestions should be concise and

incorporated in your Proposal.]

This proposal goes beyond the activities outlined in the Terms of Reference. The addition of

the following activities will enable J/P HRO to better attain the project’s objectives and support

a stronger positive impact on the learning environment and achievements of the 4,000 students

in the targeted schools:

- Creation of Parental School Management Committees: The Terms of Reference outlines

the facilitation of a meeting between parental representatives and school management

committees. This project proposes to facilitate the creation of Parental School

Management Committees at 25 schools, who will be responsible for developing and

implementing Education Quality Improvement Plans. Each of these committees will

receive training in school management and organization.These committees will

continue beyond the remit of this project and thus contribute to its sustainability.

- Launch of Parental Literacy Classes for 500 parents. These classes will be run by trained

volunteers and will take place over six months, with the goal of providing parents with

a valuable tool in supporting their child’s education.

- Targeting of 25 schools. The Terms of Reference states that five schools must be

targeted. J/P HRO proposes to target 25 schools. The organization will be able to do this

due to its strong relationship with the schools located in Delmas 32.These schools are

part of the school district in Delmas 32, which was set up by J/P HRO. In additions, J/P

HRO’s education team is highly qualified, and has extensive experience in

implementing similar projects.

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D - Description of Approach, Methodology and Work Plan

Technical approach, methodology and work plan are key components of the Technical

Proposal. It is suggested that the Technical Proposal be divided into the following three sub

sections:

a) Technical Approach and Methodology,

b) Work Plan, and

c) Organization and Staffing,

a) Technical Approach and Methodology. In this sub section you should explain your

understanding of the objectives of the assignment, approach to the services,

methodology for carrying out the activities and obtaining the expected output, and the

degree of detail of such output. You should highlight the problems being addressed and

their importance, and explain the technical approach you would adopt to address them.

You should also explain the methodologies you propose to adopt and highlight the

compatibility of those methodologies with the proposed approach.

Objectives of the Assignment: The objective of this assignment is to sensitize parents on the

need for them to be implicated in their child’s education and empower them to become actively

involved in improving both the quality of education their child receives and the level of their

child’s academic achievement.

Approach & Methodology: This project will motivate and encourage parents to take an active

role in their children’s education and create a positive partnership between parents, schools and

students, thereby improving the overall school environment and boosting students’ academic

achievements. The project will have three axes – Community Outreach and Parental

Sensitization, Parental Training and Technical Assistance to Parents, and Technical Assistance

to School Management.

The project will be founded on strong community participation at multiple levels, and will be

presented and discussed with the community from its initiation. Parents will be strongly

encouraged to participate in their child’s education and will be provided with the forum and

tools through which to do so.

Expected Outputs: The expected outputs of this project are as follows:

- Parents at schools in Delmas 32 are sensitized on their role in supporting their child’s

education, trained in how to provide support and empowered through improved literacy

training;

- The learning conditions at 25 schools in Delmas 32 are improved through the

development and implementation of parent-lead Education Quality Improvement Plans.

These plans will be executed by working closely with the schools’ administration.

Problems Being Addressed:

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J/P HRO has been supporting education in Delmas 32, Port-au-Prince since 2012, with

overwhelmingly positive results.

Overall, J/P HRO’s Education Program aims to encourage innovation in the classroom and

improve academic outcomes. Through J/P HRO’s approach, teachers are enabled to adopt

forward-thinking practices that encourage critical thinking amongst their students, while

administrators receive support to better manage their schools.

Ongoing Challenges: Substantial challenges remain in the realm of education in Delmas 32.

A recent needs assessment conducted by J/P HRO found that students in the area continue to

face a complex myriad of obstacles, including:

Cost: There are no public schools in Delmas 32, and parents pay fees averaging $145

per year for private schools, excluding extra expenses such as uniforms and textbooks,

thereby rendering the cost of education prohibitive.

Lack of infrastructure: Most schools are located in retrofitted residential houses,

which are inappropriate for children’s learning needs. Classrooms are makeshift, and

inadequate for the number of students, sanitation facilities are poor and there is little or

no space for recreational activities. The quality of teaching remains low as many

teachers are unqualified and frequently absent, while administration is lacking and

schools are often badly organized.

One of the key factors in overcoming these obstacles is the involvement of parents. Parents in

Delmas 32 are neither empowered nor motivated to play an active role in their children’s

education. Some feel that, as they pay steep fees, their responsibility for their child’s education

ends at that point, while others say that, as they did not attend school, there is no need for their

children to do so either. The country’s high unemployment rate plays an important role, as

parents believe their children will not have strong employment prospects and therefore do not

need to be educated. The result is that children often start school at the beginning of the year,

then simply drop-out part-way through or are frequently absent.

Target Beneficiaries: The target beneficiaries of this project are as follows:

25 school principals, who will benefit from the resulting improvements in their school’s

academic achievements;

4,000 students who attend the 25 schools that will participate in this project;

500 parents who will participate in parental literacy classes (20 parents x 25 schools);

25 volunteers who will receive training and experience in conducting adult literacy

classes;

1,000 parents who will benefit from parental sensitization, as detailed in activity A.1.6

below (Main Activities). (40 parents per school x 25 schools)

150 parents who will participate in parental school management committees and will

receive training and experience in school management.

b) Work Plan. In this sub section you should propose the main activities of the assignment,

their content and duration, phasing and interrelations, milestones (including interim

approvals by the Client), and delivery dates of the reports. The proposed work plan

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should be consistent with the technical approach and methodology, showing

understanding of the TOR and ability to translate them into a feasible working plan. A

list of the final documents, including reports, drawings, and tables to be delivered as

final output, should be included here. The work plan should be consistent with the Terms

of Reference

Main Activities:

J/P HRO will attain the project objectives through the following activities:

Community Outreach and Mobilization:

A.1.1 Presentation of Project to School Principals: At the beginning of the project, J/P HRO

will hold a meeting with the principals of all 25 schools to present the project. This meeting

will be conducted by J/P HRO’s Education Officer, Psychosocial Officer and Education

Project Manager, and its objective will be to explain the project and ensure the principals’

full engagement. Follow-up meetings will be held every three months to measure the

project’s progress and follow up on any issues or concerns.

A.1.2 Presentation of the Project to Parents: An information session will be held by J/P

HRO at each of the 25 schools to present the project to the parents. These information

sessions will be held at the beginning of the project and will be conducted by J/P HRO’s

Education Officer, Psychosocial Officer, Education Project Manager and four Education

Mobilizers. Each meeting will be attended by 40 parents, for a total of 1,000 parents (40

parents x 25 schools).

A.1.3 Presentation of the Project to the Community: At the beginning of the project, J/P

HRO will also hold a meeting with community leaders to explain the goals of this initiative.

This meeting will be held at J/P HRO’s Kay Kominote, a community centre located in

Delmas 32 that hosts a breadth of activities every week in which more than 250 community

members take part. The meeting will be part of Koze Lakay, an initiative through which a

series of meetings are held with community leaders, giving an opportunity for them to voice

the community’s concerns. The meeting will be conducted by J/P HRO’s Community

Program Manager, Eucation Officer, Psychosocial Officer, and Education Mobilizers. A

follow-up meeting will be held after six months to measure the project’s progress and

address any questions or concerns of the wider community.

A.1.4 Presentation of the Project to MENFP, DDE and Local Inspectors: A meeting will be

held at the beginning of the project to present it to local authorities, and a follow-up meeting

will be held after six months to present results at the half-way point.

A.1.5 Identification and Recruitment of Education Mobilizers: J/P HRO will recruit a total

of four Education Mobilizers who will be responsible for working closely with parents to

organize sensitization sessions, training sessions and overseeing the administration of the

Early Grade Reading Assessment (EGRA) tests. They will also be responsible for direct

project management in the field, including setting up the school management committees,

helping parent committees to develop Education Quality Improvement Plans, leading

regular parent committee meetings and maintaining regular contact with the schools’

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administration. Three of the Education Mobilizers will be assigned to six schools (18) and

one Education Mobilizer will be responsible for seven schools, for a total of 25 schools.

A.1.6 Parental Sensitization Sessions: J/P HRO will hold monthly meetings at the schools

to ensure parents’ ongoing engagement and motivation. Topics discussed during these

meetings will include children’s rights and the Convention on the Rights of the Child,

parental responsibilities and responsible citizenship. The meetings will be conducted by the

Education Mobilizers, who will be supported by J/P HRO’s Education Officer. Meetings

will be held in the evenings, in order to accommodate parents’ schedules and parents will

be motivated to attend by a continual emphasis on the importance of them being involved

in their child’s education.A total of seven sensitization sessions will be held during the

course of this project at all schools (175 sessions = 25 schools x 7 sessions)

Technical Assistance to Parents

A.2.1 – Parental Training Sessions: Parents will receive ongoing training on issues such as:

- The organization and functioning of schools: All actors play an important role in the

effective functioning of a school community. However, in order to participate fully in

their children’s schooling, and understand the implications of issues such as student

absence or tardiness, parents must understand how the school itself and the educational

system are organized. This training will be delivered through a series of formal sessions

and school open-door days.

- Positive discipline: This training will enable parents to understand child development

and issues that may contribute towards their behavior, with the goal of enabling parents

to adjust their response and encourage their child’s academic and social development.

Trainings will also provide parents with effective techniques to accompany their children’s

learning, such as storytelling (a strong component of Haitian culture) and questioning to ensure

comprehension.

These trainings will be delivered by the Education Mobilizers, and it is estimated that 40 parents

per school will participate in these trainings on a regular basis (for a total of 1,000 parents).

During the project, three trainings will be delivered to parents at each school, for a total of 75

training sessions (25 X3).

A.2.2 EGRA Test – Presentation of Test and Planning with Parents and School Principals: The

objective of the EGRA test will be to evaluate the oral reading fluency and comprehension and

listening comprehension in Creole and French of students in grades 2,3 and 4 at all 25 schools.

Prior to the test, J/P HRO’s Education Officer and Education Mobilizers will meet with parents

(one meeting at each school = 25 meetings) to emphasise the importance of early reading and

request parental engagement in this initiative.

A.2.3 EGRA Test – Implementation and Follow-Up: The EGRA tests will measure:

- Oral reading fluency – as per correct words read per minute;

- Oral reading comprehension – measured by percentage of questions answered correctly;

- Listening comprehension – percentage of questions answered correctly.

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Results will be measured in terms of per child, mean per grade, mean per class, and distribution

across deciles.

The results will subsequently be presented to parents, and, based on these results, an

improvement plan will be developed and implemented in close cooperation with the parents, as

part of the overall Education Quality Improvement Plan detailed in activity 3.3. While the

specifics of this plan remain to be determined, J/P HRO estimates that the literacy aspect will

include elements such as teacher training on reading methodology, steps to encourage teachers

to read to their students, the creation of small libraries at schools to motivate and give students

the opportunity to read, and encouraging teachers to bring their students to the library located

at J/P HRO’s Kay Kominote. Mid-term EGRA tests will be delivered in the seventh month of

the project, followed by a final test at the end of the project, in order to measure progress.

A.2.4 Parental Literacy Classes – Identification and Registration of Students: J/P HRO will

launch adult literacy classes for parents at each of the 25 schools participating in this project.

Classes will each have 20 students, for a total of 500 parents who will learn to read under this

initiative. The initiation of classes will be presented during the initial parents’ meeting (see

Activity 1.1) and parents will be instructed to speak to the school principal if they are interested

in participating. The school principals and teachers will also be encouraged to help identify

potential participants.

A.2.5 Parental Literacy Classes – Volunteer Recruitment, Training and Follow-up Meetings:

These classes will be conducted by community volunteers, under the close supervision of J/P

HRO’s Education Program. J/P HRO will recruit a total of 25 volunteers (one per school), who

will be chosen by the school principal and parent committees, based on the criteria of their

previous educational experience (for example, the volunteer may be a current or former

teacher). Volunteers will receive a small remuneration to cover transport and other associated

costs.

Volunteer Training will be delivered over a period of three days, will take place at J/P HRO’s

Kay Kominoté and will be conducted in collaboration with the Secretariat d’Etat pour

l’Alphabétisation. Monthly follow-up meetings will subsequently be held in order to receive

the volunteers’ feedback. All volunteers will receive a certificate at the end of the initiative to

acknowledge the training they have successfully completed and their participation in the

project.

A.2.6 Parental Literacy Classes – Implementation of Classes: Parental Literacy classes will be

held three times a week for two hours, for a total of either six or nine months, depending on the

needs of the students. Parental literacy classes will follow the Wi Mwen Kapab (Yes, I Can)

method, currently used by the Haitian government for national literacy campaigns. This

program is utilized in 21 countries and helps participants learn to read and write in 13 weeks,

through one hour of study per day. The classes will be conducted with the support of the

volunteers, and will be overseen by J/P HRO’s Education Program.

Technical Assistance to School Management Committee:

The Terms of Reference outlines the need to facilitate meetings between parent representatives

and School Management Committees. J/P HRO proposes to go beyond this through the

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establishment of Parental School Management Committees, who will be responsible for

developing and implementing Education Quality Improvement Plans at each school. This will

occur as follows:

A.3.1 Establishment of Parental School Management Committees: J/P HRO’s Education

Mobilizers, Education Officer, Psychosocial Officer and Education Project Manager will work

together with school principals to set up and manage 25 Parental School Management

Committees (one at each school). Each committee will consist of nine individuals – one school

principal, two teachers and six parent representatives (one parent per grade). The committees

will be voluntary and will be responsible for developing and implementing the Education

Quality Improvement Plan detailed below in Activity 3.3. Parental School Management

committees will meet three times during the project (3 meetings x 25 committees = 75

meetings).

From the launch of these committees it will be made clear that this process is not about assigning

blame, but providing a venue through which parents can work in collaboration with schools to

improve the overall learning environment.

A.3.2 Training of Parental School Management Committees: J/P HRO will deliver a one-day

training sessions to each Parental School Management Committee, designed to guide the

committees on how to manage a school and focused on topics such as child-focused learning

and children’s rights. A total of eight one-day sessions will take place as follows:

- Group one – six schools – two sessions (one day session + follow-up);

- Group two – six schools – two sessions (one day session + follow-up);

- Group three – six schools – two sessions (one day session + follow-up); and

- Group four – seven schools – two sessions (one day session + follow-up).

A.3.3 Elaboration and Implementation of Education Quality Improvement Plans: Education

Quality Improvement Plans will subsequently be elaborated and implemented by the Parental

School Management Committees at all of the 25 schools involved in this project. The plans will

be developed based on the results of visits to each school, monthly Parental School

Management Committee meetings, and EGRA test results. Their goal will be to produce

tangible results that will improve students’ overall learning environment. This process will be

closely overseen and supported by J/P HRO’s Education team.

Monitoring and Evaluation: Monitoring and evaluation will be a strong component of this

initiative and will be conducted both throughout and at the end of the project. J/P HRO will

evaluate this project as follows:

Focus Groups – will be held with parents, school management committees, principals and

students at 13 of the schools involved in the project. These will be held at the beginning of the

project, part-way through and end at the end of the project, and the goal of these focus groups

will be to measure what is working versus what needs to be changed in the project.

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Final Documents to be Delivered & Report Delivery Dates:

J/P HRO will produce the following documents and reports:

An Inception Note, including detailed methodology and materials required for the

pilot initiative;

Progress Implementation Reports: J/P HRO will deliver a total of five progress

implementation reports in months 2, 4, 8 and 12.

Final Implementation and Lessons Learned Report, to be delivered in French and

English during the 12th month of the project, and following the final school

management meeting. The Lessons Learned Report will include an analysis of

EGRA tests, a description of the project’s successes and constraints, an evaluation

of the parents’ engagement, an outline of opportunities and challenges for scale-up

as a model for increasing accountability and quality in education. The report will

also detail whether a safe space for parents to voice their opinion was successfully

created and will evaluate whether there was a change in educational quality and

environment.

c) Organization and Staffing. In this sub section you should propose the structure and

composition of your team. You should list the main disciplines of the assignment, the

key expert responsible, and proposed technical and support staff.

Main Disciplines of the Assignment:This project will focus primarily on the following at all

25 schools: sensitization and training of parents, delivery of EGRA tests and subsequent

elaboration and delivery of literacy improvement plans, establishment of parental school

management committees, elaboration and delivery of parent- lead Education Quality

Improvement Plans, and delivery of parental literacy classes.

Project Staff:

The success of J/P HRO’s projects stems from our highly dedicated, well-qualified staff. This

project will be implemented by the following individuals:

Key Expert Responsible: The key expert responsible for the overall implementation of this

project will be J/P HRO’s Community Development Program Manager, Claubert Corvil. Mr.

Corvil has over 15 years’ experience working on education projects in Haiti and has a Masters

in Management of Education and Training Institutes from the Institut Universitaire des Sciences

de l’Education. Please find his detailed CV in Annex 2 below.

Proposed Technical and Support Staff:

The proposed technical and support staff for this project will include:

Position: Jr. Education Project Manager

Responsibilities: The Education Manager’s responsibilities for this project include: developing

the project implementation plan, conducting meetings with all stakeholders, managing the

project budget, liasing with MENFP and SEA to create partnerships for this project, recruiting

18

for and managing the project, monitoring ongoing results, preparing project reports, managing

project evaluation.

Position: Psychosocial Officer

Responsibilities: The Psychosocial Officer’s responsibilities for this project will include

supporting the presentation of the project to school principals, parents and community leaders,

as well as training, sensitization and psychosocial support.

Position: Education Officer

Responsibilities: The Education Officer will be responsible for support to field activities,

preparation and reviewing training modules, psychological support to parents.

Position: Education Mobilizers (x4)

Responsibilities: Four Education Mobilizers will be recruited for this project. They will have

the following responsibilities: Three of the education mobilizers will be responsible for

overseeing activities six schools, and one education mobilizer will be responsible for activities

at seven schools (for a total of 25 schools). Other responsibilities will also include presentation

of project to parents, and community leaders, ongoing parental training, support to delivery of

EGRA tests, support for parental school management committees and support to parental

literacy classes through oversight of volunteers.

Please find detailed CVs for the Community Development Program Manager, Education

Manager, Psychosocial Officer, and Education Officer in Annex 2: Curriculum Vitae of

Proposed Key Personnel.

-19-

ANNEX 1: TEAM COMPOSITION, TASK ASSIGNMENTS & LEVEL OF EFFORT (LOE)

Key Personnel

Name of Staff & Firm

associated with1

Area of Expertise

Relevant to the

Assignment

Designation for

this Assignment2

Assigned Tasks or

Deliverables

Location3 Number of Days

Claubert Corvil,

Employee, J/P HRO

Education Community

Development

Program Manager

Responsible for

overall project

oversight, strategic

admin and

financial

management

Port-au-Prince,

Local staff

55 days (not

charged to

contract)

James Moril,

Employee, J/P HRO

Education Education Officer Support to field

activities,

preparation and

reviewing training

modules,

psychological

support to parents

Port-au-Prince,

Local staff

55 days

Flore-Anne Luxama,

Employee, J/P HRO

Education Education Project

Manager

Project

implementation

plan, meetings with

all stakeholders,

managing project

budget, liaising

with MENFP and

SEA, recruiting for

Port-au-Prince,

Local staff

55 days (not

charged to

contract)

1 Indicate if the proposed staff is an employee or agent of your consulting firm/organization or a sub consultant. 2 Title or position as described in the TOR or otherwise named in your proposed Organization and Staffing under Section D, sub section (c). 3 Relative to the assignment subject of the Contract, indicate if the staff/consultant local or international.

-20-

and managing

project, managing

project in the field,

monitoring project

results, preparing

reports, managing

project evaluation.

Luciano Janvier,

Employee, J/P HRO

Psychology,

education

Psychosocial

Officer

Training,

sensitization,

psychoeducational

sessions, admin

Port-au-Prince,

Local staff

55 days (not

charged to

contract)

Education Mobilizers

(to be recruited)

Education Education

mobilizer

Activities to be

implemented in

schools,

presentation of

projects to parents

and community

leaders, parental

training, support

delivery of EGRA

tests, support for

school

management

committees,

support to parental

literacy classes

Port-au-Prince,

Local staff

800 days (4 roles)

21

ANNEX 2: CURRICULUM VITAE (CV) OF PROPOSED KEY PERSONNEL

1. Name of Staff : Claubert Corvil

2. Proposed Position Community Development Program Manager (current position)

3. Employer: J/P HRO

4. Date of Birth: 07/07/1970 Nationality: Haitian

5. Education

School, college and/or

University Attended

Degree/certificate or other

specialized education obtained

Date Obtained

Institut universitaire des

sciences de l’education

(CREFI)

Master, Management of

Educational and Training

Establishments

01/2014

Ecole Normale

d’Instituteurs

Diploma, Ecole Normale

d’Instituteurs

10/1996

Departement d’education

protestante de France in

partnership with FEPH

Certificate, Academic

Administration

12/1998

College cooperative de

Paris

Diploma in Research – Action

in Educational Practice

11/1998

Faculty of Law and

Economic Sciences,

Gonaives

Certificate in Juridic Sciences 07/2008

6. Professional Certification or Membership in Professional Associations: NA

-22-

7. Other Relevant Training: NA

8. Countries of Work Experience: [List countries where staff has worked in the last ten years]: Haiti

9. Languages [For each language indicate proficiency: good, fair, or poor in speaking, reading, and writing]: Creole – native,

French – native, English- fair

10. Employment Record [Starting with present position, list in reverse order every employment held]:

From [Year]: 2014 To [Year]: present

Employer: J/P HRO

Positions held: Community Development Program Manager

From [Year]: 2011 To [Year]: 2014

Employer: Save The Children

Positions held: Education Program Manager


Employer: Centre de Cooperation Haiti-Canada ( CCHC)

Positions held: Responsible for Technical Follow-Up and Financing Education Projects


Employer: Catholic Relief Services

Positions held: Education Program Field Coordinator


Employer: CARE Haiti

Positions held: i) Community and pedagogical Agent ii) Education training Coordinator iii) Education project Field Coordinator

11 Detailed Tasks Assigned : J/PHRO 12. Work Undertaken that Best Illustrates Capability to

Handle the Tasks Assigned

-23-

Mr. Corvil, as J/P HRO’s Community Development

Program Manager, will be responsible for oversight

of this project, as well as strategic, administrative

and financial management.

[Among the assignments in which the staff has been

involved, indicate the following information for those

assignments that best illustrate staff capability to handle

the tasks listed under point 11.]

Name of Assignment or Project: Education Program

Year: 2011- 2014

Location: Dessalines

Client: Save The Children

Main project features: Improving quality of

educational services by training teachers and school

directors, implementing Lekti se lavni et lire c’est

l’avenir reading program in first and second grade,

reinforcing parental and community capacities.

Position Held: Education Program Manager

Activities Performed:

- Implementation of reading program Lekti se lavni et

lire, c’est l’avenir for first and second grade class;

-Community mobilization for the implication of parents

in academic life.

- Literacy program for parents to enable them to help their

children;

- Support for reinforcement of district school office’s

abilities with regards to improving reading levels in

Dessalines.

Name of Assignment or Project: Education program

Year: 2008

Location: Sud/Grande-Anse

Client: Catholic Relief Service

-24-

Main Project Features : Improvement in academic services,

community mobilization for the integration of parents and

community in academic life and reinforcement of

governance of the educational system.

Position Held: Education Field Coordinator

Activities Performed:

- Reinforcement of parental knowledge/ capacities as

well as those of community actors in order to

strengthen their ability to participate in academic life

and their children’s learning.

Name of assignment or project: Education Program

Year: 1999-2007

Location: Artibonite/Nor-Ouest

Client: CARE-Haiti

Main Project Features: Improving quality of basic

educational services, community mobilization for the

integration of parents and communities in school life, and

reinforcement of educational system governance in the

departments of Artibonite and Nord-Ouest.

Positions Held: Education training coordinator/ Education

field coordinator

Activities Performed: - Community mobilization to integrate parents in

academic life.

- Support for establishment of parental associations.

- Accompaniment of parental committees in the

identification of school needs, and development and

implementation of action plans.

- Training parents about their role and responsibilities in

academic life.

- Reinforcement of parental capabilities.

-25-

12. Do you currently or have you ever worked for the World Bank Group including any of the following types of appointments:

Regular, term, ETC, ETT, STC, STT, JPA, or JPO? If yes, please provide details, including start/end dates of appointment.

No

Certification

I certify that (1) to the best of my knowledge and belief, this CV correctly describes me, my qualifications, and my experience; (2)

that I am available for the assignment for which I am proposed; and (3) that I am proposed only by one Offeror and under one

proposal.

I understand that any wilful misstatement or misrepresentation herein may lead to my disqualification or removal from the selected

team undertaking the assignment.

-26-

Annex 2 – Continued

1. Name of Staff [Insert full name]: MORIL James

2. Proposed Position Community Development Program Manager (current position): Education Officer

3. Employer: J/P Haitian Relief Organization

4. Date of Birth: 27 July, 1978 Nationality: Haitian

5. Education


University Attended


specialized education

obtained

Date Obtained

College Universitaire de

Christianville Licence Mai 2008



8. Countries of Work Experience: [List countries where staff has worked in the last ten years]:

Haïti

9. Languages [For each language indicate proficiency: good, fair, or poor in speaking, reading, and writing]:

-27-

English (speaking- fair; reading and writing – good); French Good in all (speaking, reading and writing); Creole Good in all ;

Spanish - fair


From [Year]: January 2015 To [Year]: date

Employer: J/P HRO

Positon held: Education Officer

From [Year]: November 5, 2012 To [Year]: January, 2015 Employer: PRIMATURE

Positions held: Librarian


Employer: TEARFUND

Positions held: Education Supervisor


Employer: College University of Christianville

Positions held: Assistant


Employer: Nouveau College Antoine de la Garanderie

Positions held: Teacher and Sociocultural Director


Employer: Ecole Mixte Evangelique Baptiste

Positions held: Teacher and Literacy Supervisor

11. Detailed Tasks Assigned

[List all tasks to be performed

under this assignment]

12. Work Undertaken that Best Illustrates Capability to


[Among the assignments in which the staff has been involved, indicate

the following information for those assignments that best illustrate staff

capability to handle the tasks listed under point 11.]

-28-

- Coordination of

activities with education

mobilizers (meetings

with parental

committees, directors,

school committees) –

-Supervise mobilizers’

work

- Establish calendar for

meetings and all

activities to be realized

with mobilizers, parents,

committees, schools,

directors.

- Prepare reports for

activities realized.

- Develop evaluation

tools for follow-up of

field work.

Name of assignment or project: Edikasyon Vivan – Integrated

Teacher Training Program

Year: 2015

Location: Delmas 32

Client: J/P HRO

Main project features: Improvement of quality of education

through reinforcement of pedagogical capacities of teachers

and administrators (directors and those responsible for

schools). Provision of support materials.

Positions held: Education Officer

Activities performed:

- Coordination of round-table meetings with directors

- Visit AMURT’s pedagogical trainings

- Visit round-table sessions delivered by KAIZEN

- Assure the distribution of support materials to schools

- Follow-up field work

- Report preparatoin

- Develop relations between partners and J/P HRO

- Develop tools for fieldwork

Name of Assignment or Project: Education - Community

Empowerment

Year: 2010 – 2012

Location: Citronnier (Tom Gato, Léogâne)

Client: TEARFUND

Main project features:

- Community development;

- Improving quality of education through the

reinforcement of teachers’ pedagogical abilities;

-29-

- Reinforcement of directors’ administrative abilities

- Material, economic and social support to schools.

Positions held: Mobiliser, Education Supervisor,

Community Supervisor

Activities Performed: - Supervising field activities

- Development of pedagogical training modules,

administrative modules geared towards teachers and

school directors.

- Development of training modules for the community

(parents, CSOs, youth, leaders)

- Implementation of children’s club, youth club

- Training club facilitators

- Establishment of relationship between the community

and the organization

- Follow-up to fieldwork

- Training disaster risk reduction committees in schools

and the community.

- Implementation mitigation projects

- Managing field visits with funders and partners

Name of assignment or project: Tout granmoun ap li

Year: 2001

Location: Belladere

Client: MENJS

Main project features: Adult literacy project

Positions held: Supervisor

Activities performed:

- Coordinating trainings

- Supervising classes

- Teacher trainings

- Follow-up and reports

- Accompanying general coordinator in the field.

-30-



____________________No_______________________________________________________

Certification



proposal.



-31-


1. Name of Staff [Insert full name]: Flore-Anne Luxama

2. Proposed Position Education Project Manager (current position)

3. Employer: J/P Haitian Relief Organization (J/PHRO)

4. Date of Birth: 03-19-1980 Nationality: Haitian

5. Education


University Attended



obtained

Date Obtained

Universite Quisqueya/

Universite Paris-Est Master degree in

Education: Education and

Training Organization

Management

2012

Universite Quisqueya Bachelor of Art in French

Language and Literature

2005




-32-

9. Languages [For each language indicate proficiency: good, fair, or poor in speaking, reading, and writing]:

Creole-Native, French-Native, English-fair in speaking, reading and writing


From [Year]: 2013 To [Year]: present

Employer: J/PHRO

Positions held: Deputy Education Project Manager/ Junior Education Project Manager


Employer: TEARFUND

Positions held: Education Supervisor/ Education Project Manager/ Community Empowerment Project Manager


Employer: Centre de Formation en Education Préscolaire et en Garderie

Positions held: Professor (General psychology, Psychology of learning, Sociology of education, Text study, Creole and school

administration)


Employer: Ecole normale de la Ronde

Positions held: Professor (General psychology, General Sociology, French)


Employer: Institution Robert Bruce de l’ONENF

Positions held: Pedagogical Principal (Volunteer)


-33-

Employer: Social Action Consulting (SACO)

Positions held: Facilitator (“Education and Poverty program” in the area of Saut-d’Eau, in conjunction with Concern.)


Employer: Collège Chrétien d’Haïti

Positions held: Professor (French, creole)


- Plan the Project

implementation plan

- Conduct meeting with all

stakeholders

- Manage the project Budget

- Liaise with MENFP and

SEA to create partnership for

this project

- Recruit and manage the

project

- Manage the Project on the

field

- Monitor the project result

- Prepare the project report

- Manage the project

evaluation






Name of assignment or project: Education Project

Year: 2013

Location: Port-au-Prince

Client: J/PHRO

Main project features: Improve the access and the

Education Quality in the area of Delmas 32, through

teachers and schools administrators’ capacity building and

school materials.

Positions held: Deputy Education Project

Manager/Education Project Manager

Activities performed: Provide support to a group of over

30 schools in Delmas 32 to work on improving access and

quality of education through initiatives such as Teachers

training, school administrators on school administration and

-34-

management, psychosocial support, materials support and

WASH interventions and manage the primary school run by

J/PHRO “School of Hope”. Manage the project budget and the

staff.

Name of assignment or project:

Community Empowerment Project

Year: 2011-2012

Location: Leogane- 4 section communale (Citronnier,

cormier, Gros morne, fond’oie)

Client: Tearfund

Main project features: Reinforce the community capacity

disaster preparedness

Positions held: Community Empowerment Project

Manager

Activities performed: Responsible for the overall

coordination, implementation and management Disaster

Risk Reduction Project, Wash in schools, Gender

empowerment. Ensure the community mobilization, the

establishment of the “ Comite de protection civile local” ,

Create school disaster committees, habitation disaster

committees, organize parents, students and community

leaders disaster sensitization, support the community

mitigation project implementation plan, manage the

project staff and the budget.

-35-



____________________No_____________________________________________________

Certification


that I am available for the assignment for which I am proposed; and (3) that I am proposed only by one Offer or and under one

proposal.



-36-


1. Name of Staff [Insert full name]: Luciano Janvier

2. Proposed Position Psychosocial Officer (current position)

3. Employer: J/P HRO

4. Date of Birth: 20/09/81 Nationality: Haitian

5. Education


University Attended



obtained

Date Obtained

Faculte des Sciences

Humaines (UEH)

Bachelor of Psychology 2007




9. Languages [For each language indicate proficiency: good, fair, or poor in speaking, reading, and writing]: Creole – native, French – native,

English – fair


From [Year]:2014 To [Year]:present

Employer: J/PHRO

Positions held: Psychosocial Officer

-37-


Employer: Handicap International

Positions held: Psychologist


Employer: Medecins Sans Frontieres

Positions held:Psychologist

From [Year]: 2010 To [Year]:2010

Employer: Hospital Foyer Saint Camille

Positions held:Psychologist

From [Year]:2006 To [Year]: 2007

Employer: Conseil National de Desarmement et de Reinsertion



[List all tasks to be performed

under this assignment]

- Training

- Sensitization

- Psychoeducational

sessions

- Animation






Name of assignment or project: Education

Year: 2014-2015

Location: Delmas

Client: J/PHRO

Main project features: Reinforce educational framework for

children through increased participation of parents.

Positions held: Psychosocial Officer

-38-

Activities performed: Monthly meeting with aprents,

sensitization on parental responsibility for their child’s

education, training on notions of rights and responsibilities.

Name of assignment or project: Mental Health

Year: 2010-2011

Location: Jacmel

Client: Medecins sans Frontieres

Main project features: Help parents to understand the

decrease in their children’s academic achievements following

the earthquake.


Activities performed: Group psychoeducation, training,

sensitization.

Name of assignment or project: Psychosocial services

Year: 2006-2007

Location: Petionville

Client: Timoun Kap Teke Chans

Main project features: Work with parents regarding their

implication in their child’s academic success, sensitize

parents about the rights and responsibilities of the child.

Positions held: Psychological intern

Activities performed: Training, sensitization



No

Certification

-39-



proposal.



-40-

ANNEX 3: WORK SCHEDULE

N° Activity1 Months2

1 2 3 4 5 6 7 8 9 10 11 12 n

Community Outreach and

Mobilization:

1.1 Presentation of Project to School

Principals & Follow-up Meetings

1.2 Presentation of the Project to Parents

1.3 Presentation of the Project to the

Communtiy & Follow-Up Meetings

1.4 Presentation of the Project to

MENFP, DDE and Local Inspectors

1.5 Identification and Recruitment of

Education Mobilizers

1.6 Parental Sensitization Sessions

Technical Assistance to Parents

2.1 Parental Training Sessions

2.2

EGRA Test – Presentation of Test

and Planning with Parents and School

Principals

2.3 EGRA Test – Implementation and

Follow-Up

2.4

Parental Literacy Classes –

Identification and Registration of

Parents

2.5

Parental Literacy Classes – Volunteer

Recruitment, Training and Follow-Up

Meetings

2.6 Parental Literacy Classes –

Implementation of Classes

-41-

Technical Assistance to School

Management Committee

3.1 Establishment of Parental School

Management Committees:

3.2 Training of Parental School

Management Committees

3.3 Elaboration and Implementation of

Education Quality Improvement Plan

Reporting:

4.1 Project Implementation progress

report

4.2 Mid term report

4.3 Final report and lessons learned

N

1 Indicate all main activities of the assignment, including delivery of reports (e.g.: inception, interim, and final reports), and other

benchmarks such as Client approvals, etc.. For phased assignments indicate activities, delivery of reports, and benchmarks

separately for each phase.

2 Duration of activities shall be indicated in the form of a bar chart.