1.Main objectives of the Call for Interest

The main objective of this call for interest for education experts is to create a roster of individual experts who can support effectively the achievement of the results assigned to the Facility in term of teacher governance (teacher policy reforms, teacher management and teachers working conditions) and teacher education and professional development (pre- and in-service training, communities of practice, online learning, etc.). 

The pool of experts will enable the Facility to mobilize swiftly and efficiently, highly qualified experts to implement the country action plans (CAP) under the supervision of the Education Team of the Facility. 

The Database of Experts is the main registry for all experts who wish to offer their expertise and collaborate with the Facility from RTIA. 

By creating this database, the Facility also expects to progressively increase its reach to public institutions and build long-term partnerships

2.Type of mission description

Based on the CAP that will be agreed between the participating countries and the Facility, the national or international, public or private experts will be expected to perform a range of activities in the following areas (non-exhaustive):

• Policy analysis and design: Offering in-depth technical expertise to shape, refine national teacher policies and implement policies to reduce teacher shortages and attrition. This includes providing guidance on structuring reforms, developing frameworks for teacher management, and advising on policy adjustments aligned with international best practices.
• Teacher management and human resources systems: Assisting governments in developing and optimizing teacher management systems, focusing on recruitment, retention, deployment, salary, career, professional development, and performance monitoring.
• Enhancing teacher working conditions: Evaluating existing working conditions for teachers and proposing actionable recommendations to improve their well-being and job satisfaction. This could involve addressing compensation, workload, and professional growth opportunities.
• Capacity building and training (Pre-service and In-service teacher training): Designing and implementing comprehensive teacher training programs with certification, including pre-service and in-service training. Experts may also focus on strengthening institutional capacities for training future teachers, content development, course planning and delivery, training programme development and supporting education stakeholders.
• Analysis and knowledge production (Communities of practice): Conducting analysis to generate insights on the effectiveness of current teacher education models. This includes producing knowledge outputs such as feasibility studies, reports, case studies, cost-benefit analysis of communities of practice, and policy briefs to inform ongoing reform efforts.
• Monitoring and evaluation (Data to support implementation): Developing tools and mechanisms to assess the impact of educational reforms, teacher policies, and training programs. Experts will provide strategic input on how to measure outcomes and improve ongoing initiatives.
• Digital education and teacher preparedness (Service digitalization and technology): Supporting the integration of digital tools and technologies in teacher education (information systems) and classroom practices. This includes advising on policies for teacher digital literacy, developing ICT training programs, and promoting innovative use of educational technologies to enhance teaching, learning assessments, general HR management and information systems, digitalisation of HR services, absenteeism tracking system, learning outcomes and teacher management.
• Gender inclusivity policy, Developing and advising on gender-sensitive policies, experts will contribute insights and strategies that promote equal opportunities for teachers and ensuring inclusivity in teacher recruitment, training, and development.
• Green skills. Advising on the design of environmental policies, tools to sensitize teachers on environmental issues and teachers’ knowledge of school resilience approach, support them in the integration of environmental challenges and solutions into teaching, among others.
• Financial/Investment strategy for teachers' policies: Experts will support budget analysis, costing of policy options and the design of investment strategies in teacher-related policies, guiding governments and stakeholders in allocating resources for maximum impact in terms of teaching quality and educational outcomes.
• Social Dialogue: Specific strategies to foster productive social dialogue within the education sector. This may include setting up advisory groups, regular consultative meetings with teachers’ union, and developing feedback channels that integrate teacher input into policy decisions.

3.Possible types of deliverables 

The Window 1 of Technical Assistance of the Facility is a demand-driven mechanism. As such we cannot know in advance the range of topics and deliverables that might be addressed and produced. However, in the context of the CAP (Country Action Plan) implementation, the deliverables expected from experts typically focus on actionable outputs that contribute to the goals of the project and support national education reforms. These deliverables could include (non-exhaustive):

-          Feasibility study report.

-          Analytical reports and policy design in the 4 main areas of the Facility: pedagogy, digital skills, gender, and green skills.

-          Teacher policy.

-          TES commitment on teachers and teaching.

-          Evaluation or mid-term review of a specific policy.

-          Strategies and operational plans on teacher reforms.

-          Training curricula, modules’ design and delivery.

-          Teacher Qualification Framework /teacher standards and competencies.

-          Professional development plans and support to their implementation.

-          Guidelines for Institutional Reforms (teacher training, recruitment process, or performance evaluation.).

-          Methodological support to the conception of teacher policies

-          Digital literacy programs:  curriculum guides, digital literacy resources, or ICT-focused training plans to support teachers in integrating technology into classroom practices.

-          Capitalization work and recommendations (reports, publications, workshops).

-          Any other relevant sector document