Lifting Education Access and Resilience in times of Need in Ukraine Program (Украина - Тендер #70402158)

NOTICE AT-A-GLANCE

• Project ID

P504171

• Project Title

Lifting Education Access and Resilience in times of Need in Ukraine Program

• Country

Ukraine

• Notice No

OP00423703

• Notice Type

Request for Expression of Interest

• Notice Status

Published

• Borrower Bid Reference

LEARN-1.1-TLM9

• Procurement Method

Consultant Qualification Selection

• Language of Notice

English

• Submission Deadline Date/Time

Feb 23, 2026 13:00

• Published Date

Jan 30, 2026

• CONTACT INFORMATION
• Organization/Department

Ministry of Education and Science of Ukraine

• Name

Kateryna Kovtun

• Address

01135, Kyiv, Beresteyskyi ave, 10

• City

• Province/State

Ukraine

• Postal Code

• Country

Ukraine

• Phone

+380967309889

• Email

kateryna.kovtun@mon.gov.ua

• Website

https://mon.gov.ua/

REQUEST FOR EXPRESSIONS OF INTEREST (CONSULTING SERVICES - FIRMS SELECTION)

Country: Ukraine

Name of Project: Lifting Education Access and Resilience in Times of Need in Ukraine Program

Grant No.: TF0C5794

Assignment Title: Consulting services for the development of teaching and learning materials (TLM)

for the final year of study at the level of basic secondary education (9th grade)

Reference No. (as per Procurement Plan): LEARN-1.1-TLM9

Ukraine has received financing from the World Bank toward the cost of the Lifting Education Access and Resilience in Times of Need in Ukraine Program, and intends to apply part of the proceeds for consulting services.

The consulting services (hereinafter – the Services) include the development of educational materials for the final year of basic secondary education (grade 9) in all educational areas to provide teachers of schools participating in the innovative project at the all-Ukrainian level on the topic «Development and implementation of educational and methodological support for general secondary education institutions in the context of the implementation of the State Standard of Basic Secondary Education (SSBSE)» (hereinafter – pilot schools) with sets of exemplary tasks (including competencies) for assessing learning outcomes, pedagogical and pedagogical assessment.

These materials will be used by teachers of the pilot schools directly in the educational process to achieve the relevant learning outcomes and their assessment, and/or serve as models for the development of similar tasks by teachers and authors of curricula/manuals/textbooks, ensuring a unified approach to assessing student learning.

The Services are expected to start in spring 2026 for a period of 12 months.

The required objective of the Services must be achieved by the Consultant within the agreed program and in accordance with the Ukrainian legislation, the World Bank’s policies and rules and requirements of the Terms of Reference (TOR), which is attached.

Ministry of Education and Science of Ukraine (hereinafter – Client/MOES) now invites eligible consulting firms (hereinafter – Consultants) to indicate their interest in providing the Services. Interested Consultants should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services.

The evaluation of the expressions of interest provided by the Consultants will be carried out based on the following criteria:

Legal status and market experience:

• The company is registered as a legal entity in Ukraine or abroad (in the case of foreign company, the representative office/JV/consortium with local firm should exist by the date of the Contract signing);
• At least 8 years of experience in the market, preferably with education-related products (in case of JVCA, at least the Lead Member shall meet the criterion, while each other member shall meet at least 50% of the criterion);
• The company"s core business is software and web solutions development.

Experience in digital education:

• The company has a proven track record of implementing digital educational solutions
• At least 3 major educational or content digital products were implemented (in the case of a JVCA, the Lead Member should have at least 1 assignment specified above while the combination of members must fully meet the requirement. The projects claimed by each JVCA member should be substantially completed during the above period either alone or as a member of a past JVCA with a minimum share of 50%).
• The products contained the following modules and functionality:
• adaptive search
• dynamic filters
• designers of training programs
• analytical panels
• interfaces for administration
• evaluation and feedback functionality.
• Proven experience in modern web technologies, in particular:
• PHP (Laravel)
• JavaScript (Vue.js / React)
• MySQL, Redis
• Elasticsearch
• Docker
• REST API
• WebSocket
• Experience in implementation:
• integrations with government services via API;
• creation of analytics modules;
• development of authorization and data protection.
  

Cooperation with international organizations

The company has experience of participating in projects implemented with the support of the World Bank or other international institutions

Financial stability

• The amount of confirmed turnover for the last two years is at least $100,000 (in case of JVCA, the Lead Member should meet at least 50% of the requirement, while the combination of partner/members must fully meet the requirement).
• Financial statements:
• Tax returns
• Balance sheet
• Certificates of completion.

Confirmation of qualification. A Consultant shall provide:

• Portfolio of completed projects
• Letters of recommendation (if any)
• List of pre-identified experts accompanied with CVs of key team members

Availability of qualified specialists. The company should possess at least 7 specialists having permanent/long-term contracts:

• Project manager – is responsible for planning, timing, and coordination.
• UI/UX designer – responsible for the logic of interfaces and usability.
• Back-end developer – implements server logic (Laravel, PHP, MySQL).
• Front-end developer – provides interactivity of the interface (Vue.js, React).
• DevOps specialist – responsible for deployment, continuous integration, and stability.
• Tester (QA) – provides quality assurance and automated testing.
• Content manager or technical writer – forms the structure of the platform, content, and documentation.
  

In case of experience in the role of a member of a past JVCA and/or Subconsultant, the experience and amount will be determined based on the Consultant’s share and responsibility in the past JVCA or the amount of the Subconsultant’s contract.

Key Experts will not be evaluated at the shortlisting stage.

The attention of interested Consultants is drawn to Section III, paragraphs, 3.14, 3.16, and 3.17 of the World Bank’s «Procurement Regulations for IPF Borrowers» September 2023 with amendments of February 2025 (hereinafter – Procurement Regulations), setting forth the World Bank’s policy on conflict of interest.

Consultants may associate with other firms to enhance their qualifications, but should indicate clearly whether the association is in the form of a joint venture and/or a sub-consultancy. In the case of a joint venture, all the partners in the joint venture shall be jointly and severally liable for the entire contract, if selected. In the case of foreign company, the representative office/JV/consortium with local firm should exist by the date of the Contract signing.

A Consultant will be selected in accordance with the Selection Based on Consultants’ Qualifications (CQS) method described in the Procurement Regulations.

Further information can be obtained at the address below during office hours from 9 a.m. to 6 p.m.

Expressions of interest must be delivered in a written form, in Ukrainian or English, to the address below by e-mail by February 23, 2026, 1:00 pm local time.

Ministry of Education and Science of Ukraine

Attn: Yevhen Kudriavets - Project Coordinator

E-mail: uiherp@mon.gov.ua CC: serhiy.artemenko@uiherp.org, kateryna.kovtun@mon.gov.ua

Expressions of interest to be clearly marked: «LEARN-1.1-TLM9: Expression of Interest».

TERMS OF REFERENCE

Consulting services for the development of teaching and learning materials (TLM) for the final year of study at the level of basic secondary education (9th grade)

Contract No. LEARN-1.1-TLM9

World Bank Project ID No.: P504171, Grant Number: TF0C5794

List of abbreviations

AUSO All Ukrainian School Online

LEARN The Program "Lifting Education Access and Resilience in Times of Need in Ukraine Program"

MoES Ministry of Education and Science of Ukraine

NUS The New Ukrainian School

PDF Portable Document Format

SSBSE State Standard for Basic Secondary Education

SSEQ State Service of Education Quality

TLM Teaching and Learning Materials

UCEQA Ukrainian Center for Education Quality Assessment

UIRO Ukrainian Institute of Education Development

Word Microsoft Word document format

I. CONTEXT

Ukraine and the World Bank have signed the agreements for the Program "Lifting Education Access and Resilience in Times of Need in Ukraine Program" (hereinafter referred to as the LEARN). The objectives of the LEARN are: to (i) improve teaching and learning conditions; and (ii) to strengthen the management capacity of the education system.

The total financing for the Operation is US$451 million using a combination of the World Bank"s financial instruments: Program-for-Results (PforR) complemented by Investment Project Financing (IPF).

The Program-for-Results (PforR) is funded by a US$235 million credit provided by Bank resources, supported by credit enhancement from the Advancing Needed Credit Enhancement for Ukraine (ADVANCE Ukraine) Trust Fund, which is backed by the Government of Japan. This is formalized under the Financing Agreement between Ukraine and the International Development Association for the Program (CREDIT NUMBER 7626-UA). An additional US$150 million is provided under the Special Program for Ukraine and Moldova Recovery (SPUR) of the International Development Association (IDA) Crisis Facility, as outlined in the Loan Agreement between Ukraine and the International Bank for Reconstruction and Development for the Program (LOAN NUMBER 9721-UA). Financing Agreement (Additional Financing: Lifting Education Access and Resilience in Times of Need in Ukraine Program) between Ukraine and the International Development Association (CREDIT NUMBER 7905-UA) was signed in the amount of US$4.9 million.

Furthermore, US$30 million in Investment Project Financing (IPF) is secured under the Grant Agreement between Ukraine and the International Bank for Reconstruction and Development and the International Development Association, acting as the administrator of the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund (URTF GRANT NUMBER TF0C5794).

Furthermore, US$31.1 million in Additional Financing is provided through grant resources, consisting of US$30.0 million from the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund and US$1.1 million from the Global Partnership for Education Fund. This additional financing is formalized under the Grant Agreement between Ukraine and the International Bank for Reconstruction and Development and the International Development Association, jointly acting as a Supervising Entity for the Global Partnership for Education Fund and as administrator of the Ukraine Relief, Recovery, Reconstruction, and Reform Multi-Donor Trust Fund (URTF GRANT NUMBER TF0D0612; GPE GRANT NUMBER TF0D0613), and supports activities related to the continued implementation of the Program.

Hereinafter, the portion of the Operation financed through the PforR is referred to as the Program and the portion financed through the IPF is referred to as the Project.

The Project complements the Program by supporting the piloting of the NUS reform in grades 8 to 12, pre-school program First Steps Forward and strengthening the MoES’ capacity for education system management in priority education areas.

The Project among other activities provide technical support to pilot the NUS reform in selected schools for grades 8 to 12, through: (i) developing, printing, delivering, and testing teaching and learning materials for the NUS Pilot; (ii) developing and carrying out training programs to teachers, school principals, and their deputies; (iii) providing technical assistance to design a fit-for-purpose instrument for measuring teacher classroom practices and to implement said instrument in a sample of classrooms in grades 8 and 9; and (iv) providing STEM, ICT, and other required equipment aligned with the NUS standards to schools in the NUS Pilot at the basic education level for grades 8 to 12.

Importantly, the IPF will also strengthen the management capacity of the MoES to manage, monitor, and evaluate the rollout of the NUS reform through: (i) providing technical assistance to the MoES’ units responsible for NUS implementation; (ii) strengthening the Ukrainian Institute of Education Development (“UIRO”) capacity; (iii) creating a Special Online Platform (“SOP”) for State Final Examination (“DPA”); (iv) modernizing the education management information system (“AIKOM”); (v) improving the education infrastructure planning.

This assignment focuses on development of teaching and learning materials (TLM) for the final year of study at the level of basic secondary education (9th grade). The Consultant will be contracted through in line with Procurement Regulations for IPF Borrowers, Sep 2025. This Terms of References defines the purpose, Scope and duration of consulting services and qualification requirements for the Consultant.

II. OBJECTIVES

This activity focuses on the development of educational materials for the final year of basic secondary education (grade 9) in all educational areas to provide teachers of schools participating in the innovative project at the all-Ukrainian level on the topic "Development and implementation of educational and methodological support for general secondary education institutions in the context of the implementation of the State Standard of Basic Secondary Education (SSBSE)" (hereinafter – pilot schools) with sets of exemplary tasks (including competencies) for assessing learning outcomes, pedagogical and pedagogical assessment. These materials will be used by teachers of the pilot schools directly in the educational process to achieve the relevant learning outcomes and their assessment, and/or serve as models for the development of similar tasks by teachers and authors of curricula/manuals/textbooks, ensuring a unified approach to assessing student learning.

Main tasks:

• Development of TLMs (Component 1).

The Consultant will coordinate the creation of collections of model tasks (including competency-based tasks) for all 10 educational domains, aimed at assessing the mandatory learning outcomes defined by the SSBSE. These materials will be used directly in the educational process by pilot schools, will serve as exemplars for teachers and authors of educational content, and will contribute to a unified approach to assessment. The developed materials will also be adapted for use with Ukrainian students abroad and in temporarily occupied/de-occupied territories, supporting the recognition of learning outcomes for students with limited or disrupted access to Ukrainian education.

2. Development of a digital repository of TLMs (Component 2).

A user-friendly digital environment as a storage for digitalised TLMs developed within Component 1 will be created / integrated into an existing system (the decision will be made based on the initial needs analysis). The repository will support efficient storing, search, filtering, classification, and retrieval of tasks aligned with specific learning outcomes. This platform will ensure open access to the materials for educators, developers, and other stakeholders. The main idea of the repository is to create collections of materials that are "linked" to the learning outcomes, which will allow users to select the necessary materials for various purposes, including assessment. This service should provide online (synchronous/asynchronous) / blended learning for teachers on the use of tools and materials developed under the project and the creation of tasks for assessing the learning achievements of students of basic secondary education.

3. Publishing and dissemination of the Manuals on TLMs (Component 3).

The materials will be finalized through literary editing and graphic design and published in the form of manuals that explain their purpose and structure. Following review and approval accordingly with the national regulations , these publications will be distributed to pilot schools for direct use and to support the development of similar resources by teachers and content developers. The dissemination of the manuals for pilot schools is expected to be done in digital format. Service provider is responsible for arranging the most effective way of editing and delivery of the product. For those purposes, both individuals and companies could be outsourced if needed.

4. Capacity-building for pilot participants (Component 4).

The Consultant will deliver professional development courses for teachers working with 9th grades in pilot schools and other relevant stakeholders (i.e. trainers, teacher-trainers) – all teachers from pilot schools are expected to be covered during the assignment. This training will focus on the use of the developed TLMs, including how to apply the tools and tasks to assess student learning achievements effectively.

5. Dissemination and stakeholder engagement (Component 5).

To promote the wider use and impact of the developed materials, the Consultant will organize a final presentation event. This event will present the project deliverables, raise awareness among broader stakeholders, and outline strategies for the scale-up and continued use of the materials, including potential replication by educational content developers.

The assignment will adhere to the policies and regulations set forth by Ukrainian legislation and the World Bank, ensuring that it is practical, adaptable, and responsive to both immediate and long-term needs. These efforts are aimed at positioning Ukraine"s education system as a model of sustainability, inclusiveness, and excellence that enables students to thrive in a globalized world.

III. SCOPE OF SERVICES

The selected consultant will be responsible for delivering the following key components to support the development and implementation of TLMs for 10 educational domains:
(i) language and literature; (ii) foreign languages; (iii) civic and historical; (iv) maths; (v) science; (vi) technology; (vii) art; (viii) social and health; (ix) IT; (x) physical education. Each task must be performed with accuracy, professionalism, and in accordance with the outlined goals and requirements.

Component 1. Creation of TLMs for educational sectors by expert groups

The service provider will form 10 expert groups (the final list of experts is to be approved by the MoES) and coordinate the development of TLMs for 10 educational domains. TLMs will be used by the pilot schools directly in the educational process. These materials will also serve as a model for creating high-quality tasks (including competency-based tasks) for developers of educational materials and teachers.

Definition and components of TLM

The TLM (for each specific domain) are a set that contains (i) a collection of model tasks (bank of model tasks) for assessing the learning outcomes defined by the SSBSE, (ii) model task sets and a model project (repository of model tools) for conducting diagnostic and summative assessments by outcome groups, and (iii) accompanying explanations and recommendations that provide clear guidance for users on how to use tasks/tools to assess student achievement.

A bank of model tasks is a set of model tasks that illustrate options/methods for assessing learning outcomes (based on the assessment benchmarks defined in the SSBSE). The minimum number of model tasks in a bank for a particular educational domain is calculated based on the number of assessment benchmarks defined by the SSBSE multiplied by three. Model tasks related to each assessment benchmark should be as diverse as possible to ensure that the bank"s tasks are sufficiently illustrative.

A model task is an assignment that is created in accordance with the specified requirements, accompanied by the necessary description and which illustrates how to assess a certain learning outcome defined by the SSBSE. In order to be illustrative of possible approaches to assessing learning outcomes, as well as searchability by various parameters, in particular in the digital platform of learning materials, a model task should be classified in detail (depending on the specifics of the task) by a number of features, the main ones of which are described in the requirements for a model task.

Requirements for the model task

• Task ID code, which must contain the information defined in the alphanumeric classification system in the SSBSE (e.g. [9 IOD 1.2.1-1]), as well as other supporting information that will allow for unambiguous identification of tasks in the system
• Year of creation of the task or the source of the task (if the task for illustration is taken from publicly available verified sources (official reports of the Ukrainian Center for Educational Quality Assessment, the State Service for Quality Education of Ukraine, materials of the All-Ukrainian School Online, etc.)
• Educational domain for which the task is intended to assess learning outcomes
• Grade/grades for use in which the task is appropriate (grade 9)
• The benchmark for evaluation defined in the SSBSE that best matches the task
• Mandatory learning outcome defined in the SSBSE, which the task is aimed at assessing
• The general learning outcome defined in the SSBSE, which the task is aimed at assessing
• A group of learning outcomes defined in the SSSES, which the task is aimed at assessing
• The component of basic knowledge defined in the SSBSE to which the task relates
• An element of the basic knowledge component defined in the SSBSE covered by the task
• Other content characteristics of the task, if it complements the understanding of the task (e.g., subject matter of the task, specific activities defined by the task)
• Characteristics of the task according to Bloom"s taxonomy
• Characteristics according to the level classification of depth of knowledge (DOK)
• Type of task (according to a certain classification)
• Subtype of task (according to a certain classification)
• Estimated time for completing the task in minutes
• The presence of the incentive needed to complete the task
• Characteristics of the incentive and a link to the source of the incentive (if there is an incentive for the task)
• The complexity (statistical) of the task (as a predicted or known percentage of success in completing the task by a student of the relevant category)
• The maximum number of points for completing the task
• Description of the scheme for calculating points for completing the task
• Description of the criteria (coding) for assessing the answer to the task, especially when the task involves a detailed answer (oral or written) or a certain practical activity
• The score with which the result of the task is correlated, following general / domain assessment criteria (score on a scale of 1–12 and in the levels of elementary/intermediate/sufficient/high)
• Instructions for completing the task
• The condition of the task
• The task itself (the content of the task with all the elements related to it (stimulus, pictures, space for answering, etc.)
• Other features arise from the task’s specifics.

The library of model tools is a set of holistic assessment tools, namely model sets of tasks and a model project, which illustrate options/ways to assess learning outcomes by groups of outcomes in a particular educational area.

A model set of tasks is a set of tasks organized in accordance with the specification developed for a particular assessment and created in accordance with the requirements for model tasks.

The minimum number of model sets of tasks in the model tools repository is 6, including the mandatory ones:

(i) diagnostic work (input) – the beginning of the first semester

(ii) repeated diagnostic work (initial) – October-November of the semester I

(iii) final semester work (I semester)

(iv) final semester work (II semester)

(v) intermediate final work (I or II semester)

(vi) intermediate final work (I or II semester).

Depending on the specifics of the educational domain and the groups of outcomes of the respective domain, the number of model sets can be increased (but not reduced) to provide a holistic representation of assessment opportunities for all groups of learning outcomes defined by the SSBSE for a particular domain.

A model set of tasks specification is a description of a set of tasks that gives a complete picture of the specifics of the assessment and the determination of results based on it. The specification should contain information about the following:

• Educational domain for which the task is intended to assess learning outcomes
• Grade (9th grade)
• Semester
• Type of assessment (diagnostic input, diagnostic output, final thematic, final semester, etc.)
• Evaluation objective
• Evaluation period (time)
• The number of tasks in a model set by task type
• The number of tasks in a model set by the type of task
• Time to complete all tasks
• Benchmarks for evaluation covered by a model set
• Mandatory outcomes covered by a model set
• General results covered by a model set
• Group(s) of results covered by a model set
• The average difficulty (statistical) of the tasks in a model set (as the predicted or known percentage of success in completing the task by students of the corresponding category)
• The maximum number of points for completing all the tasks in a model set
• A description of the scheme for awarding points for completing the tasks of a model set
• Description of the criteria for evaluating a model set
• The level with which the result of a model set of tasks is correlated, following general/subject-specific assessment criteria (levels of beginner/intermediate/sufficient/high)
• Instructions for completing a model set
• Other characteristics (if necessary).

A model project is a long-term project (at least one week) developed and described in detail within the educational domain, the results of which can be used for final assessment (thematic, semester, or annual).

The minimum number of model projects is 1.

The model project plan is a comprehensive description of the project that provides a detailed overview of its organization, implementation, evaluation, and outcome. The plan should contain information on the following:

• Educational domain for which the project is intended to assess learning outcomes (in English);
• Grade (9th grade)
• Semester
• Type of assessment (final intermediate, final semester, etc.)
• Project goal
• Period of the project (time)
• Project duration
• Subject of project implementation – individual, pair, micro group, group
• Roles in the project
• Resources needed to implement the project
• Activities in the project
• Benchmarks for evaluation covered by the project
• Mandatory deliverables covered by the project
• Overall results covered by the project
• Project outcome group(s) covered by the project
• The maximum number of points for the project
• Description of the scheme for awarding points for the project
• Description of the project evaluation criteria
• The score with which the project result is correlated, according to general/subject-specific evaluation criteria (score on a scale of 1-12, as well as in the levels of initial/medium/adequate/high)
• Instructions for project implementation
• Other characteristics.

Component 2: Development of a digital repository for TLMs

Definition and components

This component focuses on creating a user-friendly digital environment (online repository) that will ensure efficient access to structured learning materials aligned with the mandatory learning outcomes of the SSBSE. The repository will support filtering, searching, saving, and integration with existing digital education platforms, enhancing their functionality.

Selected Service provider reviews relevant existing digital solutions and propose implementation/improvement plan based on the analysis.

The digital repository shall include the following core elements but not limited to:

• Catalog of materials.
  Organized in a tree structure according to the type of learning materials (model task, model set of tasks, model project), their specifications (as defined in Component 1), and the material format (one or multiple files as required by the material specification).
• Upload and edit functionalities.
  Ability to add materials (in formats such as PDF, DOCX, PPTX, ZIP, or via external links);

describe materials using title, brief summary, tags, and metadata (as defined in Component 1);

edit and update materials as needed.

• Search functionalities.
  Full-text search across titles, material types, descriptions, and other metadata;

filter options by type of material, grade, assessment type, assessment benchmarks, difficulty level, and other relevant specifications.

• User account features.
  Users can log in through simple email authentication using a one-time password (OTP). Upon logging in, users will be able to:
• Save their search history
• Create and store customized filter sets
• Reuse saved filters for efficient navigation
• Integration with existing digital solutions.
  Enables selection and embedding of repository materials into curriculum or module builders; establishes internal links between materials and structural elements of the curriculum.
• Document content search.
  Supports full-text search within uploaded files (PDF, DOCX, etc.), enabling users to search not only by metadata but also by keywords within the content itself.

Requirements

The Consultant is expected to meet the following technical, functional, and user requirements in developing the repository:
Objectives:

• Develop a single, centralized database for storing and displaying TLMs and related metadata.
• Implement advanced search and filtering capabilities by multiple criteria.
• Create a user-friendly interface with functionality for saving filters and search results.
• Provide an administrative control panel for managing content, user roles, and access rights.
• Ensure open architecture and interoperability standards for future integration with national educational platforms.
  

Technical requirements:

• Backend: Laravel (PHP)
• Frontend: Vue.js or other modern JavaScript framework (depending on the existing digital infrastructure)
• Database: MySQL
• Authorization: simple email-based authorization using a one-time password (OTP)
• Language: Ukrainian only
• Design: fully responsive, with mobile device compatibility
  

User roles and permissions:

• Administrator – full control over content management, moderation, and confirmation
• Author / Teacher – ability to upload and edit their materials
• Viewer – access to view materials without editing rights
• Registered user – access to personalized features such as saving filters and search history
  

Expected results:

• A functional prototype of the repository, integrated with existing digital platforms
• A representative set of test materials uploaded to demonstrate functionality
• A quick-start user guide to support onboarding and initial use

Component 3: Publishing and dissemination of the Manuals on TLMs

Definition and components

This component focuses on the development Manuals on the created TLMs for each educational domain that will be distributed to pilot schools. The following indicative structure of the manuals may have peculiarities related to the specifics of learning assessment in certain educational domains.

Each Manual should serve as an instructional and explanatory source for the TLMs presented in the digital repository of materials (database) and contain the following components in its structure:

• Introduction / Explanatory note
• Conventional abbreviations and identifiers of model tasks / model task sets / model projects
• Basic concepts of evaluation
• Purpose of the evaluation
• Competency-based learning in the mirror of competency-based tasks
• Assessment tasks: types, types, design features, complexity, cognitive and content dimensions
• Stimulus material
• Specification of the assessment tool (diagnostic / summative work)
• Organizing and conducting the evaluation
• Determination of results: work verification, scoring schemes, evaluation criteria, scaling (conversion to points / levels)
• Assessment planning in grades 9 and its features
• Sectoral specificity of the assessment
• Result groups in the SBSSE and result groups in the certificate of achievement
• The structure of the SBSSE: from benchmarks to assessment through result groups to key competencies
• Assessment as a focus on competence, not knowledge only
• Types of learning outcomes assessment
• Diagnostic assessment (entrance and exit) in the first semester
• Interim final assessment in the first and second semester
• Final semester assessment in the first and second semester
• Final annual evaluation
• State final certification with elements of external independent evaluation (depending on the domain)
• General description of the TLMs available in the TLM repository
• Repository of educational materials: its purpose and functionality
• Materials available in the repository from the user"s point of view:
• Instructional materials on the TLMs available in the materials repository
• Bank of model tasks, its structure and purpose
• Explanation of use
• Generalized description of modeling tasks
• Library of assessment tools
• Model sets of tasks
• Explanation of use
• Generalized description of model task sets
• (i) diagnostic work (input) – the beginning of the first semester
• (ii) repeated (initial) diagnostic work – October-November of the first semester
• (iii) final semester work (I semester)
• (iv) final semester work (second semester)
• (v) intermediate final work (I or II semester)
• (vi) intermediate final work (I or II semester).
• Model project
• Explanation of use
• Generalized description of the project
• Generalization
• Prospects for the development of a repository of educational materials
• Artificial intelligence and the development of assessment tools in the domain
• State Examination at the stage of completion of Basic Secondary Education: general considerations in the light of the competency-based approach in the NUS
• Additional sources and literature
• Links to normative documents (standard, domain concepts, evaluation criteria, etc.)
• Links to websites (UCEQA, SSEQ, AUSO)
• Links to quality research on evaluation
• Links to quality assessment materials
• Link to the repository of textbooks recommended by the MoES (by educational domains).
• Classifiers
• Educational domains
• Groups of results in educational domains
• Overall results in the educational outcome groups
• Types of tasks
• Types of tasks
• Bloom"s taxonomy
• Levels of the DOK cognitive requirement
• General evaluation criteria
• Other.

Literary editing. Perform comprehensive editing of educational materials for the final year of basic education to ensure clarity, consistency, and accuracy in Ukrainian.

Graphic design and layout of educational materials. Formatting of TLMs following visual guidelines provided by the MoES; materials are visually appealing, accessible and suitable for both print and digital distribution; final version of documents in electronic (PDF) and print-ready formats, along with editable source files for future updates.

Requirements

The Consultant shall ensure that the following requirements are met during the implementation of this component:

• Manual must fully correspond to the structure outlined above and clearly explain the purpose and usage of the corresponding TLMs from the repository.
• Literary editing must be performed by experienced editors with native-level proficiency in Ukrainian, familiar with educational terminology and standards.
• Visual design must follow branding and accessibility guidelines provided by the MoES, ensuring usability for teachers and educators of diverse backgrounds.
• Manuals must be delivered in both digital and printable formats:
• Print-ready version (PDF)
• Editable source files (DOCX, INDD, or equivalent)
• Each manual should include navigation tools (e.g., contents, internal hyperlinks, cross-references) to facilitate user orientation within the document.
• The Consultant must submit all developed materials for review and approval by the MoES prior to publication and distribution.
• All developed publications must be accessible in the digital repository and clearly linked to the corresponding tasks, sets, and projects.

Component 4: Capacity building for Pilot participants

Definition and components

This component focuses on building the capacity of teachers involved in the piloting of the SSBSE at the level of the 9th grade by equipping them with the necessary knowledge and skills to effectively use the developed teaching and learning materials (TLMs), including tools and tasks for assessing student learning achievements. All teachers of pilot schools are expected to be covered by capacity building activities. Apart from the Pilot schools’ teachers other stakeholders (i.e. trainers, teacher-trainers etc) could be involved.

The training course will be designed and delivered to support the application of competency-based assessment principles and the integration of TLMs into the teaching and learning process. Based on the synchronous phase (set of webinars) corresponding asynchronous courses will be developed and launched.

The training course should include the following components:

• Course structure.

A modular format tailored to the progression of TLM development and use, aligned with the academic year.

• Core content:
• Overview of the SSBSE and the competency-based approach
• Introduction to the structure and function of the digital repository
• Orientation on the bank of model tasks, model sets, and model projects
• Methodologies for using TLMs in classroom practice
• Techniques for assessing learning outcomes across domains
• Interpreting and applying scoring schemes and evaluation criteria
• Planning, conducting, and interpreting diagnostic and summative assessments
• Formats:
• Online webinar series (live and recorded)
• Pre-recorded video tutorials
• Synchronous in-person or remote sessions (as appropriate)
• Interactive presentations, guides, and supplementary materials
• Asynchronous general and domain-specific online modules
• Integration with digital infrastructure:
• Linked to the TLM digital repository
• Use of platforms compatible with national education tools (e.g., AUSO)

Requirements

The Consultant shall meet the following requirements for effective implementation of this component:

• Target group: teachers of pilot schools implementing the SSBSE; the course should also be suitable for future use by teacher trainers, curriculum developers, and educational publishers.
• Pedagogical approach:
• Aligned with adult learning principles and practical classroom needs
• Practice-oriented, with authentic examples and exercises based on real TLMs
• Technical integration:
• Use of a stable, user-friendly online learning platform
• Integration with the TLM digital repository for seamless access to materials
• Language and accessibility:
• All training content must be delivered in Ukrainian
• Materials must be accessible in regions with limited connectivity (e.g., downloadable content)
• Evaluation and feedback:
• Pre- and post-training self-assessment tools for participants
• Collection of participant feedback to improve course design and delivery
• Deliverables:
• Complete training course package (modules, videos, presentations, support materials)
• List of participants trained, with participation records
• Summary report on training delivery, challenges, and recommendations for scale-up.

Component 5: Organization of the final event – presentation of project results

Definition and components

This component focuses on organizing and conducting a final in-person event to formally present the project deliverables, including the developed training and learning materials (TLMs) and the digital repository. The event aims to summarize the outcomes of the pilot implementation of the SSBSE, engage key stakeholders, and outline the next steps for further application and scaling of project outputs.

The event will serve the following purposes:

• Presentation of created TLMs to a broad audience of stakeholders.
• Engagement of stakeholders in the use of the materials, particularly through the digital portal.
• Raising awareness and building trust in the tools and methodologies used to assess student learning achievements against the SSBSE learning outcomes.
• Summarizing the completion of the pilot phase of the SSBSE implementation as part of the national innovation project.

Event format:

• One-day offline presentation in Kyiv, lasting up to 8 hours.
• Approximate number of participants: 500, including:
• Representatives of pilot schools implementing the SSBSE
• Experts from all 10 educational domains
• Developers of educational literature
• Other key stakeholders from the education sector

Event components:

• Presentation sessions showcasing the TLMs and digital repository
• Stakeholder engagement activities and discussions
• Live broadcast of the event for remote participants
• Provision of event materials and participant kits
• Visual branding and communication support (e.g., photo zones, logos)

Requirements

The Consultant shall be responsible for full logistical and organizational support to ensure a high-quality event experience. This includes:

• Venue rental and decoration.

Selection of a suitable location in Kyiv that can host up to 500 people, meets technical and branding requirements, and includes appropriate security measures.

• Catering. Provision of catering services, including:
• Two coffee breaks
• One lunch for up to 500 participants
• Event materials and participant kits:
• Printed and digital materials such as agendas, presentation folders, leaflets with brief descriptions of manuals, and visual aids
• Welcome kits for all participants (e.g., branded notebooks, pens, name tags)
• Technical support:
• Availability and setup of audio-visual equipment, microphones, simultaneous translation tools, and other technical systems required for smooth event operation
• Live online broadcast of the event to accommodate remote stakeholders
• Branding and visual identity:
• Creation of branded photo zones to promote the event and its themes
• Use of consistent visual branding across event materials
• Photography:
• Professional photographer services to document the event and provide high-resolution images for further use in reports, media, and stakeholder communications
• Participant logistics:
• Support with travel and accommodation arrangements for participants to ensure full attendance and involvement throughout the event

Terms and requirements for implementation

The assignment must be completed within the agreed timeframe, and all deliverables must comply with the policies and rules set forth by Ukrainian law and the World Bank.

The consultant is expected to ensure smooth coordination with the Ministry of Education and Science of Ukraine throughout the process, maintaining clear communication and regular updates.

It is expected that a clear implementation sequence will be followed to ensure logical coordination between the components.

In particular:

• The development of TLMs for all 10 educational domains will be carried out in stages (during the academic year 2025-2026) and should precede any editing or graphic work (Component 1);
• A digital repository (Component 2) should be created, integrated with existing digital solutions, and gradually filled with the created learning materials
• The training course for teachers (component 4) should be developed gradually and launched at the end of the contract based on the developed materials and tools
• Literary editing and layout/design of materials (Component 3) should be completed before the final presentation event (Component 5) to ensure high-quality materials for the presentation.

The Consultant is expected to propose a detailed implementation schedule in its Inception Report, including key milestones and estimated completion dates for each component. Based on the needs analysis, the Consultant will also propose an approach to the development of the digital repository and its integration with existing digital solutions. This schedule should reflect logical dependencies between tasks and ensure that the results are ready for public presentation.

Draft schedule and main stages of implementation

IV. DELIVERABLES

The Consultant shall deliver the following deliverables, ensuring that they all meet the detailed requirements outlined in this ToR:

D1 (Component 1): TLMs for educational domains

Set of competence-oriented tasks for 10 educational domains

Each set shall fully comply with the detailed requirements specified in this ToR.

D2 (Component 2): Digital repository of TLMs

Online repository of materials developed/integrated with existing digital solutions

A brief user manual.

D3 (Component 3): Manuals on TLMs applying

Manuals on applying TLMs for each domain

Each Manual is an instructional and explanatory source for the TLMs presented in the TLMs repository.

D4 (Component 4): Training course on the use/development of TLMs

Approximately 5 general and 5 educational domains-specific webinars – totally about 60 webinars during the school year.

An online training course on the use/development of tasks for assessing students" learning achievements is available.

All Pilot schools" teachers are covered by the training.

D5 (Component 5): Final Event

The final event to present the products developed under this ToR.

Representatives of the pilot schools and other stakeholders were involved in the event.

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