MAIN OBJECTIVES

 Mauritania's Education Policy (PNE 2023-2030) is based on three strategic objectives: (i) improving teacher qualifications, (ii) revitalising the teaching profession to ensure its quality and relevance, and (iii) rational and efficient teacher management.

The technical assistance programme, as defined in the PAP, helps to implement and operationalise this policy. As a result :

•  The introduction of a VAE system is included in strategic objective 3 of the Education Policy: Ensuring rational and efficient management of teachers (Action 3.2.1. Setting up a mechanism for the recognition or enhancement of prior learning and training).

This action is a request from the HR department, in connection with the implementation by 2025 of a teacher management platform (SIRH), to improve the monitoring and deployment of teachers. One of the main aims of the VAE system is to enhance the value of the teaching profession by taking account of training courses attended and inspection reports for career advancement purposes. It should therefore not be seen as a VAE that leads to tenure, but as a tool for tracking teachers' motivation to continue training while they are already in post and to use this training to improve their teaching practices.

VAE in this case therefore concerns practicing teachers, and comprises two elements:

1.     the number and type of training courses (CE) taken by each teacher and;

2.     the notes and inspection reports it has received since it began practicing. 

These two elements should be transposed into a points system and contribute to teachers' advancement to a higher step, and therefore to the advancement of their professional career in the same body or for the presentation of competitions (this advancement, until now, was based on seniority).

As this is a complex mechanism requiring a financial projection, the PAP preparation mission identified the need for a feasibility study to determine the various stages and conditions for setting up such a system in Mauritania, particularly in terms of information collection/reassembly/analysis and projections in figures.

The feasibility study should therefore include :

• Preconditions for the implementation of such a mechanism in Mauritania
• One or more models adaptable/adapted to the Mauritanian context
• An implementation roadmap, including a step-by-step plan for preparing the necessary conditions identified. 

 These preconditions and deployment stages will take into account the technical aspect in relation to the platform and the operational aspect (analysis and use of the information collected).

STAKEHOLDERS

 The HR department of the MENRSE is at the origin of the request for technical expertise, and will be one of the first involved in the implementation of the VAE system, if the conditions are met for its launch. In addition to the HR department, the feasibility study will provide MENRSE's technical and financial decision-makers with the information they need to decide on the VAE model, the technical procedures for setting it up, and the investment needed to make it work.

This study can also be used in discussions with the Minitryof Finance when applying for the relevant funding.

MAIN DELIVERABLES

 The expert will work under the supervision of an international expert and will contribute his/her experience and contextual knowledge to the achievement of the main deliverables. In particular, the expert is expected to contribute to the following deliverables:

 o   Methodological note / inception report (no more than 2-3 pages)

The feasibility study comprises several stages which will be the subject of intermediate deliverables, in particular :

• Note (maximum 3 pages) on 1- the current state of recruitment practices, current career development and the teacher remuneration system, the management of training follow-up information, the link between training and monitoring and evaluation by the inspectorate, the current training system and current training plans; 2- the challenges and possible scenarios for setting up a VAE mechanism in the context (including an analysis of the costs and organisational implications of different scenarios);
• Final report of the feasibility study with proposals for a possible VAE system in the Mauritanian context (distinction between basic and secondary education);

 Following the feasibility study feedback workshop and the technical decisions on the choice of system, two other deliverables to which the national expert will contribute are expected:

o   General roadmap of the scenario selected after technical dialogue and arbitration, including a gradual plan for preparing the necessary conditions identified.

o   Final report on the process followed, the challenges encountered and good practice during the feasibility study.

 The deliverables will be sent to the Facility and MENRSE for validation. The PowerPoint presentations will also be shared.

 GENERAL APPROACH AND METHODOLOGY

 The general approach and methodology described below are indicative and non-exclusive. The expert must develop the methodology he intends to use in his application.

General approach :

The national expert will work in tandem with the international expert, in close collaboration with the relevant MENRSE directorates. His or her main task will be to provide information on the contextualisation of the proposed VAE model(s). Consultation between the two experts is essential, as is the division of tasks, harmonisation of schedules and joint interaction with the national implementation partners, where such interaction proves necessary.

A participatory approach with national partners is essential, to ensure that what is proposed is in line with MENRSE's needs, that the priorities and perspectives of the various education departments and structures are taken into account, and that the administrations concerned take ownership of the process and the outcome of the feasibility study.

Methodology :

To carry out the feasibility study, the expert recruited must :

-        Study/review the main policy documents of the Mauritanian education system (in particular the sector strategy and teaching policy). 

-        Participate in a scoping meeting with the MENRSE focal points, the international expert and the Facility. Following this meeting, the expert will contribute to the drafting of a brief note describing the work to be carried out, including the methodology and an updated timetable taking into account the workshops and the split between remote work and work during the international expert's in-country missions. This note will describe precisely the specific and respective responsibilities of the national expert and the international expert

 -        Discussions with MENRSE directors and technicians (working meetings, interviews), decentralised departments and TFPs (Technical and Financial Partners), in consultation and/or in tandem with the international expert.

The exchanges will enable the two experts to gather information on existing practices, the constraints encountered, the priorities of each partner and the coordination/involvement required in the development of the VAE mechanism. These exchanges are scheduled to take place during the international expert's first mission to Mauritania. A second mission is planned for a feasibility study feedback workshop and technical arbitration, before finalising the roadmap for the chosen mechanism.

 Throughout the study, the two experts are expected to have technical discussions with the Facility. The deliverables will be validated by MENRSE and the Facility.

IMPLEMENTATION PROCEDURES

 The two experts are expected to conduct the consultations in Mauritania together, and then work remotely on producing the deliverables. The aim of a second mission by the international expert to Mauritania will be a joint presentation of the model(s) proposed for the VLE mechanism and technical arbitration by the MENRSE on the model to be adopted.

 The indicative timetable is as follows:

The duration of the study should not exceed 10 days in total for the national expert.

ROLES AND RESPONSIBILITIES

 The Ministry of National Education and Education Sector Reform (MENRSE) is responsible for :

- Provide all the documentation required for the feasibility study   

- Facilitate meetings with relevant stakeholders

- Organise the workshops and provide work space for the two

- Commenting on and approving deliverables.

The RTIA Facility is responsible for

- Contract and facilitate the integration of the consultant by providing all available documents and resources

- Supporting and monitoring the consultant's work from start to finish

- Act as the 's main resource persons

- Ensure quality control of deliverables in collaboration with the Ministry's focal points

- Share results with key stakeholders and contribute to internal and external knowledge management

- Gather reactions and comments from stakeholders

- Acknowledge final validation of deliverables by all parties

- Evaluate the consultant's overall performance under this mandate.

The expert is responsible for : 

- Review and comment on these Terms of Reference (ToR)

- Ensure that all deliverables comply with the guidelines set out at the scoping meeting, in line with the agreed timetable

- Inform the Facility immediately of any difficulties encountered in implementing the mission

- Ensure that stakeholders are consulted throughout the assignment

-Behave with the highest level of personal integrity and commit to the required standards of conduct.

More specifically, the national expert will:

-       Supporting the international expert in his field missions

-       To contribute specific contextual and operational knowledge for the development of a VAE model adapted to Mauritania

-       Participate in consultations and working meetings with all stakeholders

-       Co-facilitate the feedback workshop with the international expert

-       Contribute to all the above deliverables.