The objective of the consulting firm assignment, following the approved SE4HC concept note, is to (i) undertake the required due diligence and detailed assessments closely following the ADB project loan policy, staff instructions, guidelines, and templates; (ii) work with MoEYS and ADB to refine the project scope and implementation arrangements; and (iii) prepare project documentation required for the ADB Board of Directors’ consideration within 2024.

The firm will create a work plan and assemble a team of international and national experts to work with assigned officials within MoEYS and relevant institutions under MoEYS, and relevant government ministries to refine the project scope and design, complete the detailed due diligence, and deliver the required linked documents t and recommendation of the President (RRP)

The midline impact evaluation seeks to draw causal conclusions about the effects of two critical aspects of the Enhancing Quality and Inclusive Education (EQIE) project on improving teaching quality and students' learning outcomes (in literacy and SEL skills):
1) In-service teacher professional development through training, coaching, and mentoring, and professional learning communities/communities of practice in play-based learning (PBL) pedagogy.
2) After-school supplemental learning activities at the community and household level.

Responsible for providing advisce to the methodology, data collections tools, data analysis, and reporting and carrying out literature review.

Objective and Purpose of the Assignment

In September 2022, the Asian Development Bank (ADB) approved a transaction technical assistance (TA) facility: Supporting Education Sector Projects to the Government of the People’s Republic of Bangladesh. The transaction TA facility provides capacity building and policy advice to the ongoing Secondary Education Sector Investment Program Tranche 3 (SESIP T3), as well as project preparation support to ensuing projects, comprising (i) NextGen Secondary Education Program, (ii) Supporting Education for Children with Special Needs, and (iii) Supporting Fifth Primary Education Development Program. The objective of the assignment is to provide support for the implementation and completion of the ongoing SESIP T3.

The tender aims to secure the technical and professional services of an evaluation consultant for the
impact evaluation of the EQIE project. The appointed consultant (individual or firm) will lead an impact
evaluation of the EQIE project in Ethiopia, and Tanzania. A quasi-experimental baseline design for this
project was completed in 2020.

The impact evaluation seeks to draw casual conclusions about the effects of two critical aspects of the
EQIE project on improving teaching quality and students’ learning outcomes (in literacy and SEL skills)
in two countries (Ethiopia and Tanzania):
I. In-service teacher professional development through training, coaching, and mentoring,
and professional learning communities/communities of practice in play-based learning
(PBL) pedagogy
ii. After-school supplemental learning activities at the community and household level

Objective and Purpose:
The lack of labor with adequate technical and vocational skills is a binding constraint to economic diversification in Azerbaijan. This is because of decade-long underinvestment in vocational education and training (VET). Given this, since 2016 the Government of Azerbaijan has prioritized the modernization of the country's VET system as part of the education sector development. This was first done through the adoption of the Strategic Roadmap on VET in December 2016 and most recently as part of Azerbaijan 2030: National Priorities for Socio-Economic Development approved in February 2021.

Improving infrastructure and strengthening human capital is a strategic pillar of the ADB's Country Partnership Strategy for Azerbaijan for 2019–2023. Specifically, this pillar emphasizes support for strengthening the role of TVET in the education sector.

ADB has initiated the preparation of Modernizing Vocational Education and Training for Economic Diversification Sector Development Program (SDP) comprising a policy-based loan to promote important reforms and a project loan to support the modernization of selected VET institutions supervised by MOED and SAVE. The preparation of SDP is done in close coordination with the Ministry of Education (MOED)and its State Agency for Vocational Education (SAVE).

The expected impact of the SDP is a modernization of Azerbaijan’s human capital as a driving force for accelerating sustainable, inclusive, private sector-led, and diversified economic growth. The expected outcome will be the improved responsiveness of the VET sector to the needs of the labor market and the 4IR. The outcome will be achieved through the implementation of policy measures and investments in three reform areas: (i) the financing of vocational education and training improved, (ii) the quality and relevance of vocational education and training strengthened, and (iii) the institutional framework of the vocational education and training sector strengthened.

Detailed Tasks and/or Expected Output:
(i) advising on measures to promote private sector involvement in the design and delivery of VET programs;
(ii) supporting the development of policy reforms on private sector participation of VET in the areas of accreditation, the introduction of vouchers, student loans, and private sector investment incentives in VET;
(iii) developing participation and incentive programs of the private sector to promote VET that integrate 4IR, green jobs, energy transition, and climate financing in its programs
(iv) assisting in the identification of priority economic sectors to be targeted by the program;
(v) assessing the environment and regulatory framework for PPPs in VET and identifying ways of improving and strengthening PPP opportunities in the VET sector;
(vi) developing suggestions on about three PPP projects in VET (for subsequent preparation of project concept and outline business cases); and
(vii) assisting in the preparation of all documents required for ADB processing, including the RRP and linked documents.

The goal is to achieve a balanced and sustainable development goals by allowing majority of youths acquire basic skills and competencies so that they can achieve full and productive employment and decent work opportunities in FSM. The objective is to develop an Education Sector Strategic Development Plan by adopting a balanced and holistic sector-wide approach.

The Asian Development Bank is providing technical assistance (TA) grant funds to mobilize a team of individual consultants to design the proposed Science and Technology Project (Upper Secondary Education). The Ministry of Education, Youth and Sport (MoEYS), Royal Government of Cambodia, will be the executing agency. The project will be aligned with key strategies and priorities defined in Cambodia's long-term blueprint for secondary education, 2020-2030, currently being prepared with MoEYS with ADB TA support. It will strengthen and expand science, technology, engineering and math education (STEM) at the upper secondary level through the provision of technology-supported, high quality teaching-learning environments. The project will expand high quality upper secondary schools adopting and integrating latest technologies in the teaching, learning, and assessment process, and with specialized STEM teachers. Partnerships with higher education institutions, private sector, industry, business and labor market on standards development, curriculum development, and teacher qualifications upgrading will be developed and expanded. Reforms to enhance adaptation to 21st century skills, knowledge, and values through innovations and enhanced linkages with higher education and technical and vocational education and training on STEM education, will also be an integral component of the project.

Detailed Tasks and/or Expected Output:

Working under the direction of ADB's Social Development Specialist (Gender) and in close collaboration with the Mission Leader, the specialist will:

(i) Review gender mainstreaming policies in the programs and in MoEYS and review the design and implementation of the gender action plans (GAPs) of the ADB-financed Upper Secondary Education Sector Development Project and Second Upper Secondary Education Sector Development Project.

(ii) Conduct a detailed gender analysis for the proposed project and prepare draft and final reports. To prepare the gender analysis, the specialist will:

a. Identify the socio-economic profile of the target population and disaggregate data by sex.
b. Assess the COVID-19 gender impacts.
c. Assess the project's potential gender-differentiated impacts and benefits across different social groups and identify the needs and opportunities available to them.
d. Assess the participation of girls and female teachers in STEM and analyze the existing mechanisms in STEM to enhance their participation
e. Collect sex-disaggregated baseline data for all possible gender indicators to be included in the project's design and monitoring framework (DMF) and the GAP. The data will be used to set gender targets and monitor the gender benefits and impacts of secondary education programs.
f. Identify government agencies and civil society groups that may support the project's GAP implementation and assess their institutional capacity that will be necessary to achieve the project 's expected gender outcome.

(iii) Based on the gender analysis develop a GAP that mirrors the DMF outputs and outcome. GAP includes specific and measurable targets, quotas, gender design features and quantifiable performance indicators to ensure women's participation and benefits. The GAP presents:

a. preparatory work undertaken to address gender issues in the project
b. quotas, targets, design features included in the project to address gender inclusion and facilitate women's involvement and/or ensure tangible benefits to women
c. mechanisms to ensure implementation of the gender design elements
d. gender monitoring and evaluation indicators

(iv) Prepare technical inputs to the Summary Poverty Reduction and Social Strategy linked document and to other project design documents including the RRP, the sector assessment, the project administration manual, the loan agreement and the formulation of the terms of reference for gender specialist support throughout the project implementation. With particular reference to coronavirus disease (COVID-19), any need for international and/or national travel shall be assessed by ADB and the Consultant using ADB's advice at the time of travel. Subject to ADB's approval, the Consultant may use remote video technology meetings to replace face to face meetings as considered necessary

The Asian Development Bank is providing technical assistance (TA) grant funds to mobilize a team of individual consultants to design the proposed Science and Technology Project (Upper Secondary Education). The Ministry of Education, Youth and Sport (MoEYS), Royal Government of Cambodia, will be the executing agency. The project will be aligned with key strategies and priorities defined in Cambodia's long-term blueprint for secondary education, 2020-2030, currently being prepared with MoEYS with ADB TA support. It will strengthen and expand science, technology, engineering and math education (STEM) at the upper secondary level through the provision of technology-supported, high quality teaching-learning environments. The project will expand high quality upper secondary schools adopting and integrating latest technologies in the teaching, learning, and assessment process, and with specialized STEM teachers. Partnerships with higher education institutions, private sector, industry, business and labor market on standards development, curriculum development, and teacher qualifications upgrading will be developed and expanded. Reforms to enhance adaptation to 21st century skills, knowledge, and values through innovations and enhanced linkages with higher education and technical and vocational education and training on STEM education, will also be an integral component of the project.

Detailed Tasks and/or Expected Output:
The specialist will undertake an economic analysis of the proposed project following ADB's updated Guidelines for the Economic Analysis of Projects (March 2017). She will:

(i) Examine the different components of the proposed project and describe clearly the transmission mechanism between the project outputs and activities and the desired outcomes (i.e. the results chain).
(ii) Review other relevant economic analysis undertaken in similar education projects, including the ADB-supported First and Secondary Upper Secondary Education Sector Development Projects. Propose a sound methodology for estimating and comparing the economic benefits and costs of the proposed project. The identification of benefits may combine quantitative and qualitative analysis.
(iii) Collect the required data and conduct any necessary surveys and stakeholder interviews.
(iv) Prepare a comprehensive economic analysis in line with ADB's requirements.
(v) Provide background data and other inputs for the RRP and other linked documents as required. With particular reference to coronavirus disease (COVID-19), any need for international and/or national travel shall be assessed by ADB and the Consultant using ADB's advice at the time of travel. Subject to ADB's approval, the Consultant may use remote video technology meetings to replace face to face meetings as considered necessary.

The Government of Mongolia has requested technical assistance from the Asian Development Bank (ADB) to develop a long-term plan for the education sector that clearly maps the road toward the goals in the Vision 2030.

The Ministry of Education (MOE) aims to improve access to, and quality of, technical secondary education to enhance employability and higher learning opportunities for young Timorese. To meet this goal, MOE has developed a policy to transform some general secondary schools into technical schools. The TA will assist MOE in strengthening its planning and management capacity for technical secondary education. Specifically, the TA will support MOE in developing detailed policy and implementation frameworks for expanding and improving technical education, based on assessments of current learning outcomes, effectiveness of existing skills programs, and labor market needs for priority skills programs in technical schools. The TA will also support MOE in piloting the implementation of new skills programs in one or two priority secondary schools, while ensuring labor market linkages for technical education.

The Asian Development Bank Pacific Department invites expressions of interest from suitably qualified and experienced consultant firms to: (i) provide capacity development training and (ii) logistical management for Phase One of an Education Sector Planning project in the Federated States of Micronesia (FSM) and the Republic of Marshall Islands (RMI). Firms are required to bid for both FSM and RMI.

This assignment intends to support the MOE in designing and implementing a comprehensive program for principals and school leaders all over Sri Lanka through the National Institute of Education – Centre for Educational Leadership and Development (NIE-CELD).

The key objective of this assignment to to help Myanmar strengthen its Myanmar’s education and skills base, supporting Myanmar’s transition toward a modern, market-based economy, and promoting inclusive growth and job creation. In particular, it will advance national reforms of the secondary education subsector (SES)—herein used to refer to academic or general-track secondary education—and technical and vocational education and training (TVET) aimed at realigning these 2 subsectors to effectively meet Myanmar’s evolving workforce needs. Complementing other development partner organization (DPO) support and building on ongoing ADB technical assistance (TA), EYE’s design emphasizes policy-level support for cohesive reforms of SES and TVET, and directly supports the government in implementing selected key priorities in the National Education Strategic Plan, 2016-2021 (NESP) Policy and Programme Framework. EYE’s design is structured around 3 outputs: Output 1: The first output is to provide cross-cutting support for new/strengthened policy frameworks and capacities for cohesive, workforce-responsive SES and TVET. Output 2: Anchored by output 1’s cross-cutting support, output 2 to support SES reforms and investments, with a focus on delivery of new SES curriculum that is more relevant to Myanmar’s evolving socioeconomic context, as well as expansion of access and Output 3: Support TVET subsector reforms and investments, with a focus on strengthening introduction of new competency- based TVET programs and access expanded.

Supported the government and ADB in preparing a project for strengthening of education sector in Kyrgyz Republic, focusing on textbook and materials development, curriculum, teacher training, policy research and introduction of innovative secondary schools. 

Support the implementation of the program through introduction of entrepreneurship education and models of cooperation between vocational education and industry as well as to provide assistance in establishment of sustainable COEs. Impact: Government strategies to achieve inclusive growth through improved workforce skills and productivity in the country's key economic sectors, specifically the National Sustainable Development Strategy, 2013 2017; Education Development Strategy, 2012 2020; and the new Regional Policy of the Kyrgyz Republic 2018 2022.

In response to the challenges, and in support of the government’s goal of improving its human resources, the Ministry of Education, Youth and Sport (MoEYS) has requested the Asian Development Bank (ADB) to support the government in the development of a long-term roadmap and plan for secondary education (LTRPSE) in Cambodia. The LTRPSE will identify key strategies and policies aim not only to address the challenges in secondary education but will also propel the country toward achieving the upper middle-income status by 2030. The LTRPSE will build on the strategies, policies and directions set forth in the Education Strategic Plan 2019-2023, the Industrial Development Policy 2015-2025, Cambodia’s Sustainable Development Goals 2030, and the overall Rectangular Strategy Phase IV. 

The Advanced Knowledge and Skills for Sustainable Growth Project will improve Indonesia's higher-education system to support sustainable economic growth. The project will upgrade four public universities the university of Malikussalleh, the university of Jambi, and the University of Riau in Sumatra; and the Indonesia University of Education in Bandung, West Java to provide high-quality and demand-based programs. The project is aligned with the National Medium-term Development Plan (RPJMN), 2015 2019, and the Asian Development Bank (ADB) country partnership strategy for Indonesia, which highlights the critical role of vocational and tertiary education in providing the skilled human capital needed to support Indonesia's economic growth. The impact of the project is increased income and productivity of the working age population. The outcome will be strengthened access, relevance, and quality of targeted universities. 

The transaction technical assistance (TA) facility will provide project preparation support, project implementation support, capacity building, and policy advice to a series of ongoing and ensuing projects in the agriculture, natural resources, and rural development (ANR) sector in the developing member countries (DMCs) in Southeast Asia in line with Strategy 2030 during 2020 - 2023.

The Government of Indonesia is improving labor market participation in line with its implementation of Sustainable Development Goals (SDGs). One in four youth are not in employment, education, or training (NEET). Young women are even more at risk, with 32% aged from 15 to 24 classified as NEET. Those categorized as NEET come from low-income families, and the job entry barriers they face often perpetuate cycles of poverty and inequality. The JobStart pilot aims to address this development challenge. In addition, current workers are unable to upgrade their skills on a regular basis. Most workers, mainly low-skilled, do not have access to work-based learning. In response, the government requested ADB to support a pilot workplace skills funding scheme that establishes enterprise networks. The technical assistance will pilot both the JobStart and the ELLN in Indonesia. 

The objective of the consulting firm assignment, following the approved SE4HC concept note, is to (i) undertake the required due diligence and detailed assessments closely following the ADB project loan policy, staff instructions, guidelines, and templates; (ii) work with MoEYS and ADB to refine the project scope and implementation arrangements; and (iii) prepare project documentation required for the ADB Board of Directors’ consideration within 2024.

The firm will create a work plan and assemble a team of international and national experts to work with assigned officials within MoEYS and relevant institutions under MoEYS, and relevant government ministries to refine the project scope and design, complete the detailed due diligence, and deliver the required linked documents t and recommendation of the President (RRP)