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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 Approx. value of the contract (in current US$):
$250,000 (per year based on 2015 value)
Country: Haiti
Location within country: Delmas 32, Port-au-
Prince
Duration of assignment (months):
63 months
Name of Client: J/P HRO Total No. of staff-months of the assignment:
19 staff x 63 months = 1197 months
Contact Person, Title/Designation, Tel.
No./Address:
Flore-Anne Luxama, Education Project Officer,
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
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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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.
Description of actual services provided by your staff within the assignment:
This project is being managed and delivered by J/P HRO.
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Assignment name:
Edikasyon Vivan – Integrated Teacher
Training Program
Approx. value of the contract (in current US$):
$250,000
Country: Haiti
Location within country: Delmas 32, Port-au-
Prince
Duration of assignment (months):
33 months
Name of Client: J/P HRO Total No. of staff-months of the assignment:
5 staff x 33 months = 165 staff-months
Contact Person, Title/Designation, Tel.
No./Address:
Flore-Anne Luxama, Education Project Officer,
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
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:
9
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 .
Description of actual services provided by your staff within the assignment:
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.
17
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
From [Year]: 2008 To [Year]: 2011
Employer: Centre de Cooperation Haiti-Canada ( CCHC)
Positions held: Responsible for Technical Follow-Up and Financing Education Projects
From [Year]: 2008 To [Year]: 2008
Employer: Catholic Relief Services
Positions held: Education Program Field Coordinator
From [Year]: 1999 To [Year]: 2007
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
School, college and/or
University Attended
Degree/certificate or other
specialized education
obtained
Date Obtained
College Universitaire de
Christianville
Licence Mai 2008
6. Professional Certification or Membership in Professional Associations: NA
7. Other Relevant Training: NA
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
10. Employment Record [Starting with present position, list in reverse order every employment held]:
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
From [Year]: 2010 To [Year]: 2012
Employer: TEARFUND
Positions held: Education Supervisor
From [Year]: 2008 To [Year]: 2010
Employer: College University of Christianville
Positions held: Assistant
From [Year]: 2003 To [Year]: 2008
Employer: Nouveau College Antoine de la Garanderie
Positions held: Teacher and Sociocultural Director
From [Year]: 1999 To [Year]: 2003
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
Handle the Tasks Assigned
[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-
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.
-31-
Annex 2 – Continued
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
School, college and/or
University Attended
Degree/certificate or other
specialized education
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
6. Professional Certification or Membership in Professional Associations: NA
7. Other Relevant Training: NA
8. Countries of Work Experience: [List countries where staff has worked in the last ten years]: Haiti
-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
10. Employment Record [Starting with present position, list in reverse order every employment held]:
From [Year]: 2013 To [Year]: present
Employer: J/PHRO
Positions held: Deputy Education Project Manager/ Junior Education Project Manager
From [Year]: 2010 To [Year]: 2012
Employer: TEARFUND
Positions held: Education Supervisor/ Education Project Manager/ Community Empowerment Project Manager
From [Year]: 2006 To [Year]: 2010
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)
From [Year]: 2008 To [Year]: 2010
Employer: Ecole normale de la Ronde
Positions held: Professor (General psychology, General Sociology, French)
From [Year]: 2007 To [Year]: 2010
Employer: Institution Robert Bruce de l’ONENF
Positions held: Pedagogical Principal (Volunteer)
From [Year]: 2008 To [Year]: 2009
-33-
Employer: Social Action Consulting (SACO)
Positions held: Facilitator (“Education and Poverty program” in the area of Saut-d’Eau, in conjunction with Concern.)
From [Year]: 2004 To [Year]: 2008
Employer: Collège Chrétien d’Haïti
Positions held: Professor (French, creole)
11. Detailed Tasks Assigned
- 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
12. Work Undertaken that Best Illustrates Capability to
Handle the Tasks Assigned
[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 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-
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 Offer or 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.
-36-
Annex 2 – Continued
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
School, college and/or
University Attended
Degree/certificate or other
specialized education
obtained
Date Obtained
Faculte des Sciences
Humaines (UEH)
Bachelor of Psychology 2007
6. Professional Certification or Membership in Professional Associations: NA
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/PHRO
Positions held: Psychosocial Officer
-37-
From [Year]: 2011 To [Year]: 2011
Employer: Handicap International
Positions held: Psychologist
From [Year]: 2010 To [Year]: 2011
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
Positions held: Psychologist
11. Detailed Tasks Assigned
[List all tasks to be performed
under this assignment]
- Training
- Sensitization
- Psychoeducational
sessions
- Animation
12. Work Undertaken that Best Illustrates Capability to
Handle the Tasks Assigned
[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
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.
Positions held: Psychologist
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
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
-39-
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.
-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.

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Education Proposal to World Bank

  • 1. 1 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
  • 2. 2 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;
  • 3. 3  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.
  • 4. 4 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:
  • 5. 5 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.
  • 6. 6 Assignment name: L’Ecole de l’Espoir Approx. value of the contract (in current US$): $250,000 (per year based on 2015 value) Country: Haiti Location within country: Delmas 32, Port-au- Prince Duration of assignment (months): 63 months Name of Client: J/P HRO Total No. of staff-months of the assignment: 19 staff x 63 months = 1197 months Contact Person, Title/Designation, Tel. No./Address: Flore-Anne Luxama, Education Project Officer, 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 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:
  • 7. 7 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. Description of actual services provided by your staff within the assignment: This project is being managed and delivered by J/P HRO.
  • 8. 8 Assignment name: Edikasyon Vivan – Integrated Teacher Training Program Approx. value of the contract (in current US$): $250,000 Country: Haiti Location within country: Delmas 32, Port-au- Prince Duration of assignment (months): 33 months Name of Client: J/P HRO Total No. of staff-months of the assignment: 5 staff x 33 months = 165 staff-months Contact Person, Title/Designation, Tel. No./Address: Flore-Anne Luxama, Education Project Officer, 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 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:
  • 9. 9 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 . Description of actual services provided by your staff within the assignment: This project is being managed and delivered by J/P HRO.
  • 10. 10 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.
  • 11. 11 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:
  • 12. 12 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
  • 13. 13 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’
  • 14. 14 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.
  • 15. 15 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
  • 16. 16 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.
  • 17. 17 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. 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. -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. -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. 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. -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 From [Year]: 2008 To [Year]: 2011 Employer: Centre de Cooperation Haiti-Canada ( CCHC) Positions held: Responsible for Technical Follow-Up and Financing Education Projects From [Year]: 2008 To [Year]: 2008 Employer: Catholic Relief Services Positions held: Education Program Field Coordinator From [Year]: 1999 To [Year]: 2007 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. -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. -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. -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. -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 School, college and/or University Attended Degree/certificate or other specialized education obtained Date Obtained College Universitaire de Christianville Licence Mai 2008 6. Professional Certification or Membership in Professional Associations: NA 7. Other Relevant Training: NA 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. -27- English (speaking- fair; reading and writing – good); French Good in all (speaking, reading and writing); Creole Good in all ; Spanish - fair 10. Employment Record [Starting with present position, list in reverse order every employment held]: 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 From [Year]: 2010 To [Year]: 2012 Employer: TEARFUND Positions held: Education Supervisor From [Year]: 2008 To [Year]: 2010 Employer: College University of Christianville Positions held: Assistant From [Year]: 2003 To [Year]: 2008 Employer: Nouveau College Antoine de la Garanderie Positions held: Teacher and Sociocultural Director From [Year]: 1999 To [Year]: 2003 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 Handle the Tasks Assigned [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. -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. -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. -30- 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.
  • 31. -31- Annex 2 – Continued 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 School, college and/or University Attended Degree/certificate or other specialized education 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 6. Professional Certification or Membership in Professional Associations: NA 7. Other Relevant Training: NA 8. Countries of Work Experience: [List countries where staff has worked in the last ten years]: Haiti
  • 32. -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 10. Employment Record [Starting with present position, list in reverse order every employment held]: From [Year]: 2013 To [Year]: present Employer: J/PHRO Positions held: Deputy Education Project Manager/ Junior Education Project Manager From [Year]: 2010 To [Year]: 2012 Employer: TEARFUND Positions held: Education Supervisor/ Education Project Manager/ Community Empowerment Project Manager From [Year]: 2006 To [Year]: 2010 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) From [Year]: 2008 To [Year]: 2010 Employer: Ecole normale de la Ronde Positions held: Professor (General psychology, General Sociology, French) From [Year]: 2007 To [Year]: 2010 Employer: Institution Robert Bruce de l’ONENF Positions held: Pedagogical Principal (Volunteer) From [Year]: 2008 To [Year]: 2009
  • 33. -33- Employer: Social Action Consulting (SACO) Positions held: Facilitator (“Education and Poverty program” in the area of Saut-d’Eau, in conjunction with Concern.) From [Year]: 2004 To [Year]: 2008 Employer: Collège Chrétien d’Haïti Positions held: Professor (French, creole) 11. Detailed Tasks Assigned - 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 12. Work Undertaken that Best Illustrates Capability to Handle the Tasks Assigned [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 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. -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. -35- 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 Offer or 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.
  • 36. -36- Annex 2 – Continued 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 School, college and/or University Attended Degree/certificate or other specialized education obtained Date Obtained Faculte des Sciences Humaines (UEH) Bachelor of Psychology 2007 6. Professional Certification or Membership in Professional Associations: NA 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/PHRO Positions held: Psychosocial Officer
  • 37. -37- From [Year]: 2011 To [Year]: 2011 Employer: Handicap International Positions held: Psychologist From [Year]: 2010 To [Year]: 2011 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 Positions held: Psychologist 11. Detailed Tasks Assigned [List all tasks to be performed under this assignment] - Training - Sensitization - Psychoeducational sessions - Animation 12. Work Undertaken that Best Illustrates Capability to Handle the Tasks Assigned [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 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. -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. Positions held: Psychologist 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 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
  • 39. -39- 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.
  • 40. -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. -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.