Number of Working Days: 30 Days

Number of working days:30 days

Background

Research from around the world consistently shows that investing in quality early learning programs is one of the most effective ways to reduce child mortality, achieve universal primary education and improve children’s success in school, promote gender equality and empower women, increase incomes and reduce costs to society.

The gains tend to be the highest when early childhood investments target the youngest children and the most disadvantaged groups. All aspects of adult human capital, from work force skills to cooperative and lawful behavior, build on capacities that are developed during childhood, beginning at birth.

On the other side, poor quality Early Childhood Education have no effect or even a negative effect. Inferior-quality care, at home or outside the home, can affect language, social development, and school performance that are more difficult to remedy at a later stage. The positive effects from high-quality programs and the negative effects from poor-quality programs are magnified for children from disadvantaged situations or with special needs, and yet these children are least likely to have access to quality early education and child care.

In order to comply with the highest standards on Early Childhood Development including those of the EU commission which identifies preprimary education as a priority for member states, MOES and the Institute of Development of Education in Albania have created a whole set of resource materials and policy documents to guide the early learning in Albania. Among the first documents developed, were the preschool standards namely the Standards of Preschools content( 2002) and the Achievement Standards for preschool( 2004) which have paved the way for development of a series of other important documents such as curricula for age group 3, 4 and 5, preschool strategy and other resource material for preschool teachers.

Fairness towards the poorest children does not only mean policy frameworks in Early Childhood Development services but also implementation of those policies that provide quality ECD services to children that are most in need. To this end, MOEs and UNICEF have decided in the 2013 work plan to develop an analysis review of the to-date implementation of the preschool standards in Albania.

While an International Consultant has started working on this assignment with the review of the documents, a local NGO will be needed to conduct field work in Albania in order to asses from the end users perspective how and to what extent have the standards been used.

Overall goal

The field work data gathering will collect information on the following researchissues based on the attached tools:

• What has been the usage of the preschool standards (content and achievement standards) by DoE-s, preschool teachers, public and non-public? Are the standards users friendly and applicable?
• Are the preschool standards (content and achievement standards) aligned with the latest developments of the education system in Albania including preschool curriculum, strategy of preschool etc.)
• Are the standards of preschool education encouraging adequate inclusive early learning for all children with a focus on the most marginalized?
• What are a series of concrete recommendations to MOES and policy makers in order to update improve the preschool standards in Albania?

Scope of Work

Under the direct supervision of UNICEF and technical assistance of an InternationalConsultant the localNGOwill help to undertake the data gathering field work, which will feed intothedevelopment of the reviewof the preschool standards document in Albania.

The local NGO is expected to fulfill the following:

• Conduct field work (interviews, focus groups, observation etc. (as described in the annex 2) to gather information on the usage of the standards, the weaknesses and strengths through conducting interviews and focus groups through using a protocol of tools developed by the IC.
• Analyze the data and prepare processed report

The field work will gather information from 50 parents with different socioeconomic status including Roma, 100 teachers (from the North of Albania Tropoja, Kukes; South Gjirokastara, Central Tirana/ Durres / Elbasan including their suburban areas, 15 officials from MOES at central and local level,3 observation in three preschools.

Instruments

1: Focus Groups with teachers

2: Focus Groups with parents

3: Observations in two classrooms, randomly selected, at 23 centers

4: Interview with Observed Teachers

5: Interviews with Policy Makers/Ministry Officials.

Deliverables and Timeframe

It is expected that thelocal NGOshall begin work on September 16, 2013. The NGO will liaise at all times with UNICEF officer on ECD well as with the IC. The local NGO will be responsible for delivering of the following outputs. The contract will last 30working days.

Payment

The assignment will be remunerated upon delivery of the agreed outputs. Payment will be made in two instalments:

• 30% upon signing the contract
• 70% upon submission of the full consolidated and agreed report

Required skills Experience

• Demonstrated experience of conducting research (both qualitative and quantitative) in a timely manner
• Demonstrated statistical analysis skills, including proficiency with statistical software packages (such as STATA, Epi-Info or SPSS);
• Evidence of Infrastructure and human resources necessary to cover all selected areas in Albania.
• Good facilitation skills and demonstrated experience of conducting participatory assessments.
• Previous experience in conducting ECD work/ research will be an advantage
• Excellent writing skills in English

Interested institutions are requested to submit:

1. A letter of interest indicating the reasons why the organization is capable of implementing the assignment.
2. Description of methodology implementation as per given tools,alongside with the budget as per given format and schedule/organization of field work
3. Legal documents including the VAT status of the organization
4. Short abstracts of similar work along with publication reports, where applicable.
5. A curriculum vitae of the organization and the core staff

Application procedure and selection criteria

Applicants will be required to send to UNICEF Office and leave at the Reception Desk the set of required documentation, in a sealed envelope labelled “Application for a local NGO which will conduct field work data gathering helping at the “Review of the preschool standards in Albania”by the deadline of September 2, 2013. Envelopes that are not closed and sealed will not be considered

United Nations Children's Fund (UNICEF)
Str. "Skenderbej", Volkswagen Building, 3rd floor, Tirana, Albania
phone: +355 42 273 335/6/7/8/9 ext. 22 fax: +355 42 243 775/6
website:

The consultant(s) will be selected based on their previous relevant experience, composition of the team who will conduct the research, strength of the arguments explaining the suitability of the applicant(s) for the job and reasonability of the budget.

Annex 1. Budget table (based on the tools, methodology attached and locations, please fill in the budgets table as requested)*

The amounts proposed should be excluded from VAT.

Anne II: Methodology

Section I Purpose and Research Questions

The purpose of the consultancy and study is to examine the degree to which the standards are actually being used in a sample of contexts in Albania. The study also aims to discern the reasons for the standards’ use or non-use. When the standards are being used, the study will discern precisely how and with what effect the standards are being implemented. Specifically, the study will discern:

• Have the preschool standards been applied in Albanian preschools?
• How and to what extent have the standards been used in Albanian preschools?
• What challenges have teachers and other users encountered when attempting to use the standards?
• What about the standards should be altered to make them more usable?
• How have the standards promoted a more inclusive preschool environment?

Section III: Method

In order to discern the answers to these questions, feedback will be sought from diverse groups of end-users and policy makers. It is anticipated that feedback will be obtained from preschool teachers, parents, ministry officials at the State and district levels. Teachers’ actual practice in preschools will be observed; focus groups and interviews will also be held. Data collectors will be trained according to scientific strategies where inter-rater reliability will be sought. Approvals to collect the data, including participant consent permissions, will be obtained by members of the Albanian NGO. Data will be collected, cleaned, and analyzed, and a final report prepared. The international consultant will assist the Albanian team in all phases of the project, with a special focus on protocol development, team training, and report review and editing.

Section IV: Participants

In an effort to obtain diverse perspectives, data will be collected by the Albanian team (NGO ) from the following groups:

• Parents: 50 parents representing minority/majority groups from different districts;
• Teachers: 100 teachers representing different geographic regions of the country (e.g., Tropoja, Kukes, Gjirokastara, Tirana and Durres including those who live in remote areas and representing the public and private sectors;
• MoES Officials: 2 individuals from MoES; 15 individuals at eh Regional and Local Departments of Education, including those who are in charge of preschool directorates;
• Preschool Classrooms: At least 2-3 preschools

Section V: Instruments

Five kinds of instruments will be used, with each described more fully below:

V.1: Focus Groups with teachers

V.2: Focus Groups with parents

V.3: Observations in two classrooms, randomly selected, at 2-3 cetners

V.4: Interview with Observed Teachers

V.5: Interviews with Policy Makers/Ministry Officials.

V.1: Focus Groups with Teachers

A:General focus group protocols

B:Questions:

I.Achievement Standards

• When and how did you become aware of the Achievement Standards?
• What was your initial reaction to them?
• Were you given training in their use?
• How do you use them now?
• How do you plan to use them in the future?
• What are the strengths of the Achievement Standards?
• What are weaknesses of the Achievement Standards?
• If there were one thing you could change about the Achievement Standards, what would it be and why?

II. Content Standards

• When and how did you become aware of the Content Standards?
• What was your initial reaction to them?
• Were you given training in their use?
• How do you use them now?
• How do you plan to use them in the future?
• What are the strengths of the Content Standards?
• What are weaknesses of the Content Standards?
• If there were one thing you could change about the Content Standards, what would it be and why?

III. Relationship between Achievement and Content Standards

• How do you see these two documents relating to one another?
• Do you use one more than the other? Why?

IV. Changes as a result of the Achievement and Content Standards

• Has anything changed in your teaching as a result of having these documents? What? Why? Why not?
• Do you regard the Achievement and Content Standards as helpful to you in your daily work? Why? Why not?
• In an ideal circumstance, what is your ideal use of the Achievement and Content Standards?
• How are the Achievement and Content Standards monitored? Reviewed?

V.2: Focus Groups with Parents

A: General Focus Group Protocols

B: Questions:

1. Achievement Standards

• When and how did you become aware of the Achievement Standards?
• What do you think of the “idea” of Achievement Standards?
• What and how do think Achievement Standards can contribute to your children’s development, to community development?
• How are the Achievement Standards being used?
• How could they be better used?
• What would it take to have them be better understood and used?

1. Content Standards

• When and how did you become aware of the content Standards?
• What do you think of the “idea” of Content Standards?
• What and how do think Content Standards can contribute to your children’s development, to community development?
• How are the Content Standards being used?
• How could they be better used?
• What would it take to have them be better understood and used?

V.3: Observations in two randomly selected classrooms in 2-3 centers

• An instrument will be developed or adapted for this purpose. The instrument will reflect Albanian and international indicators of quality preschool settings.

V.4: Interview with Observed Teachers

1. Understanding What was Observed
2. Is there anything unusual that happened today while I observed in your program?
3. Is there anything I should be aware of that is atypical of a normal day (e.g., more/fewer children in attendance)?
4. Do you use the standards differently on different days? If so, why and how?
5. Is there anything that happened while I observed that particularly pleased you? Distressed you?
6. Understanding the Achievement Standards

• When and how did you become aware of the Achievement Standards?
• What was your initial reaction to them?
• Were you given training in their use?
• How do you use them now?
• How do you plan to use them in the future?
• What are the strengths of the Achievement Standards?
• What are weaknesses of the Achievement Standards?
• If there were one thing you could change about the Achievement Standards, what would it be and why?

1. Understanding the Content Standards

• When and how did you become aware of the Content Standards?
• What was your initial reaction to them?
• Were you given training in their use?
• How do you use them now?
• How do you plan to use them in the future?
• What are the strengths of the Content Standards?
• What are weaknesses of the Content Standards?
• If there were one thing you could change about the Content Standards, what would it be and why?

1. Using the Standards

• Has anything changed in your teaching as a result of having these documents? What? Why? Why not?
• Do you regard the Achievement and Content Standards as helpful to you in your daily work? Why? Why not?
• In an ideal circumstance, what is your ideal use of the Achievement and Content Standards?
• Is there anything else you would like to tell us about the standards?

V.5: Interview with Policy Makers/Ministry Officials

1. Opening Words

• Thanks for the time
• Seeking personal responses to Questions
• Your responses will be kept anonymous and not attributed to you
• Questions about the past, present, and future with regard to Achievement and Content Standards

1. Information about the Informant

• Can you tell me a little about yourself and how you got to this job?
• What is the nature of your current work?
• How do the preschool achievement and content standards fit into your job?

1. Achievement Standards

• When and how did you become aware of the Achievement Standards?
• Where you involved in their development? How?
• What was your initial reaction to them?
• What did you hope they would accomplish?
• How are they currently being used?
• How do people react to them?
• How might they be better used in the future?
• What are the strengths of the Achievement Standards?
• What are weaknesses of the Achievement Standards?
• If there were one thing you could change about the Achievement Standards, what would it be and why?

1. Content Standards

• When and how did you become aware of the Content Standards?
• Where you involved in their development? How?
• What was your initial reaction to them?
• What did you hope they would accomplish?
• How are they currently being used?
• How do people react to them?
• How might they be better used in the future?
• What are the strengths of the Content Standards?
• What are weaknesses of the Content Standards?
• If there were one thing you could change about the Content Standards, what would it be and why?
• What do you see as the future for the standards?

1. Closing Comments

• Is there anything you would like to add?