Assignment Title CAMEROON - IMPLEMENTING A PILOT STUDY ON RESULTS-BASED FINANCING IN THE EDUCATION SECTOR
Expression of Interest Deadline 28-Jan-2021 at 11:59:59 PM (Eastern Time – Washington D.C.)
Language of Notice English
- Assignment Country CM - Cameroon
Funding Sources The World Bank Group intends to finance the assignment/services under:
- BB - BANK BUDGET
- TF0B2161 - Cameroon - AF ERSP
Individual/Firm The consultant will be a firm.
CALL FOR PROPOSALS FOR THE RECRUITMENT OF A FIRM TO IMPLEMENT A PILOT STUDY ON RESULTS-BASED FINANCING IN THE EDUCATION SECTOR
Over the past four years, protests related to the use of the French language in schools, courts, and official documentation have escalated into what has become known as the Anglophone crisis in Cameroons predominantly English-speaking North West (NW) and South West (SW) regions. The crisis which transformed from peaceful demonstrations to armed conflict since October 2017 led to the disruption of basic services with political, economic, and social consequences, including massive internal displacement and the disruption of schooling in these two regions. As a result of the conflict, access in the region to donor organizations, NGOs and the government has been challenging. Various stakeholders (including local education authorities, religious bodies, Civil Society Organizations) have adopted and employed diverse ways of maintaining schools open while trying to reopen as many as they have been able to.
In the North West and South West regions, access to schooling has waned immensely as the education sector was targeted with 80% of primary schools shut down since 2017. Both schools and teachers have borne the brunt of the conflict as armed groups have targeted these. Despite the conflict, some schools have managed to continue operating, though sub-optimally. While a minority of schools reopened in the affected regions (North West, South West) for the 2019/2020 academic year, the delivery of education services is facing severe challenges (over 4,100 public primary schools closed, representing 91% of public primary schools. Key challenges reported in these regions include and are not limited to: limited access to affordable basic education, poor quality of basic education, crowded classrooms, scarcity of teachers, weak management and governance. Besides these challenges, there is the demand for English-speaking primary education in the affected areas, an adequate learning environment, improved governance, response to student/pupil-specific needs (psychosocial support, out-of-school reintegration, teacher preparation for service provision in the crisis situation amongst others.
The ongoing COVID-19 pandemic stressed the local economy and directly affected operations school operations during the 2019/2020 academic year in the NW and SW. In the North West and South West, all 6,379 schools (3,692 in NW and 2,687 in SW) and about 4,200 community learning centers (2,436 in NW and 1,764 in SW) were, temporarily, closed from the 18th of March 2020 in an attempt to contain the spread of the Covid-19 pandemic. Gains made in improving access to schooling have been reversed by the pandemic as about 575,000 children (NW-73,742 and SW-161,258) of school-going age are directly impacted by the pandemic. Consequently, some 1,033,000 (570,000 in the NW and 463,000 in the SW) are now reportedly out of school due to the ongoing crisis and the pandemic.
The Government of Cameroon (GoC) as part of its preparatory activities for the education sector plan 2021-2030 in Cameroon is including crisis-specific features for implementation in regions such as the NW/SW. Such activities which fall under the umbrella of the Education Reform Support Project (ERSP) aim at introducing reforms which directly affect policies concerning teachers, textbooks and school financing mechanisms. The World Bank, has been working with the government to boost school autonomy and effectiveness by supporting a Results-Based Financing (RBF) mechanism at schools and inspectorate levels in regions not affected by crisis. Dialogue and engagements of all key stakeholders to scale up RBF under the ERSP in 2021 to cover the two conflict-affected regions of the NW/SW have been eventful.
In order to appropriately adapt the RBF mechanism in the conflict-affected NW/SW regions in support of the GoC policy, the World Bank (WB) will pilot the production of analytical and advisory work aimed at informing the process. Through earmarked funding, preliminary work has been done in analyzing the context and impact of the crisis on educational system outcomes in the two regions. The analysis which examined pressure points to improve education service delivery focused on a pre-conflict baseline assessment in the two regions, the drivers of conflict, a mapping of education services and an assessment of the long-term impact of the conflict. This will be followed by a feasibility study using defined criteria to identify 24 schools in the same inspectorate of the NW for the implementation of an RBF pilot.
The pilot will help test an innovative RBF approach to empower and instill a focus on results in schools in crisis areas of the country to help address the issue of school security, out of school and decreasing education indicators in those areas. The key component of the RBF approach would be the provision of performance-based schools grants (among others) to the Schools Management Committees (SMCs) and Civil Society Organizations (CSO) to achieve a set of well-defined outputs (financing for results). This key component is expected to be complemented by accompanying interventions to support stronger capacity and autonomy of the SMCs and CSO, including, but not solely, institutional strengthening and clarification of roles and functions of the SMCs and CSO in alignment with the countrys decentralization policy, and provision of information and tools to spur evidence-based planning and future decision making.
This RBF pilot, serving as an experiment will inform the upcoming scale up of the RBF in the NW/SW by means of lessons learned. The pilot will cover 24 selected primary and preschools schools in one Sub-division of the NW. Within the framework of the pilot, the modalities, indicators, pricing, and possible results will be tested in order to draw operational lessons which will be incorporated to fine-tune the second phase of the operation.
GENERAL OBJECTIVE OF THE TASK
The Implementing Agency will be responsible for implementing a Results-Based Financing pilot program in primary education, in close collaboration with the team in charge of this project at the World Bank and in conjunction with MINEDUB, in accordance with the guidelines proposed in the framework of the feasibility study and validated by MINEDUB.
In the field, other tasks may involve supporting and training headteachers of 24 targeted schools, the respective communities, deconcentrated services (inspectors, delegates) and decentralized services (communes) in the implementation of Results-Based Financing. They will also be required to collect data as part of the monitoring exercise, and to pay bonuses in accordance with pre-established standards. Finally, the different aspects of the implementation will be documented for subsequent analysis.
The Implementing Agency will be guided in the use of a detailed protocol and tools, which will however be subject to adaptation during its implementation, in close collaboration with the national team in charge of the project.
The expected deliverables will focus around the following points:
Ensure the implementation of communication and training actions
Participate in a brainstorming workshop with the national activity managers
Organize and lead a training/awareness workshop for targeted schools, in partnership with deconcentrated structures and led by national activity managers in the NW/SW
Disseminate and monitor the implementation of the tools that will be agreed upon with the national team in charge and consultants in support of the program among the different administrations concerned and the targeted schools.
Support the operation in targeted schools
Distribute and explain the RBF guide to key actors involved in the management of the schools (director, teacher, Parent-Teacher Association, Directors, Inspectors, Delegate);
Support the targeted schools according to the objectives of the program;
Support schools with the development of their work plan taking into account the quality and performance requirements expected under the program;
Support targeted schools with the development, implementation and monitoring of their school project, in line with the improvement objectives set under the program
Ensure evaluation and payment activities
Produce a provisional schedule of visits (support, control, verification, etc.), feedback and school payments
Ensure the monthly evaluation/verification of RBF indicators, schools invoice and other accounting vouchers,
Develop procedures for the payment of subsidies to beneficiaries;
Ensure the monthly community assessment with the support of a community auditor
Receive funds from the World Bank as part of Performance-Based Financing scheme and ensure all the schools receive the said payments as transfers in line with agreed modalities and schedule
Document and make available all the results collected, payments and justifications;
Report to the bank team and to MINEDUB on the implementation of activities under the pilot;
Submit a mid-term implementation report and a final report of the activities carried out according to its missions
Electronic Submissions through World Bank Group eConsultant2
Document, share and archive actions of the pilot
Organize and make available all the data produced to allow their subsequent use and analysis of the results by the team in charge of the project and MINEDUB.
Produce a detailed policy note that explains the adoptions made to the RBF model, results of the pilot, and implementation lessons from using RBF in these conflict-affected regions.
Participate in the dissemination activity and communication of findings (key aspects of the RBF project) at the country level under the leadership of the MINEDUB and World Bank team
Based on the feasibility study findings and the conclusions from the mapping exercise, the following elements will be factored to guide the pilot:
Optional TOR File
- 1. Provide information showing that they are qualified in the field of the assignment. *
- 2. Provide information on the technical and managerial capabilities of the firm. *
- 3. Provide information on their core business and years in business.
- 4. Provide information on the qualifications of key staff. *
* - Mandatory