The Aga Khan Foundation (AKF) is a non-denominational international development agency established in 1967 by His Highness the Aga Khan. Its mission is to develop and promote creative solutions to problems that impede social development, primarily in Asia and East Africa. Created as a private, non-profit foundation under Swiss law, it has branches and independent affiliates in 19 countries.
AKF seeks to provide sustainable solutions to long-term problems of poverty, hunger, illiteracy, and ill health. In Afghanistan, AKF works with rural communities in mountainous, remote or resource poor areas to improve quality of life in the areas of natural resource management, market development, governance, education and health.
The Aga Khan Foundation, Afghanistan (AKF (Afg)) is an agency of the Aga Khan Development Network (AKDN), a group of international, private, non-denominational development agencies working to improve living conditions and opportunities for people in some of the poorest parts of the developing world. The Network’s organizations have individual mandates that range from the fields of health and education to architecture, rural development and promotion of private-sector enterprise and institutions that seek to empower communities and individuals, usually in disadvantaged circumstances, to improve living conditions and opportunities.
The Aga Khan Foundation Afghanistan (AKF(Afg)), in partnership with the Swiss Agency for Development and Cooperation (SDC) and the Afghan Ministry of Education (MoE), has supported government schools in the central and northern provinces of Afghanistan – Badakhshan, Baghlan and Bamyan – since 2003 under the Government School Support Program (GSSP). In its 4th phase implemented from 2014 to 2018, GSSP has undertaken holistic interventions in 200 secondary schools in the targeted districts of Badakhshan, Baghlan and Bamyan with the following objectives:
1. Secondary schools, particularly in marginalized areas, deliver improved quality schooling to boys and girls;
2. The Provincial and District Education Departments (PED/DED) in partnership with communities improve the quality and sustainable delivery of secondary-level education services; and
3. The provincial teacher training college (TTC) system (in Bamyan) improves in-service teacher training.
To achieve these objectives, AKF (Afg) provided a capacity building training in quality supervision for the Afghan Ministry of Education’s (MoE) Academic Supervision Directorate (ASD) officials in 2016. After assessment of capacity issues and gaps in providing quality supervision guidance and support, a capacity enrichment training was developed and provided on the following topics:
· Role of a supervisor, including critical analysis of existing roles and responsibilities as academic supervisors; alternate models of supervision and development; supervisors as pedagogical leaders and managers;
· Managing quality of teaching and learning in schools, including revision of curriculum and assessment practices, classroom observation and feedback processes; skills and strategies on how to provide focused and constructive feedback to improve teacher quality; and
· Managing education change, including creating school development plans for improving quality of teaching learning in schools.
The first training program proved quite effective; however additional capacity-building of the PED/DED supervision staff is required. To address this need, AKF (Afg) is planning to conduct the second phase of capacity development training program for the MoE’s Academic Supervision team.
The Academic Supervision Directorate (a government body overseeing public schools) has three-tier structure at the district, provincial and national levels. The district office is accountable for visiting schools in their coverage areas (i.e. districts), observing classes and school environment, checking quality of service by overseeing school logbooks and records, providing support to all school staff if needed, and submitting a report to the provincial office. In the current structure, the staff at the district office provides pedagogical support to the teachers based on their own fields of study (math, biology, physics, chemistry, etc.). The provincial office is responsible for consolidating reports received from the district office and submitting it to the national officer. They also oversee the performance of district staff and provide support when needed. Finally, the national office is mainly responsible for reviewing and developing policies, guidelines, bylaws and supervision tools, conducting capacity development workshops to the provincial and district supervision staff, consolidating provincial reports and sharing best practices and lessons learned to concerned education officials.
Background and context
The Aga Khan Foundation Afghanistan (AKF (Afg)) is an agency of the Aga Khan Development Network (AKDN), a group of international, private, non-denominational development agencies working to improve living conditions and opportunities for people in some of the poorest parts of the developing world. The Network’s organizations have individual mandates that range from the fields of health and education to architecture, rural development and promotion of private-sector enterprise and institutions that seek to empower communities and individuals, usually in disadvantaged circumstances, to improve living conditions and opportunities.
For more than 100 years, the Aga Khan Development Network (AKDN) has worked to ensure that students of all ages have access to quality learning opportunities. The Network operates programs and institutions across more than 25 countries that span the educational ladder, from early childhood programs to primary and secondary schools, from vocational studies for youth to university degrees and continuing professional development for adults. Each year, AKDN programs reach approximately 2 million students directly, and 10 million students indirectly. As one of AKDN’s five leading agencies in education, the Aga Khan Foundation (AKF) works in partnership with governments, civil society, school leaders, academic institutions, teachers, parents, and students to develop and scale up community-driven, affordable, innovative solutions that raise the quality and accessibility of public school systems for marginalized children worldwide.
This consultancy is intended to strengthen the capacity of the Academic Supervision Directorate staff in providing quality supervision guidance and support with the following objectives:
· To conduct a capacity needs assessment of the Academic Supervision Directorate staff with regard to quality supervision of schools;
· To develop an effective Academic Supervision capacity building training package Phase 2 (modules with clear learning outcomes, practical sessions, trainer and participant guides, training evaluation tests, etc.) to build on the results of Phase 1 Academic Supervision training and bridge the capacity gaps identified in the assessment (with focus on: quality education, educational quality assurance and monitoring, yearly and multi-year planning, school improvement planning, school management, classroom observation and teacher mentorships, and teacher standards, competencies and credentialing); and
· To conduct a Training of Trainers (ToT) for select national and provincial Academic Supervision Team members in Afghanistan (Kabul or Bamyan province) and capacitate them to roll-out the training at the district level.
Main Duties and Responsibilities
Main responsibilities include but are not limited to:
· Conduct a capacity needs assessment of the Academic supervision team including:
o Desk review of the current Academic Supervision structure and academic supervisors’ ToR, relevant Government of Afghanistan’s policies and documents regarding academic supervision (policies, guidelines, bylaws, school logbooks, class observation tools, etc.) to understand the context and to identify opportunities, challenges and barriers in quality academic supervision, building on best practices available regionally and globally;
o Conduct interviews with relevant government authorities (primarily, MoE’s academic supervision staff) at the national, provincial and district levels, education stakeholders working on academic supervision and with AKF (Afg) staff;
o Conduct school visits in selected provinces / districts to understand the environment, including the academic supervision current structure, their effectiveness, coordination mechanism, field staff capacity, and determine what is working and what is not; and conduct interviews with students, teachers, school management, school Shuras to understand and learn about their hopes and expectations, but also challenges and barriers;
· Work with MoE relevant staff and AKF (Afg) national advisers to develop the Academic Supervision training package Phase 2 based on identified needs;
· Design and deliver an Academic Supervision Phase 2 Training of Trainers (ToT) to the national and provincial academic supervision staff; and
· Prepare and submit reports described under the Deliverables section.
- This consultancy is open to both individuals (having a minimum of Master’s degree (PhD is preferred) in academic supervision, educational monitoring, quality assurance, school management, pedagogical leadership or a related field) AND / OR organizations with demonstrated extensive academic supervision experience in developing countries;
- At least 3 years’ experience in the field of teacher education /school management;
- Good knowledge and understanding of teacher competencies, teacher professional standards, school development/monitoring planning, and pedagogical observation;
- At least 2 years’ experience designing and delivering academic supervision training courses and/or courses on related topics, including ToTs (Training of Trainers) for master trainers;
- Knowledge and experience of working with government education systems;
- Experience working with and supporting Afghanistan’s MoE is an added advantage.
· A detailed work plan developed at the beginning of the consultancy;
· A detailed report on capacity needs assessment of the MoE’s Academic Supervision Directorate Staff (at the national, provisional and district levels) prepared and submitted following the needs assessment;
· Academic supervision training package Phase 2 developed;
· Training of Trainers (ToT) conducted for the academic supervision staff (a select group of national and provisional staff); and
· A final detailed consultancy report with clear recommendations for the training rollout at the district level (including an action plan).
The Consultant will report directly to the Education Director, AKF (Afg). The consultant will work closely with AKF’s (Afg) National Education Adviser and GSSP4 Project Coordinator based in Kabul, Afghanistan on technical matters and field visits.
The consultant(s) will be based in Kabul, Afghanistan, meeting with the national Academic Supervision Directorate staff, SDC representatives, relevant education stakeholders working on academic supervision and AKF (Afg) Education staff in Kabul and AKF field offices, government schools, District Education Directorates, Provincial Education Directorates in Bamyan and Badakhshan and conduct a ToT in Bamyan (Bamyan Center).
Schedule (including number assignment days in Afghanistan, total assignment days, total payable days)
The consultancy should be completed by no later than mid-July 2018 (with ToT being completed by no later than end of June). The detailed schedule of work will be subject to the work plan the consultant(s) will submit. However, the proposed work plan might change slightly according to the context of program areas and AKF’s (Afg) recommendations.
a) Total payable days: 45 days
b) Total travel days (to/from Afghanistan): 3 to 4 days
Terms of Payment
The payment will be processed after the service delivery.
SDC21 – GSSP4 – Consultancy – Kabul
Additional Significant Information
The consultant is required to travel to Afghanistan (Kabul, Badakhshan and Bamyan) and visit the field, develop the training package (in close coordination with MoE and AKF national education advisers) and conduct the ToT in Kabul or Bamyan. 3 to 4 days will be spent on travel to / from Afghanistan; all travel costs will be paid according to AKF (Afg)’s policy.
The assessment approach must consider the safety of participants and especially children at all stages of the assessment. The research team will need to demonstrate how they have considered the protection of children through the different stages, including recruitment and training of research staff, data collection and data analysis and report writing.
Individuals/organizations interested in leading this consultancy must submit their CVs/fact sheets and a technical and cost proposal (Maximum 10 pages) through electronic mail by COB March 27 2018 to firstname.lastname@example.org, or submit hard copy to AKF, National Programme Office District: 10 Phase: A, Madina Bazar, beside Share Naw Wedding Hall. Opposite Q-Ball (Snooker Club) next to Pizza Hot shop (Black Gate) Qalai Fatullah Kabul, Afghanistan.
The criteria through which the proposals will be evaluated are as below:
Understanding of the ToR and addressing the ToR deliverables
Sound methodology of the consultancy including the procedures, needs/situation analysis, timeline, etc.
Proposed intervention approach
Cost-effectiveness, ownership and sustainability of the approach proposed are taken into consideration throughout the technical proposal.
Integrity, coherence, and originality of the proposal
Relevant experience and technical knowledge in academic supervision; school improvement; and experience working in Afghanistan or any other least-developed country with poor resources
Reasonableness and appropriateness of cost. Clear budget alignment between level of effort, technical approach, and deliverables.
The technical proposal shall be no longer than 10 pages in length. It shall contain the following sections:
- Introduction, background, statement of purpose, succinct summary of proposal.
- Detailed methodology. Description of the proposed methods to be employed in achieving the goals of the terms of reference (ToR). The methodology must include the composition of the research team and the mechanisms for coordination among team members throughout the research project.
- CVs of the Senior Researcher and Supervisor highlighting experience in the use of remote sensing to analyse natural resources in mountain regions, including summaries of completed studies, and references to the full documentation of completed studies.
- Detailed timeline
Please quote the Vacancy Number as the Subject of the e-mail when sending your application.
Supporting documents, e.g. diplomas, recommendation letters, identification card(s) etc., are not required at this stage, therefore not to be sent along with the application.
Only short listed candidates will be contacted for further assessment.
Aga Khan Foundation – Afghanistan is an equal opportunities employer. Women are encouraged to apply.
Aga Khan Foundation – Afghanistan recruitment and selection procedures reflect our commitment to the safeguarding of children from abuse.