Terms of Reference for Consultant Capacity Building -UEP

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 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-4 refers to the development and implementation of Associate Degree (AD) programs in identified public ACs; PBC-5 refers to the development and implementation of 4-year Bachelor of Studies (BS) program, in identified ACs.

Scope of Work:

The consultant will undertake the following activities:

1. Overall contribute to all capacity building initiatives under component 2.
2. Develop comprehensive Training Manuals for virtual workshops for the implementation of the 2-year Associate Degree under PBC 4, which include:

a. Conducting a capacity building needs assessment to identify training areas, appropriate delivery mode and training strategy to support development and implementation of training programs for lead instructors, master trainers and faculty and staff.

b. Developing training manual for Lead Instructors to train master trainers, which 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 instrument/s to be used by Lead Instructors to evaluate Master Trainers.

c. Developing 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 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 implementing the UEP, 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 assistance and cascading these trainings to their peers.

iv.      Formative and Summative assessment guide for faculty and staff to assess students’ academic performance.

3. Develop comprehensive Training Manuals for virtual workshops for the implementation of the 4-year Bachelor Degree under PBC 5, which include:

a. Conducting a capacity building needs assessment and identify training areas and appropriate delivery mode to support development and implementation of training programs for lead instructors, master trainers and faculty and staff.

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 faculty and staff to assess student 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 implementing the UEP, 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 training guidebook(s) and supporting materials

                                                          iii.      Reference material for assistance and cascading these trainings to their peers

                                                           iv.      Formative and Summative assessment guide for faculty and staff to assess students’ academic performance.

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

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

6. Develop rollout plans/implementation guides for delivering the above-mentioned trainings programs under PBCs 4 and 5.

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

Eligibility:

• A postgraduate degree (at least 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.

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.