Call for EOI for consultant to support MEHE in its reform plan: T4 Educational Leadership Improvement Plan (SIP)

1. Project Background
   1. About the project

With Lebanon is slipping deeper into the economic and financial crisis, the education sector and the Ministry Education and Higher Education (MEHE) are in high need of support to ensure their ability to sustain their operations and remain able to deliver high quality education to all children residing in Lebanon. While the complexity of the situation is increasing, with high number of dropouts and out-of-school children, a significant number of students migrating from private to the public school because they cannot afford the high fees anymore, low teachers’ motivation, challenges on the level of transportation and unavailability of basic needs at schools such as power, in addition to a considerable decline in the quality of education, support is needed to ensure that MEHE, Directorate for General Education (DGE) and all other departments, guarantee learning continuity under a multiple crisis context through a more resilient education system, that is able to provide quality, inclusive and safe education for all children.

To cover the existing gaps, the Technical Assistance to the Ministry of Education and Higher Education (TA to MEHE), aims at “building an education system (Ministry for Education and Higher Education) better equipped and able to deliver quality basic education”, through the below 3 outcomes:

• Outcome 1: enhance the governance capacities of the MEHE in the field of strategic and operational planning, monitoring, and reporting, budgeting and public finance management.
• Outcome 2: enhance the capacities of the MEHE for the delivery of quality teaching and learning by management and educational staff empowered with 21st century skills development.
• Outcome 3: enhance the performance of the public education system (MEHE) through improved management and business operating procedures.

2. The assignment
   1. Background for the assignment

MEHE’s primary objective nowadays is to move from emergency response to addressing the different developmental challenges. To achieve this objective, MEHE has created a 5-year plan followed by the Reform Plan (Roadmap) 2025. This plan serves as a roadmap for comprehensive education sector reform in Lebanon. The Reform Plan 2025 guides the different stakeholders and actors within the education sector in addressing diverse challenges and eventually ensure that every child in Lebanon has equal and fair access to education

One of the main tracks that are included in the Reform Roadmap is “Track 4: Educational Leadership”. In fact, school leadership stands in the heart of Lebanon's education sector. It should be synchronised with the governance of the education sector to assure the delivery of high-quality education to all students. It should also play a pivotal role in cultivating a conducive learning atmosphere and bolstering the efficacy of teachers. Strong and effective school leadership is key to successfully navigating the complex and multifaceted challenges of the education reform in Lebanon and achieving meaningful and lasting improvements in the quality of education

Description of the assignment

1. 1. 1. Outline of the mission

The mission of a school leadership and school improvement plan expert is to offer their expertise, guidance, and support to the Directorate General of Education (DGE) at the Lebanese Ministry of Education and Higher Education (MEHE). Their objective is to develop and pilot a robust national School Leadership Development Program (LDP) and School Improvement Plans (SIPs) for public K-12 schools in Lebanon. This aims to ensure continuous improvement in schools, effective leadership practices, and improved educational outcomes for all students. The NKE works under direct supervision of the TA’s Team Leader who is in the Director General of Education.

1. 1. 2. Description of the activities to be performed by the NKE (consultant)

The below summarises the activities to be performed by the NKE:

• Conduct needs assessments to identify areas for improvement and understand the specific requirements of school improvement. This involves evaluating previous School Leadership Development Program (LDP) and School Improvement Plan (SIP) initiatives implemented by MEHE, analysing data, making observations, and actively engaging with school leaders, teachers, and stakeholders to gain a comprehensive understanding of the current condition of the school.
• Design a comprehensive national school Leadership Development Programme (LDP) tailored to K-12 public schools in Lebanon under the direct supervision of the DG of General Education. This includes development of an effective school leader profile based on international research and best practices, design curriculum, instructional materials and resources reflecting the LDP goals and objectives.
• Pilot the developed plans in 2 to 5 schools to be selected with the DG.
• Support the selected schools in developing School Improvement Plans (SIPs) that encompass specific goals, inputs, outputs, and outcomes, taking into account various phases and implementation costs. This includes facilitating collaborative processes, conducting data analysis, setting goals, identifying strategies and areas for improvement, developing budgets on a per-school basis and an overall annual budget based on both national and international best practices, training school leaders in utilizing and executing SIPs, offering continuous coaching and providing required interventions and supports to K-12 public school principals.
• Supervise the management and monitoring activities of LDP and SIP at MEHE, ensuring compliance with accountability measures. This includes monitoring progress, evaluating adherence to the plan, and implementing necessary actions to ensure the attainment of academic excellence and continuous improvement in schools.
• Collaborate with the General Director, Director of Secondary or Elementary, and school principals to establish and ensure the effective functioning of a school leadership team. This involves directing the team's efforts towards addressing identified needs and aligning their activities with SIP.
• Develop necessary training materials, modules, resources, and methodologies for the required LDP-SIP, implement Refresher Trainings and School Self-Assessment Trainings tailored specifically for dedicated principals of selected public schools.
• Develop bilingual training materials related to self-assessment and school leadership improvement.
• Follow-up on the ongoing monitoring of instructional practices and the timely provision of performance-based feedback to principals.
• Assess, evaluate and report the effectiveness of the School LDP and SIP by continuously monitoring progress, gathering feedback, and evaluating outcomes. The expert generates reports that highlight achievements, progress, and areas requiring further enhancement. These reports serve as valuable resources for decision-making at both the school and system levels.
• Sustain LDP and SIP within MEHE governance framework.  This includes reviewing different policies and decrees, analysing gaps and proposing to the DG new regulations and policies related to LDP-SIP.
• Conduct meetings, workshops, and focus groups with teachers, parents, students, and community members to share information and assure stakeholders’ engagement.
• Develop the annual work plan of the programmes and assist DG, different directorates and team members in designing detailed individual work plans pertaining to LDP-SIP.
• Coordinate with different directorates/units to assure the implementation of different LDP-SIP programme’s activities.
• Supports the DGE to identify baseline indicators and participates in the design of M&E framework.
• Perform other relevant tasks following DG recommendations.

1. 3. Outputs/Results of the mission

The outputs/results requested from the NKE are:

• Development and pilot of a comprehensive and sustainable school Leadership Programme (LDP) contributing to effective school leadership practices, stronger leadership teams at K-12 public schools, improved decision-making, and more positive learning environments within schools. This proposed LDP should built on previous versions of LDP and the related lessons learnt.
• Development of an effective school leadership profile (job description) for K-12 public school principals aligned with international standards and best practices and being adopted by DGE.
• Development and implementation of training materials supporting comprehensive School Improvement Plan (SIP).
• Standards Operating Procedures (SOPs) and relevant metrics are developed and in place to assist DGE in monitoring and tracking schools leadership practices.
• Cultivating instructional leadership in K-12 public schools principals’ vision and mission.
• Review and upgrade relevant policies and decrees.

Administrative Deliverables

• Monthly Time Sheets according to the template provided at the beginning of the mission which includes a brief description of task(s) conducted each day signed and submitted to team leader for revision and approval. Holidays, weekends and working days outside Lebanon could not be included in the Time Sheet as working days unless there is a prior written approval from the contracting authority.
• An inception report serves as a formal document that provides a clear understanding of the mission and outlines the planned framework and methodology for conducting the work. It ensures mutual understanding and adherence to the agreed-upon roles and responsibilities. The report should include a comprehensive description of the expert's planned framework and approach to work, outlining the methodologies to be employed in carrying out the tasks outlined in the TORs.
• Monthly report that includes the following:

• Key monthly objectives and activities with clear & measurable indicators (outputs & outcomes).
• Approach to work/methodology including challenges, limitations & adaptation in methodology and Lessons Learned.
• Implementation Plan, Milestones and Future steps (ongoing tasks and/or new cycle).
• Contribution to MEHE‘s organizational effectiveness.
• Communication, supporting visuals and testimonials: What key messages could be drafted for dissemination by the Director General and to which audiences/stakeholders.

• A comprehensive end of mission’s report submitted to team leader for revision and approval including:

• Scope and objectives of the mission.
• Approach adopted for conducting the mission.
• List of outputs produced during the mission (including meetings and people met).
• Description of the outputs produced during the mission.
• Problems and challenges encountered during the mission.
• Recommendations for the follow-up of the mission (if any).
• Recommendations for the improvement of project implementation (if any).

• Documents produced during the implementation of the mission in the form of definitive version (drafts can be included if and only if are relevant for the implementation of the mission or its follow-up).
• All documents should be delivered in hard copy and in digital form using exclusively MS Office applications.

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3. Expert Profile
   1. Qualifications and skills

• PhD. or EdD. in Education, specialty education management and leadership or a relevant area of studies or  a Master’s degree in combination with qualifying experience of minimum of 7 years, may be accepted.
• Strong knowledge of the K-12 education sector in Lebanon and its context.
• Previous experience with ministries of education and other international bodies operating in education in MENA and working experience with MEHE in Lebanon is an advantage.
• Solid leadership skills and ability to work in a multi-cultural/disciplinary context.
• Proficiency in Arabic and English languages: speaking, writing.  French is an advantage.
• Ability to work individually under pressure with minimum supervision.
• Excellent communication, presentation and negotiation skills.
• Excellent time-management skills and problem-solving skills (minimum requirement).
• Excellent browser use (minimum requirement).
• Autonomous and organized (minimum requirement).
• Reliable, punctual, and detail oriented (minimum requirement).
• Excellent use of Microsoft Office (PowerPoint, Word, Excel, Outlook, Paint, etc.) or equivalent open-source packages (minimum requirement).

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2. General professional experience

• Minimum of 5 years of experience working in the education sector in MENA. Working in the education sector in Lebanon is an advantage.
• Extensive knowledge of learning processes, research-based best practices, theory of change, curriculum development and implementation, assessment, literacy and teaching and learning strategies.
• Proven research records in educational management and leadership.

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3. Specific professional experience

• Demonstrated knowledge on the level of training underperforming school staff and ways of improving performance and KPIs.

Previous experience in designing and training on a similar topic in MENA. A previous relevant experience in Lebanon is an added value