Government of the Punjab

School Education Department

Punjab Education Sector Reform Programme
Programme Monitoring and Implementation Unit
****
Request for Expression of Interest
for Hiring of Individual Consultant

Credit Identification No. IDA 5106-PK Contact No.PMS/4/2019

The Government of the Punjab is implementing the Education Sector Reform

Programme (PESRP) with the assistance of the World Bank. The credit includes a Technical
Assistance (TA) component of US$ 9.36 million to help achieve the objectives of PESP-III.

2. Under this programme, PMIU invites experienced individual consultant having

relevant experience /qualification from recognized universities to indicate their interest in
providing the services. Interested candidates should provide information indicating that they
are qualified to perform the below mentioned services for a period of one year:

S.No Area for which Qualification & Experience

Consultancy Services
are Required
1 Planning & MPhil in Social Sciences with 1-2 years of relevant
Coordination Officer work experience in the public sector, preferably in
education and early child hood education, or
MA/MSc/Bachelor’s (Hons.) with 3-4 years of
experience in the public sector, preferably in
education and early child hood education and project
management/planning.
2 Monitoring & Evaluation MPhil in Social Sciences with 1-2 years of relevant
Officer work experience in the public sector, preferably in in
education and early child hood education, or
MA/MSc/Bachelor’s (Hons.) with 3-4 years of
experience in the public sector, preferably in early
child hood education and monitoring& evaluation..
3 Field Officer-ECE MPhil in Social Sciences with 1-2 years of relevant
work experience in the public sector, preferably in
Education, or MA/MSc/Bachelor’s (Hons.) with 3-4
years of experience in the public sector, preferably in
education/early child hood education and/or
monitoring and evaluation.

3. TORs can be downloaded from: www.pesrp.edu.pk. Individual Consultants will be

selected in accordance with the procedures set out in Section V of the World Bank’s
Guidelines: Selection and Employment of Consultants by World Bank Borrowers January
2011 (Consultant Guidelines, Revised 2014). Interested candidates should submit the
Expression of Interest with Curriculum Vitae (CV), copies of educational
degrees/certificates/experience certificates, and CNIC by November 05, 2019 till 4.00 PM.
Only shortlisted candidates will be called for interview.

Programme Monitoring and Implementation Unit

Punjab Education Sector Reform Programme
8-A, Ali Block, New Garden Town
Lahore
Tel: 042-99232190
 Terms of Reference for Monitoring & Evaluation Officer
1. Background Information

1.1 Beneficiary Country and Province

Islamic Republic of Pakistan, Punjab Province
1.2 Contracting Authority
Under the Third Punjab Education Sector Project and in agreement with the World Bank, the
Programme Monitoring and Implementation Unit (PMIU), School Education Department
(SED), Government of Punjab is the contracting authority.
1.3 Background and Context
The National Early Childhood Education Policy was the first national policy document since
the country’s independence focusing on early childhood. The policy emerged through a
conversion of priorities on early learning and pre-primary development under existing
provincial and national dialogues including Article 25A, the National Education Policy 2009,
the Millennium Development Goals (MDGs), the Sustainable Development Goals (SDGs)
and the Education Framework for Action. Pre-primary education existed in Pakistan
informally until the 1970s, but it was only after the 1990 EFA and the 2000 Dakar
Framework for Action that it gained renewed emphasis in the country’s education policy. The
National Education Policy 1998-2010 called for a reintroduction of Katchi/pre-primary as a
formal class in public schools, extending primary education to a six-year program.

The implementation of ECE was initiated via a pilot project in Punjab and then the 2017
Early Childhood Education (ECE) Policy for Punjab was announced to strengthen and
institutionalize early learning at the provincial level and outline clear standards for equitable
and quality ECE provision. The Government of Punjab is committed to its 2018 Education
Goals to improve access, equity, learning outcomes, and student retention and transition.
Provision of quality ECE also fortifies the Government of Punjab’s effort toward meeting
Sustainable Development Goal (SDG) 4, that is, ensuring inclusive and equitable quality
education with a long term commitment to ensure that by 2030, all boys and girls have access
to quality early childhood development, care, and pre-primary education.

1.4 Concept of ECE Cell, its functions and work plan

The Early Childhood Education Cell will be instituted at the PMIU to provide oversight on
the monitoring of the ECE program in Punjab.
The ECE unit will be responsible for key functions of ECE service delivery, including policy
planning and formulation, education standards, staff development, quality assurance and
monitoring and evaluation (M&E). It will be responsible for preparing a detailed
implementation plan for ECE together with QAED, including key activities like
establishment of new classroom, teacher recruitment, and budget and planning. The ECE unit
will also be responsible for coordinating with apex educational institutions and district
governments that oversee a cadre of assistant education officers (AEOs).
The Cell will also serve as the central planning and monitoring unit for ECE in Punjab and
provide support to the research wing, meeting PESP III on DLI-4 deliverables as defined in
the PAD PESP III document. PESP III is the World Bank funded Education Sector Reform
Program that aims to improve the quality of Education in Punjab. The Cell will also provide
policy recommendations and extend implementation support to SED stakeholders involved in
ECE.

1.5 Objective
The main objective of the Monitoring & Evaluation Officer is to provide quality assurance
for the Early Childhood Education program in Punjab through the ECE cell instituted at the
Programme Monitoring Implementation Unit (PMIU). The incumbent will develop the
Monitoring and Evaluation framework and ensure that the implementation of the of the Early
Childhood Education initiative in Punjab meets the quality standards especially, to maximize
the effectiveness of the Punjab Education Sector Reform Programme (PESRP).
1.6 Scope
The duties and responsibilities of the Monitoring & Evaluation Officer will include but are
not limited to the following:
1. Develop the Monitoring and Evaluation Framework for the Early Childhood
Education intervention in Punjab under PESP III.
2. Ensure that the ECE classrooms meet minimum quality standards by collecting and
analyzing the data on a monthly/quarterly basis and report to the wider team of the
ECE Cell, M&E specialist, and the Program Director at PMIU.
3. Conceptualize the collection and use of data for additional purposes e.g. ECE teacher
training databases, delivery/receipt of teacher guides at the district level etc.
4. Conduct primary and secondary data analysis and develop high quality reports to
inform project leads in timely manner on project delivery and progress
5. Develop mechanism to effectively communicate data to delivery teams and provide
remedial strategies in case of challenges
6. Focus on meeting DLI targets through effective monitoring against set targets of all
project related activities
7. Assume responsibility with field support to ensure ECE classrooms meet quality
standards
8. Provide support for overall ECE team at PMIU and provide feedback on needs,
trends, best practices, and priorities to help in the design of the future interventions
and setting the strategic direction of ECE in Punjab Province.
9. Aid in proposal design and project reporting related to research and monitoring and
evaluation reporting requirements.
10. Liaise effectively with other sub departments and entities within PMIU and SED to
effectively meet timelines for project deadlines.
11. Provide support to the wider Monitoring and Evaluation Team at PMIU in designing a
robust monitoring mechanism related to School Education in Punjab Province.
1.7 Qualification and Experience:
 MPhil in Social Sciences with 1-2 years of relevant work experience in the public sector,
preferably in Education, or MA/MSc/Bachelor’s (Hons.) with 3-4 years of experience in
the public sector with Early Childhood Education (ECE) specialization and monitoring
and evaluation experience. Experience of working on large scale government + donor
funded projects is a plus.
 Strong aptitude for qualitative and quantitative analysis, data research and recording. The
incumbent should be well versed in the relevant data analytics tools and techniques.
 Strong report writing skills.
 Experience of developing monitoring frameworks and/or conducting primary or
secondary research in the development sector.
 Comprehensive understanding of the public sector and broader educational challenges in
Pakistan
Essential skills:
 STATA/SPSS/R.
 Terms of Reference for Field Officer-ECE
2. Background Information

1.1 Beneficiary Country and Province

Islamic Republic of Pakistan, Punjab Province
1.2 Contracting Authority
Under the Third Punjab Education Sector Project and in agreement with the World Bank, the
Programme Monitoring and Implementation Unit (PMIU), School Education Department
(SED), Government of Punjab is the contracting authority.
1.3 Background and Context
The National Early Childhood Education Policy was the first national policy document since
the country’s independence focusing on early childhood. The policy emerged through a
conversion of priorities on early learning and pre-primary development under existing
provincial and national dialogues including Article 25A, the National Education Policy 2009,
the Millennium Development Goals (MDGs), the Sustainable Development Goals (SDGs)
and the Education Framework for Action. Pre-primary education existed in Pakistan
informally until the 1970s, but it was only after the 1990 EFA and the 2000 Dakar
Framework for Action that it gained renewed emphasis in the country’s education policy. The
National Education Policy 1998-2010 called for a reintroduction of Katchi/pre-primary as a
formal class in public schools, extending primary education to a six-year program.

The implementation of ECE was initiated via a pilot project in Punjab and then the 2017
Early Childhood Education (ECE) Policy for Punjab was announced to strengthen and
institutionalize early learning at the provincial level and outline clear standards for equitable
and quality ECE provision. The Government of Punjab is committed to its 2018 Education
Goals to improve access, equity, learning outcomes, and student retention and transition.
Provision of quality ECE also fortifies the Government of Punjab’s effort toward meeting
Sustainable Development Goal (SDG) 4, that is, ensuring inclusive and equitable quality
education with a long term commitment to ensure that by 2030, all boys and girls have access
to quality early childhood development, care, and pre-primary education.

1.4 Role of ECE Cell

The Early Childhood Education Cell will be instituted at the PMIU to provide oversight on
the monitoring of the ECE program in Punjab.
The ECE unit will be responsible for key functions of ECE service delivery, including policy
planning and formulation, education standards, staff development, quality assurance and
monitoring and evaluation (M&E). It will be responsible for preparing a detailed
implementation plan for ECE together with QAED, including key activities like
establishment of new classroom, teacher recruitment, and budget and planning. The ECE unit
will also be responsible for coordinating with apex educational institutions and district
governments that oversee a cadre of assistant education officers (AEOs).
The Cell will also serve as the central planning and monitoring unit for ECE in Punjab and
provide support to the research wing, meeting PESP III on DLI-4 deliverables as defined in
the PAD PESP III document. PESP III is the World Bank funded Education Sector Reform
Program that aims to improve the quality of Education in Punjab. The Cell will also provide
policy recommendations and extend implementation support to SED stakeholders involved in
ECE.

1.5 Objective
The main objective of the Field Officer is to ensure that the implementation of the Early
Childhood Education initiative meets the quality standards that are defined in the policy and
fulfills the monitoring criterion defined by the Monitoring and Evaluation framework
developed for ECE. The field officer will have to provide quality field support through
extensive field visits in the Punjab to various schools to gather data for research and analysis
at the ECE cell. The incumbent will provide technical assistance to all related
donor/government bodies including coordinating agencies when support on data/field
observations is required.
1.6 Scope
The duties and responsibilities of the Field Officer will include but are not limited to the
following:
12. Coordination with district governments and disbursement of funds for existing and
new classroom construction for establishment of ECE in public schools
13. Conduct field visits across various districts of Punjab to oversee ECE classroom
construction and ensure quality standards relevant to classroom construction.
14. Provide monitoring support to MEAs to ensure ECE classrooms are being used
according to the agenda outlined for them.
15. Ensure that ECE classrooms meet the quality standards as defined in the ECE Policy
and Monitoring framework.
16. Track the training and appointment new ECE teachers or allocation of existing
teachers for ECE at the field level.
17. Develop operational relationships with local district officers and Head Teachers to
support effective monitoring of all ECE sites.
18. Develop feedback mechanisms eliciting information from teachers and schools to be
relayed to M&E officer at the ECE Cell.
19. Contribute to the development of revised TORs for caregivers and ECE staff, if
necessary.
20. Develop mechanism to effectively communicate data to delivery teams and to the
ECE Cell at PMIU.
21. Assist the wider ECE Cell on drafting future strategy for expansion of ECE in the
Punjab.

1.7 Qualification and Experience:

 MPhil in Social Sciences with 1-2 years of relevant work experience in the public sector,
preferably in Education, or MA/MSc/Bachelor’s (Hons.) with 3-4 years of experience in
the public sector, preferably in education/ Early Childhood Education and/or monitoring
and evaluation. Experience of working on large scale government + donor funded
projects is a plus.
 Extensive travel experience in the Punjab with good working knowledge of Punjabi
 Experience of implementing projects in the field and coordinating with various
stakeholders
 Strong project management and human resource management skills.
 Comprehensive understanding of the public sector and broader educational challenges in
Pakistan
 Terms of Reference for Planning and Coordination Officer

1. BACKGROUND INFORMATION

1.1 Beneficiary Country and Province

Islamic Republic of Pakistan, Punjab Province
1.2 Contracting Authority
Under the Third Punjab Education Sector Project and in agreement with the World Bank, the
Programme Monitoring and Implementation Unit (PMIU), School Education Department
(SED), Government of Punjab is the contracting authority.
1.3 Background and Context
The National Early Childhood Education Policy was the first national policy document since
the country’s independence focusing on early childhood. The policy emerged through a
conversion of priorities on early learning and pre-primary development under existing
provincial and national dialogues including Article 25A, the National Education Policy 2009,
the Millennium Development Goals (MDGs), the Sustainable Development Goals (SDGs)
and the Education Framework for Action. Pre-primary education existed in Pakistan
informally until the 1970s, but it was only after the 1990 EFA and the 2000 Dakar
Framework for Action that it gained renewed emphasis in the country’s education policy. The
National Education Policy 1998-2010 called for a reintroduction of Katchi/pre-primary as a
formal class in public schools, extending primary education to a six-year program.

The implementation of ECE was initiated via a pilot project in Punjab and then the 2017
Early Childhood Education (ECE) Policy for Punjab was announced to strengthen and
institutionalize early learning at the provincial level and outline clear standards for equitable
and quality ECE provision. The Government of Punjab is committed to its 2018 Education
Goals to improve access, equity, learning outcomes, and student retention and transition.
Provision of quality ECE also fortifies the Government of Punjab’s effort toward meeting
Sustainable Development Goal (SDG) 4, that is, ensuring inclusive and equitable quality
education with a long term commitment to ensure that by 2030, all boys and girls have access
to quality early childhood development, care, and pre-primary education.

1.7 Role of ECE Cell

The Early Childhood Education Cell will be instituted at the PMIU to provide oversight on
the monitoring of the ECE program in Punjab.
The ECE unit will be responsible for key functions of ECE service delivery, including policy
planning and formulation, education standards, staff development, quality assurance and
monitoring and evaluation (M&E). It will be responsible for preparing a detailed
implementation plan for ECE together with QAED, including key activities like
establishment of new classroom, teacher recruitment, and budget and planning. The ECE unit
will also be responsible for coordinating with apex educational institutions and district
governments that oversee a cadre of assistant education officers (AEOs).
The Cell will also serve as the central planning and monitoring unit for ECE in Punjab and
provide support to the research wing, meeting PESP III on DLI-4 deliverables as defined in
the PAD PESP III document. PESP III is the World Bank funded Education Sector Reform
Program that aims to improve the quality of Education in Punjab. The Cell will also provide
policy recommendations and extend implementation support to SED stakeholders involved in
ECE.

1.8 Objective
The objective of the Planning and Coordination Officer is to serve as the focal person for the
ECE Cell, for the next one year, taking responsibility for project implementation, planning
and cross sectoral coordination within PMIU and across various government departments.
The incumbent will be the main coordinating party with district governments, MEAs, AEOs
and parties within the ECE Cell to ensure a smooth implementation of the ECE Policy
Framework under the Third Punjab Education Sector Project (PESP-III) focused on
improving school participation, completion and teaching-learning practices with a focus on
low-performing districts. The PMIU-PESRP is mandated to manage the activities agreed with
donors in implementing various initiatives to support and scale-up specific interventions such
as Early Childhood Education (ECE) in a manner that maximizes the effectiveness of the
Punjab Education Sector Reform Programme (PESRP) and broadens the knowledge base on
school education in Punjab.
1.9 Scope
The duties and responsibilities of the Planning and Coordination Officer will include but are
not limited to the following:
22. Development of a detailed implementation plan, including selection of schools,
targets, and costs for establishing ECE classrooms over a clear timeline.
23. Responsible for program planning, coordination and implementation of Early
Childhood Education in the Punjab and ensure that the program also meets the set
targets defined under PESP III.
24. Coordinate teacher training/ECE kit development with government bodies QAED,
PCTB and related stakeholders to support the vision of the ECE Cell
25. Coordinate monthly review meetings and prepare progress reports on ECE using
PMIU monthly monitoring data as well as other data sources.
26. Provide planning and coordination support for various field activities in designated
districts of Punjab.
27. Liaise effectively with other sub departments and entities within SED to effectively
meet timelines for project deadlines primarily through intersectoral coordination
28. Ensure programme targets are met through effective planning, coordination and
monitoring of all project related activities
29. Support the ECE Cell and PMIU in creating an enabling environment for evidence-
based decision making to coordinate all assigned projects and tasks effectively
through coordination with related planning agencies and partners at PMIU
30. Provide support to the wider PMIU team on initiatives related to PESP III program.
1. 7 Qualification and Experience
 MPhil in Social Sciences with 1-2 years of relevant work experience in the public
sector, preferably in Education, or MA/MSc/Bachelor’s (Hons.) with 3-4 years of
experience in the public sector, preferably in education and early childhood education
(ECE). Experience of working on large scale government + donor funded projects is a
plus
 Experience in project management and planning. Experience of working at a strategic
level will be an added advantage.
 Strong communication and interpersonal skills. The incumbent should also know the
necessary project planning and management tools.
 Comprehensive understanding of the public sector and broader educational challenges
in early childhood education in Pakistan.