top of page

Request for Proposals:
Lead FLN Support Program

PXL_20230713_054247271.PORTRAIT.jpg

Apply by: 10 March 2024

Read this page carefully to understand the proposal requirements.

Lead FLN is a collection of evidence-informed strategies and guidance for school leaders to support the improvement of foundational literacy and numeracy. Lead FLN serves as a comprehensive instructional tool, providing key insights into the fundamental aspects of FLN, emphasizing its significance, and offering strategies for school leaders to support FLN programs. However, Lead FLN is a general resource for school leaders, and we would now like to create, implement and assess context-specific support for school leaders.

 

As part of our initiative to enhance FLN support for school leaders, GSL is seeking proposals from organizations with strong links to public schools, teachers and/or school leaders in Kenya, South Africa and Sierra Leone. These organizations will collaborate with GSL to apply the guidance in Lead FLN across varied resource settings. GSL will provide learning material and support for one of two types of school leader training to be carried out by the organizations:

  • Program 1 - Blended professional learning: School leaders will receive access to asynchronous learning materials and videos hosted online and in-person learning and reflection sessions. 

  • Program 2 - Workbooks and workshops: School leaders will be provided with physical workbooks embedded with QR codes linked to optional digital elements, and in-person learning and reflection sessions.

1. Scope of Work

The selected organizations will undertake below responsibilities to support the Lead FLN initiative:

A. Identification and Engagement of School Leaders:
  • Identify and engage 75 school leaders from public schools within their respective regions.

  • Secure necessary governmental permissions for training, implementation, and research activities.

B. Logistics and Support:
  • Provide reimbursements for travel or internet costs incurred by educators participating in the program.

  • Facilitate the hiring and training of competent facilitators.

 

C. Delivery of Training:
  • GSL will provide the learning materials for both programs, and the partner organizations will be responsible for the end-to-end delivery of the training program. 

  • We expect to work with organizations that are already training teachers on improving FLN. Partner organizations will be expected to continue training teachers and offer the GSL training as an add-on for (some of ) the school leaders in the same schools. Please see point D for more information on the different groups for testing. 

  • The delivery of training will involve providing professional learning offerings to school leaders in accordance with the outlined Program 1 (Blended Professional Learning) and Program 2 (Workbooks and Workshops) designs.

  • For Program 1, a blended professional learning approach will be adopted. This entails delivering digital learning modules to school leaders, supplemented by in-person learning sessions held once every two months. These sessions will provide opportunities for interactive discussions, networking, and hands-on application of concepts learned in the digital modules. The specific days of training sessions for Program 1 will be scheduled approximately once every two months (a total of six to eight training sessions for school leaders).

  • Program 2 will focus on a lower-tech approach, utilizing workbooks with QR codes linking to optional digital elements. Facilitated in-person sessions will be conducted to discuss ideas and their application in schools. The specific days of training sessions for Program 2 will also be scheduled periodically, aligning with the pace of the workbook-based learning materials (approximately 8-10 training sessions in total over the year).

  • Both programs will be carried out with guidance and support from the Global School Leaders team to ensure effective delivery and alignment with the overarching objectives of the Lead FLN initiative.

D. Research Design and Impact Evaluation:

The impact evaluation will be conducted by a third-party organization in close collaboration with GSL, and the selected partner organizations will support and facilitate the process. We will utilize a Randomized Control Trial (RCT) design for the impact evaluation of the program. The 75 schools will be randomly assigned into three groups of 25 each: one group receiving support for teachers only, one with additional training for school leaders, and a control group that will receive no intervention. 

 

The research design and instruments will be developed and finalized by GSL. The third-party organization (a research agency) will conduct the data collection, including surveys and student learning assessments. The partner organizations will mainly help us get the necessary government approvals to conduct the research as well as coordinate with local education officials and schools to help GSL and the research partner conduct the research activities. The research activities are mainly aimed to:

  • Assess school leaders' uptake of professional learning and its relevance.

  • Evaluate the usefulness of professional learning offerings as complements to teacher-focused support.

  • Analyze intermediate impacts of Lead FLN, including the frequency of FLN classroom observations by school leaders, quality of post-observation discussions, and improvements in teachers’ ability to implement FLN programs.

  • Measure the impact of Lead FLN on students’ FLN outcomes, considering differential impacts on girls and boys separately.

  • Explore the school and system-level factors influencing school leader engagement with FLN modules and the differential experiences of female and male school leaders in implementing Lead FLN.

 

In addition, the partner organizations will also closely work with GSL in monitoring the progress of program implementation and help collect data and information on training attendance, feedback, and program uptake.

E. Research Activities:

As mentioned earlier, the research activities will be mainly conducted by GSL and a third-party organization. The partner organizations will coordinate with the local stakeholders to facilitate data collection through the following research activities: 

  • Surveys Among Teachers and School Leaders

    • Facilitate the administration of regular surveys among teachers and school leaders to collect data on teaching practices and foundational learning.

    • Coordinate the distribution, collection, and analysis of survey data.

  • Coordination of FLN Assessments

    • Organize and oversee FLN assessments among a sample of students at baseline and endline, utilizing established assessment tools.

    • Pilot the assessment tools for pretesting FLN outcomes distribution to ensure validity and reliability.

    • Coordinate data collection, analysis, and reporting of assessment results.

  • Facilitation of Qualitative Study:

    • Coordinate and facilitate a qualitative study across four schools to gain deeper insights into program implementation.

    • Organize in-depth interviews, classroom observations, student focus groups, and observations of school leader and teacher interactions.

    • Facilitate the data collection process and ensure adherence to ethical guidelines.

    • Collaborate with research partners to analyze qualitative data and generate insights for program improvement.

2. Timeline and Budget

This scope of work will commence with baseline assessments in October 2024 and continue through training activities until October 2025. The budget for this work is 75,000 USD for each program. The budget is for the facilitation and coordination of training and evaluation initiatives, and other program delivery components. Please note that this budget specifically covers program delivery expenses and does not include costs associated with research activities, content development, or any other secondary expenses of the organization.

Program delivery expenses may include but are not limited to:

  • Facilitation fees for organizing and overseeing evaluation activities.

  • Coordination costs for administering surveys, assessments, and qualitative studies.

  • Expenses related to conducting training sessions, workshops, and in-person learning activities.

  • Travel and accommodation expenses for staff involved in program delivery.

  • Administrative costs associated with managing the implementation timeline and budget.

3. Evaluation Criteria

The below table outlines various evaluation criteria that will be utilized to assess the submitted proposals for the Lead FLN Support Program, encompassing aspects such as experience, cost, quality, compliance, delivery capabilities, understanding of FLN, proposal quality, innovation, and alignment with program objectives.

Criteria
Description
Weightage
Experience in Implementing projects
Demonstrated success and experience in implementing similar projects, including securing government permissions for school engagements, inspiring school leaders' attendance, effective hiring of facilitators, coordinating research activities, and strong project management.
30%
Cost
Competitive pricing considering the proposed budget while ensuring cost-effectiveness and value for the services rendered
25%
Understanding of FLN and structured pedagogy approach
An understanding of Foundational Literacy and Numeracy (FLN) principles, employing structured pedagogy approaches for improving FLN, and improving teacher effectiveness.
20%
Implementation Capabilities
Ability to secure permissions from the Government. Ability to meet proposed deadlines and fulfill delivery requirements as stated in the RFP, ensuring efficient and timely execution of the training programs and evaluation activities.
15%
Compliance
Fulfillment of all specified requirements outlined in the RFP, adhering strictly to the proposed guidelines and instructions provided by GSL.
10%
4. Submission Instructions

The proposals must be submitted by 11:00 PM UTC on March 10, 2024. To apply, please upload the following documents on the form linked below: 

  • Application Form (Download this template)

  • Financial Proposal (Download this template)

  • Company Profile

  • Company Registration Certificate 

  • Audit Statement of last two years

  • Certificates and Accreditations

  • Any other relevant documents (project completion reports of similar nature, MOUs with respective Governments, etc.)

Please note the following additional points:

  • GSL prefers to partner with local organizations with strong local support networks and existing teacher training programs for improving FLN using a structured pedagogy approach. 

  • Specify in your application for which program you are applying  ( Program 1 - blended professional learning or Program 2 - workbooks and workshops), as one organization cannot apply for both programs.

5. Online Information Session

For inquiries or clarifications, we are organizing two Information Sessions on Zoom on 14 February 2024 at 12:00 (UTC) and 27 February 2024 at 13:00 (UTC).

6. Key Dates and Submission Deadlines
Activity
Date
RFP Announcement date
09 February 2024
Information session
14 February 2024 & 27 February 2024
Proposal submission deadline
10 March 2024
Announcement of shortlisted organizations
25 March 2024
Panel interviews with shortlisted organizations
28 March onwards
Compliance and Reference Checks
Week of 8 April 2024
Announcement of selected organizations
15 April 2024
Contracting and Vendor Registration
May 2024
Coordination and Context Setting
June - September 2024
Project Implementation commencement
October 2024
Expected contract end date
November 2025
Slide 24.jpg

About GSL

School leaders have the potential to make incredible changes in the lives of students by building a strong school culture and helping teachers provide great instruction. Yet, school leadership has not been prioritized in low and middle-income countries. GSL works to change that through the following workstreams:
 

  1. We catalyze and support local partner organizations to deliver and scale high-quality training to school leaders. 
     

  2. We generate insights from our partners and the broader research community to inform education policymakers, researchers, and practitioners on the best ways to support and develop strong school leadership. 
     

  3. We connect our partner organizations with each other for deep learning between themselves and amongst the broader school leadership community - governments, funders, and policymakers.

bottom of page