Project details


Project title

Strategic Interventions for Economic Transformation—Strengthening Knowledge for Enhancing Development Outcomes (Education Sector Specilist)

Country Programme / Action Plan
Tender / Procurement notice
2 Jul 2019
11 Jul 2019


11 July 2019


12 July 2019


41 000 USD

Procurement type

Individual consultants


52140-001 Package Education Sector Specilist

Funding Agency

ADB - Asian Development Bank

Estimated duration

3 months



Deadline of Submitting EOI: 12-Jul-2019 11:59 PM Manila local time

Consultant Type Individual
Selection Method Individual Consultants Selection (ICS)
Source International
Technical Proposal Not Applicable

Selection Title Strategic Interventions for Economic Transformation—Strengthening Knowledge for Enhancing Development Outcomes (Education Sector Specilist)

Advance Action No

Engagement Period 3 MONTH

Consulting Services Budget USD 41,000

Budget Type Estimated

Approval Number 9665
Approval Date 06-Dec-2018
Estimated Short-listing Date 08-Jul-2019
Estimated Commencement Date 22-Jul-2019

Open to non-Member Countries No

Additional Information
Possibility of contract extension Not known

Possibility of consideration for downstream assignment Not known

Indefinite Delivery Contract (IDC) No

Country of assignment India

Contact Information
Project Officer Kanupriya Gupta
Designation Senior Economics Officer
Asian Development Bank


Primary Agency Country Agency Role Contact Person
Asian Development Bank Regional Executing Agency Kanupriya Gupta

Cost Estimate
Cost Items Amount in USD

Remuneration and Other Expenses
All activities and inputs in the TOR but not limited to remuneration, per diem, air travel, miscellaneous travel expenses, report preparation, production, and transmission, land transportation, communications, etc. 40,327
Contingency 673


Terms of Reference

Expertise Education Sector Specialist

Expertise Group Education
TOR Keywords

Source International

Objective and Purpose of the Assignment 1. In India, the States are primarily responsible for school education. The Ministry of Human Resource
Development (MHRD) in the central government guides the overall progress in the three goals of school
education; access to schooling, equity in access and learning (by gender as well as social groups), and
quality of education. MHRD influences and monitors progress against the goals and supports
implementation through Centrally Sponsored Schemes (CSS). There is a long history of CSS in India, which
was often in partnership with external funders. In recent years, nationwide schemes included Sarva
Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) Teacher Education (TE), and Mid-Day-
Meal (MDM).

2. The latest CSS in school education is Samagra Shiksha Abhiyan (SMSA) under the MHRD. The Scheme was
launched in 2018-19, which subsumed three school education schemes noted above—SSA, RMSA, and TE. As
with all CSSs, the new programme, SMSA, is to be implemented in partnership with the States and the
Union Territories (UTs). The goal of SMSA is to ensure inclusive and equitable quality education from
pre-school to senior secondary levels of schooling in accordance with the Sustainable Development Goal
(SDG) for education. SMSA aims to improve the quality of school education and enhance learning outcomes
at all levels of schooling by focusing on capacity building of teachers and related institutions like
DIETs and SCERTs and by promoting digital and vocational education that provides formula-based
allocation of resources according to performance.

3. ADB’s new long-term strategy to 2030 is aligned with the Government of India’s priorities, with
emphasis on access (no one should be left behind in education), quality (ensure effective learning at
school), and equity (reduce the learning gap by region, gender, socioeconomic background, etc). ADB aims
to support these priorities in India through MHRD with attention to: scale up quality interventions to
increase learning outcomes; strengthen teacher professional development and pedagogic skills; expand
support to science, technology, engineering, and math (STEM) education; improve soft skills, digital
skills and vocational skills to enhance school to-work transitions; leverage technology/ICT solutions to
expand quality education and address inclusion; and augment institutional capacity and leadership for
education management. The purpose of the assignment is to assess the current situation in school
education, identify potential areas for priority support programs for the central ministry and the
states, and recommend areas for further studies/analyses to develop a specific support program.

Scope of Work 4. Despite steady increases in school enrolments in India during the past decade or so, student learning
outcomes remain unsatisfactory according to findings from the National Achievement Survey (NAS-2017) as
well as other studies such as ASER (2019). Numerous challenges hamper education quality, including
teacher shortage, teacher and student absenteeism, ineffective teaching and learning methods, lack of
learning materials, inadequate school governance and management capacity, and insufficient funding for
education. In addition, the relevance of school education is questionable, especially in the face of
rapid technology advances and changing nature of jobs for younger generations. The learning process in
school education is yet to take full advantage of various ICT-based teaching techniques for improved
learning, and significant attention is yet to given to STEM education, known for its focus on Science,
Technology, Engineering and Math, to instill strong foundation and vocational skills that will enable
students to meet emerging demands in the job market.

5. The proposed assignment will assess the current status of school education, both primary and
secondary education, with specific priorities on improving the quality of education and learning
outcomes. This will include assessments of learning and teaching processes in school education and
application of education technologies (Ed-Tech).

Detailed Tasks and/or Expected Output The following are the key areas that need to be covered in the assessment.

• ED-TECH: SMSA has created provision of ICT in education for classes 6-12 with SMART boards, computer
labs, SMART classroom, virtual classroom, etc. Examine the status of implementation of the provision and
relevant grants and its utilization for teaching and student learning. And assess the adequacy of SMSA
provision to achieve the expected impact.
• Examine the potential availability and utilization of this grant for the use in the primary and upper
primary (Grades I-VIII) schools.
• Identify the needs and potential barriers that create “choke points” for scaling up the adoption of ed-
tech solutions by the government systems.
• Assess the status of;
(a) teacher training in ICT and e-learning modules (in the context of overall teacher training
programs) and continuous teacher development (provided by the NCERT, SCERTs and DIETs at the state level
including qualifications and experience of teacher trainers);
(b) use of ICT applications for teaching and monitoring including quality and relevance of training
curriculum for the students;
(c) use of ICT for teaching of specific subjects, especially in science and math;
(d) student assessments using ICT;
(e) student use of activity-based labs, ed-tech applications;
(f) accreditation procedures for institutions and teachers; facility and condition of the equipment.
• Discuss the potential use of ICT applications to reduce the gap in access to subject teaching (e.g.,
STEM in secondary schools) and its requirements for such use.
• Discuss the potential need to explore the market for low-cost effective solutions (lower- and middle-
income populations cannot afford EdTech products) that have promise to be catalytic to impact learning
and can be contextualized for the needs of the students in the government schools.

Minimum Qualification Requirements The specialist(s) should have (i) at least a master's degree in education, economics, or related field
with specialization in education; (ii) at least 12 years of relevant professional experience in
education sector assessments in the developing country context of Asia, along with extensive knowledge
of education issues in India, especially in school education; (iii) expertise in assessing and
developing education and edu-tech sector policies and programs; (iv) substantial experience in assisting
the governments of developing countries or development partners with education development strategies;
(v) strong analytical and strategic thinking skills; and (vi) excellent writing and communication

Minimum General Experience 15

Minimum Specific Experience (relevant to assignment) 12

Regional/Country Experience Required

Schedule and Places of Assignment (chronological and inclusive of travel)

Schedule Type Intermittent

Max. Working Days/Week Home Office 5
Field 6

City and Country Working Days Estimated Start Date Estimated End Date Other Details (use if place selected is Others)
Home Office, Other 35 22-Jul-2019 21-Oct-2019


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