Terms of Reference for Consultant Capacity Building -QECAC

Background

The Higher Education Commission (HEC) is implementing The Higher Education Development in Pakistan (HEDP) to improve the conditions of teaching, learning and research for enhanced access, quality, and relevance of tertiary education, under the agreement between World Bank and Government of Pakistan. Component 2 of HEDP aims to improve the quality of education delivered by public Affiliated Colleges (ACs) and Affiliating Universities (AUs). This component will provide support to public Affiliating Universities (AUs) in establishment of Quality Enhancement Cells (QECs) units in AUs that focus on quality issues in ACs (QECACs). To achieve the Performance-Based Conditions (PBCs) of Component 2, HEC has established the Postsecondary Education Reform Unit (PERU) to undertake these activities.

HEC has developed the Undergraduate Education Policy 2020 (UEP), which provides the framework for enhancing the quality of programs leading to Bachelor of Studies (BS) and Associate Degree (AD) degrees in ACs and is now being implemented. Within component 2, PBC-3 refers to the establishment of functional QECACs in AU; PBC-8 refers to training of faculty and staff of public ACs implementing the AD and BS programs per the UEP; and Undergraduate Student Offices (USO) are being established in universities to operationalize the Internships, Practical Learning Labs and Academic Advisement as mandated by the UEP.

Scope of Work:

The consultants will undertake the following activities:

1. Overall contribute to all capacity building initiatives under component 2.
2. Develop comprehensive Training Manuals for virtual workshops of college faculty and staff under PBC 8, which include:

a. Conducting a capacity building needs assessment and strategy for training of faculty and staff of public ACs based on consultation with key stakeholders

b. Training manual for Lead Instructors to train master trainers, and will cover but not be limited to:

   i.      Training outline which will include syllabus, learning objectives and outcomes, assessment procedures, quality standards and andragogical methodology.

                                                            ii.      Lead Instructor training guidebook(s) and supporting materials

                                                          iii.      Assessment instruments to be used by Lead Instructors to evaluate Master Trainers

c. Training manual for Master Trainers to train college faculty and staff, and will cover but not be limited to:

                                                              i.      Training outline which will include syllabus, learning objectives and outcomes, assessment procedures, quality standards and andragogical methodology

                                                            ii.      Master Trainer training guidebook(s) and supporting materials

                                                          iii.      Formative and summative assessment guide for master trainers to train college faculty and staff to assess students’ academic performance.

                                                           iv.      Assessment instruments to be used by Master Trainers to evaluate college faculty and staff.

d. Training manual for college faculty and staff, which will serve as a reference guide for better teaching practices, and will cover but not be limited to:

                                                              i.      Training outline which will include syllabus, learning objectives and outcomes, assessment procedures, quality standards and andragogical methodology

                                                            ii.      Faculty and staff guidebook (s) and supporting materials.

                                                          iii.      Reference material for pedagogy, assessment, and e-learning.

                                                           iv.      Formative and summative assessment guides for faculty and staff to assess students’ academic performance.

3. Develop training manual for QECACs staff in universities for implementation of PBC 3, which will include but not be limited to:

a. Training outline which will include syllabus, learning objectives and outcomes, assessment procedures, quality standards and andragogical methodology.

b. Training guidebook (s) and supporting materials

c. Best practices in quality assurance and HEC guidelines

d. Assessment of QECACs staff

 4. Develop training manual for staff of Undergraduate Student Offices (USOs) in support of implementation of the UEP, which will include but not be limited to:

a. Individual training outlines which include syllabus, learning objectives and outcomes, assessment procedures, quality standards, andragogical methodology for training staff of the following three wings for the USOs:

                                                              i.      Internships

                                                            ii.      Practical Learning Labs

                                                          iii.      Academic Advisement

b. Detailed training guides and supporting materials for all three wings of the USOs and support materials.

c. Inclusion of HEC guidelines and supporting resources required to support the operationalization of the three wings.

5. esearch, collate, and contextualize, training syllabi and materials from well-known and recognized sources that cover issues pertaining to the capacity building needs of PERU.

6. Hold consultations with key stakeholders to receive feedback and ensure relevance of the development training programs.

7. Develop rollout plans/implementation plans for all trainings under PBC-3, 8, and USOs.

8. Supervise delivery of trainings and deliver training as necessary.

Eligibility:

• A postgraduate degree (at least a Master’s degree) from a reputable national or international university in Education, or Management or any other related disciplines. PhD preferred.
• At least 8-year experience, or 6-year in the case of a PhD holder, in higher education or teacher education and capacity building.

Abilities:

• Good understanding of the issues relating to college education and higher education procedures and systems in the country.
• Proven expertise in developing training syllabi, materials, and manuals. 
• Training supervision and delivery skills. 
• Proficiency in information technology and its application in training.

Contract Duration

The consultant will be hired for one year, extendable subject to satisfactory performance.

Institutional Arrangements

The consultant will work under the direct supervision of the Program Specialist Academics–HEDP/PERU.

PERU will facilitate the consultant in developing and implementing training programs by providing intellectual and administrative assistance for PBC 3 and USO trainings.

NAHE will facilitate the consultant in the execution and delivery of training programs by providing administrative support for PBC 8 trainings.

PCU - HEDP will provide financial and administrative support for execution of training program.

Selection Method:

Selection will be in accordance with the process stipulated in the “World Bank: Procurement Regulations for Investment Project Financing Goods, Works, Nonconsenting, and Consulting Services” (July 2016), revised November 2017 and August 2018.