Consultancy for Technical Assistance for Mid-Term and End Line Assessment of Teacher Proficiency for Kenya Primary Education Equity in Learning (KPEEL)

TEACHERS SERVICE COMMISSION REQUEST FOR EXPRESSIONS OF INTEREST (CONSULTING SERVICES – Consultant’s Qualifications-based Selection (CQS)) Name of Project | Kenya Primary Education Equity in Learning (KPEEL) Project Loan No/Credit No/ Grand Number | P176867 Assignment Title | Consultancy Service for Technical Assistance for End-line Assessment of Teacher Proficiency for Kenya Primary Education Equity in Learning (KPEEL) Procurement Plan Ref Number | TSC/KPEEL/EOI/001/2026-2027 Country of Delivery | Kenya SELECTION METHOD | Consultant’s Qualifications-based Selection (CQS))THE MOST QUALIFIED CONSULTING FIRM SHALL BE REQUESTED TO SUBMIT TECHNICAL AND FINANCIAL PROPOSALS The Teachers Service Commission has received funding from the World Bank toward the cost of the Kenya Primary Education Equity in Learning (KPEEL) project. The Commission intends to apply part of the proceeds to implement the Mid-term Assessment of Teacher Proficiency for Kenya Primary Education Equity in Learning (KPEEL). The service includes Assessment of Teacher Proficiency for Kenya Primary Education Equity in Learning (KPEEL). The detailed Terms of Reference (TOR) for the assignment is attached for your review and response. The Teachers Service Commission now invites eligible and qualified consulting firms under Consultant’s Qualifications-based Selection (CQS) to express their interest in undertaking the Services of Mid-term Assessment of Teacher Proficiency for Kenya Primary Education Equity in Learning (KPEEL). Interested and qualified consulting firms should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services. The shortlisting criteria and the detailed Terms of Reference are available are attached herein. Consultants shall be required to submit only the documents demonstrating their qualifications to perform the assignment stated under the mandatory and technical requirements. Consultants are advised NOT to submit the Technical Proposal. The attention of interested Consulting Firms is drawn to Section III, paragraphs 3.14, 3.16, and 3.17 of the World Bank’s “Procurement Regulations for IPF Borrowers” September, 2025 setting forth the World Bank’s policy on conflict of interest. Consulting Firms or Individual Consultants involved in Banks Procurements should not participate. A Consultant shall not submit more than one Proposal, either individually or as a joint venture partner in another Proposal. If a Consultant, including a joint venture partner, submits or participates in more than one Proposal, all such Proposals shall be disqualified. However, this does not preclude a firm’s participation as a sub-consultant, or an individual’s participation as a team member, in more than one Proposal when circumstances justify and if permitted by the request for proposals document Consulting firms may associate with other firms to enhance their qualifications, but should clearly indicate whether the association is in the form of a joint venture and/or a sub consultancy. In the case of a joint venture, all partners in the joint venture shall be jointly and severally liable for the entire contract, if selected. A Consultant will be selected in accordance with the Consultant’s Qualifications-based Selection (CQS) Method set out in the Procurement Regulations. Further information can be obtained at the Procurement Office, Teachers Service Commission Podium Wing Second Floor during working hours between 8.00 a.m. to 5.00 p.m. Expressions of interest must be submitted/delivered and placed in the tender box located at Teachers Service Commission Podium Wing Ground Floor in a plain sealed envelope clearly marked Consultancy for Technical Assistance for End-Line Assessment of Teacher Proficiency for Kenya Primary Education Equity in Learning (KPEEL) - TSC/KPEEL/EOI/001/2026-2027on or before Monday,19 October, 2026, 9.00 a.m. Bulky tenders can be delivered to the Teachers Service Commission Procurement office located at Second Floor Podium Wing. Electronic Tenders will not be permitted. Physical Address: Teachers Service Commission Upper, Hill Kilimanjaro Road Postal Address: P. O Box Private Bag Nairobi. Expressions of Interest will be opened immediately on before Monday,19 October, 2026 at 9.00 a.m. at the Teachers Service Commission Ground Floor Podium wing in the presence of the Tenderers' designated representatives who choose to attend at the address below: Address for Opening of Tenders. Teachers Service Commission Upper Hill, Kilimanjaro Road, TSC Building-Podium Wing, Ground Floor TERMS OF REFERENCE (ToRs) • BACKGROUND. The Teacher Service Commission (TSC) is implementing the Kenya Primary Education Equity in Learning (KPEEL) Program. The program is designed to reduce regional disparities in learning outcomes, improving the retention of girls in upper primary education, and strengthen systems for delivering equitable education outcomes. The program is envisaged to realize three core results; - • Result Area 1: Equalize Learning Opportunities: • Result Area 2: Improve Girl’s Participation in Schooling Including in Refugee Hosting Counties • Result Area 3: Strengthen Reforms Implementation Capacity The Commission is expected to intervene in the Result Area one on equalizing learning opportunities by addressing the highest teacher shortages in public primary schools in both refugee host and non-host communities. The program funding is through Program for Result (PforR) which uses the existing government system to implement program activities and secure reimbursement on achievement of the Disbursed Linked Indicator which is “number of new teachers deployed to primary schools with the highest teacher shortage”. By the end of the program in 2026, the Commission is expected to have recruited and deployed 5,000 new teachers to primary schools with highest teacher shortages. Out of which refugee host communities (Garissa and Turkana) will receive 640 newly recruited and deployed teachers while refugee non-host communities will receive 4,360. The Commission has committed to utilize the funds to implement robust teacher management systems which are: (a) strengthening Teacher Performance Appraisal and Development (TPAD), (b) enhancing the capacity of teachers to integrate Information, Communication and Technology (ICT) in teaching and learning, (c) utilize Live Streaming of Lesson and Remote Learning Methodologies (RLM) as alternative mode of curriculum delivery, and (d) through Teacher Induction, Mentorship and Coaching (TIMEC). The goal for these interventions is to improve teacher proficiency so that they can provide dynamic learning experiences and improve learning outcomes. Teacher Performance Appraisal and Development (TPAD): Since the inception of the program, the Commission has been training five thousand (5000) teachers per year on TPAD implementation. In addition, the TPAD technical team and the field officers have been monitoring TPAD and offering teachers professional support. In relation to these milestones, the number of TSC teachers on TPAD has risen from 334,810 in term 1, 2022 to 425,215 in term 2, 2025. Integration of Information, Communication and Technology (ICT) in teaching and learning: In line with Curriculum Based Establishment (CBE), Digital Literacy is a core competence that both teachers and learners require to integrate in teaching and learning. Under the program, teachers have been trained on digital skills such as use of digital platforms such as Microsoft and use of online gamification as a form of administering assessment to learners. Live Streaming of Lesson and Remote Learning Methodologies (RLM) as alternative mode of curriculum delivery: Under the program, the Commission rolled out livestreaming of lessons in thirty target primary schools. The experience with livestreaming lessons demonstrated that this innovation is a transformative model for delivering equitable, high-quality education nationwide. By addressing teacher shortages, enhancing access, promoting equity, strengthening capacity, and equipping teachers and learners with digital skills, livestreaming directly supports Kenya’s aspirations under SDG 4 (Quality Education) and the Kenya Vision 2030 education pillar. Teacher Induction, Mentorship and Coaching (TIMEC): The TIMEC Programme is a key initiative by the Commission aimed at addressing and reducing cases of teacher indiscipline. This programme is aligned with Strategic Objective No. 3 of the Commission’s Strategic Plan (2019–2023) and has been carried forward into the 2023–2027 Strategic Plan. The TIMEC Programme is supported by a legal and policy framework, having been formalized through a policy approved by the Commission’s Board in September 2020. This policy outlines the guiding principles of the programme and has been operationalized through the development of a TIMEC Training Manual. The Commission is transitioning from a reactive, corrective approach to discipline toward a more holistic and preventive strategy, known as positive discipline management. The main goal of the TIMEC Programme is to build teacher capacity in knowledge, skills, and professional competencies, thereby enhancing teacher performance and conduct, and ultimately improving learner outcomes and overall wellbeing. Key TIMEC activities under the Program include: • Training of Trainers (TOTs), Mentors, Coaches, and Champions to support the implementation of TIMEC. • Coordinating induction programmes for newly recruited teachers and interns, newly appointed Heads of Institutions, and teachers re-integrated after disciplinary action, followed by submission of reports to management. • Building the capacity of field officers in professionalism and effective management of disciplinary matters. • Training Heads of Institutions and Boards of Management (BOMs) on effective teacher discipline management. • Monitoring and evaluating the extent of institutionalization of TIMEC in schools across all counties and the impacts of the programme. The TIMEC targets have been implemented as indicated below: - Table 1: TIMEC Targets S/NO | ACTIVITIES | YEAR 2023/24 | 2024/25 Capacity building of field Staff | 337 | 188 Capacity building | Heads of Institutions | 11, 992 | 20,809 BOMs | 9744 | 26,182 Continuous training of TOTs | 4701 | 1775 Induction of newly recruited teachers/interns | 23633 | 40253 Induction of newly appointed Heads of Institution | 2977 | 960 In line with the above interventions, the Teachers Service Commission with the support of the World Bank has invested in capacity building and offering professional support to teachers with the aim of increasing the teacher-learners contact hours and improving learning outcomes. It is against this background that this consultancy seeks to assess teachers’ proficiency at endline to determine the impact of KPEEL in improving learning outcomes. • Assessment to Measure Teacher Proficiency A proficient teacher is one that demonstrates competencies that lead to learners acquiring desirable knowledge, skills and attitudes/values. A highly proficient teacher is described as one that displays several teaching competencies, manifest an in-depth and sophisticated understanding of the teaching and learning process. Highly Proficient Teachers consistently display a high level of performance in their teaching practice. They manifest They have high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from experience. This in turn should translate to improved learning outcomes. • Baseline to Measure Teacher Proficiency The School Based Teacher Support System (SBTSS) is a programme for Teachers Professional Development (TPD) under the implementation of Teachers Service Commission in the concluded SEQIP project. The SBTSS programme comprised of a set of carefully prepared interventions for teachers of Mathematics, Science and English to empower them to change their classroom practice in schools. An endline survey on SBTSS was conducted in 2024 where the findings determined that there was improvement in teachers’ overall mean scores in all Science Mathematics and English (SME) subjects in the Mid-term as compared to the baseline. There was a marked improvement in teachers’ performance for all subjects at 3.3% in sciences and 3.2% in English. Notwithstanding the improvement, there were a few challenges observed related to difficult topic areas and ineffective teaching strategies in all SME subjects. Continuous school-based support to teachers in both content mastery and pedagogical content knowledge was therefore recommended to uphold the upward trend in improvement of teachers’ pedagogical content knowledge. 2.0. OBJECTIVE OF THE CONSULTANCY The overall aim of this assignment is to find out the impact of implementing teacher robust interventions on teacher proficiency. Assessment of TPAD, RLM and TIMEC will be carried out in sampled primary schools, Junior Schools, Secondary Schools and Teacher Training Colleges while assessment of Livestreaming of Lessons will be carried out in the 30 target primary schools where teachers were trained on livestreaming of lessons and were supplied with livestreaming equipment and internet connectivity under the KPEEL Program. (Attached list of Schools) Under Result Area 1, the program targets 4,922 low-performing primary schools in ten lagging counties as per the National Assessment System NASMLA 2018 report through interventions such as Results-Based School Grants (RBSG) to improve teaching, learning environments for improved learning outcomes. This consultancy will also involve the assessment of TPAD, RLM and TIMEC in target schools that received the Results-Based School Grants. (Attached list of schools) The specific objectives of the assignment are to; Support the Commission in assessing the implementation of these activities including data collection, analysis and preparation of reports for the interventions and assess their impact on teacher proficiency during the Program’s endline 3.0 SCOPE OF THE ASSESSMENT The consulting firm will work closely with TSC Senior Management, Technical Staff from Teacher Professional Management and Teacher Discipline Management and all KPEEL Program implementers. The firm’s tasks will include but not limited to the following: • Teacher Levels: Measure teacher proficiency of teachers in; • Sampled public learning institutions implementing TPAD, RLM and TIMEC which are primary schools, Junior School, Secondary Schools Special Needs Education Schools (Primary & Secondary) and Teacher Training Colleges. • The 20 target primary schools where teachers were trained on livestreaming of lessons and were supplied with livestreaming equipment and internet connectivity. • Target schools that received the Results-Based School Grants. • Sampled C) Key Domains of Proficiency: The firm should assess teacher proficiency in the following domains; • Content Knowledge and Pedagogy. • Mastery of teaching content and the ability to teach it effectively. • Lesson planning; Updated and approved lesson plans. • Lesson Observation process and its impact on learning outcomes. • Learning Environment: Are the teachers creating a supportive and effective learning environment conducive for learning. • Digital Literacy; Do the teachers have skills in using technology to enhance teaching and learning. Impact of implementation of RLM and livestreaming of lessons on learning outcomes. • Community Linkages and professional engagement; Collaboration with parents and key stakeholders. • Professional growth and development; Commitment to continuous learning and improvement through self-study or peer to peer professional engagements. • Use of Individual Education Program (IEP), Adaptation of instructions that suit the diversity nature of learners. • Assessment and reporting: Use of assessment to identify and monitor learners' weaknesses and come up with remedial measures for improvement. • Teacher presence in school and in the classroom. • Teacher conduct and professionalism. • Ability of teachers to undertake self-appraisal process in the TPAD Online system, get appraised and agree on final appraisal scores. • Ability of Deputy Heads of Institution to call for an appraisal meeting, agree on appraisal scores and submit the appraisal to the Countersigner. • Ability of Heads of Institutions to countersign all appraisals and complete the appraisal process as per the TPAD Calendar of Activities. The consultancy firm should assess teacher proficiency in the above domains and their impact on teaching and learning. 4.0 METHODOLOGY SAMPLING FRAMEWORK Sampling method Purposive sampling will used to sample the respondents Sample size Sample | No Counties | 21 Schools (2 schools per county)20 primary schools (Livestreaming 5 senior and junior 5 SNE institutions | 42 Teachers (2 teacher per school 1 Male 1 female) | 84 HOIs | 42 Field officers (1 CD, 1SCD, 2 CSOs) | 84 No of lesson observed | 84 Counties: Sampled counties to be assessed are highlighted in the table below including the Programs being implemented in the specific counties. Table 2: Target Counties for the Assessment The consultant is expected to sample at least two (2) primary schools, two (3) Junior Schools, two (2) senior schools, two (2) SNE (Secondary & Primary) and one (1) Teachers Training College (TTC) per county. Where a County does not have a TTC, an additional SNE school is expected to be assessed. Data collection instruments • Questionnaires for the teacher and administrators • Interviews schedule for teachers and the schools’ administrators • Focused group discussions the field officers, school administrators and teachers. • Lesson observation guide for observing a lesson • Review of professional documents (Lesson plans. Lesson notes, assessment analysis, professional development records) ASSESSMENT METHODOLOGY • Teachers will be assessed through lesson observation in the classroom environment; • Analysis of the assessment book; • Assess the impact of TPAD, RLM, TIMEC, and livestreaming of lessons MINIMUM COVERAGE REQUIREMENTS In each of the institutions sampled, the consultant shall be required to assess the impact of TPAD, RLM, TIMEC, and 20 livestreaming schools • 20 livestreaming schools (10 principal schools and 10 satellite) • Each school, the assessment shall cover 2 teachers and 1 teacher based on gender consideration • 3 junior and 2 senior schools • 5 SNE institutions • Each county, the consultant shall assess 1 county director, 1 subcounty and 2 CSOs DELIVERABLE SPECIFICATIONS Draft inception report with detailed work plan and draft data collection instruments submitted to the Commission for input and review. Final inception report with report structure and format, and based on the literature review submitted to the Commission for approval. Assessment of the impact of implementing TPAD, RLM, TIMEC and Livestreaming of lessons on teacher proficiency. Data collection instruments, report on pre-test and pilot of the instruments Data collection, coding and analysis draft report data sets Develop Draft evaluation Report to be submitted to the Commission for review and input. Disseminate to the stakeholder the draft evaluation report(Dissemination report) Incorporate the stakeholders’ views and suggestions Final full detailed Assessment Report, Executive Summary and PowerPoint Presentation to be approved by the Commission. 5.0 DELIVERABLES AND PAYMENT MILESTONES Key deliverables and indicative timeline for the assignment is provided in the table below: S/No | Key Deliverables | Time-line | PAYMENT MILESTONES Draft inception report, detailed work plan and draft data collection instruments submitted to the Commission for input and review. | Within one (1) week from the date of award of Contract Final inception report with report structure and format, and based on the literature review submitted to the Commission for approval. | Within one (1) week after the Inception report and work plan approval by TSC | 40% Assessment of the impact of implementing TPAD, RLM, TIMEC and Livestreaming of lessons on teacher proficiency. | Within three (2) weeks from the date of award of Contract | 10% Data collection instruments, report on pre-test and pilot of the instruments | Within three (2) weeks after submission of acceptable final inception report Data collection, coding and analysis draft report data sets | Within five (4) weeks after piloting the study Develop Draft evaluation Report to be submitted to the Commission for review and input. | Within one (1) week after submission of draft data sets. Disseminate to the stakeholder the draft evaluation report | Within one (1) week after submission of draft data sets. | 20% Incorporate the stakeholders’ views and suggestions and Submit Final full detailed Assessment Report, Executive Summary and PowerPoint Presentation to be approved by the Commission. | Within two (1) weeks after the submission of acceptable Draft report | 30% In all cases the acceptable completion period is 12weeks (3 months) after the signing of the Contract. DELIVERABLE ACCEPTANCE CRITERIA The Commission will set up a committee to receive each deliverance against the laid down procedure and requirement. The consultant will be required make in person presentations to the committee and after deliberations a report will be presented to the CEO. KNOWLEDGE TRANSFER ARRANGEMENTS The consultant will share and discuss the observations, findings and recommendation the committee and provide varied feedback on how the task can improved during final handing over the report and share the areas of improvement that commission should put emphasis on. 6.0. QUALIFICATIONS AND EXPERIENCE OF CONSULTANT The consulting firm must have the experience of conducting similar national level large scale Consultancies or conducting educational surveys. Experience in conducting Teacher-related consultancies will have an added advantage. The team should comprise: • A Team Leader who must be a holder of PhD in Education, Economics or Social Sciences with at least 10 years’ experience cumulatively; • An Education Expert who must have a Master’s degree in Education with Five years’ progressive experience, at least three of which must be in teacher education; • A Statistician with a minimum of Bachelor’s degree in Statistics or Mathematics with proficiency in statistical packages. He/ she must have at least five years’ experience, including on analysis in the education sector. • A Logistics Coordinator with at least a Bachelor’s degree in Social Sciences, or a related field and five years’ cumulative experience in logistics or operational management; • The consultant will be expected to demonstrate the ability to recruit adequate data collectors who hold a minimum of Bachelors of education degree and experience in educational research and teacher education issues. • Once agreed, the consultant will neither change the team nor decrease the size of the team nor replace any member(s) without approval from TSC. In all such cases for approval, a replacement Key Expert shall have equal or better qualifications and experience than those of the originally proposed Key Expert. PRELIMINARY MANDATORY EVALUATION REQUIREMENTS/CRITERIA Tenderers MUST provide the following mandatory requirements for preliminary evaluation, failure to provide the requirements below, will lead to the tenderer being disqualified from the tender proceedings: MR | Mandatory Requirements | YES/NO The Firm’s Experience MR 1 | Be a legally registered consultancy firm, research institution, university, consortium, or other eligible professional entity with authority to undertake consultancy assignments in Kenya.Must provide Registration Certificate from the Registrar of Companies. MR 2 | Must have been in operation for at least ten (10) years, with demonstrable experience in education research, monitoring and evaluation, institutional assessments, teacher development, learning assessments, or related assignments.Must provide a registration certificate from the Registrar of Companies demonstrating 10 years of operation. MR 3 | Must demonstrate experience in conducting large-scale quantitative and qualitative studies, preferably in the education sector within Kenya or the East African region.Attach at least three (3) sample reports of completed assignments. MR 4 | Must demonstrate experience in undertaking similar service (Consultancy Services in Education Sector) financed or supported by multilateral or bilateral development partners, including the World Bank or comparable international development institutions from at least three (3) reputable clients in Kenya or within the East Africa Region in the last 10 years.Attach copies of signed contracts or copies of LPO/LSO with a detailed scope of service. Letters of the award shall not be accepted. MR 5 | Must submit a copy of a Tax Compliance certificate/Exemption Certificate from the Kenya Revenue Authority valid up to and including the date of tender submission. MR 6 | Copy of Trade License/Business Permit from a county government valid up and including the date of tender submission. MR 7 | Must attach Letters of recommendations/reference, addressed to the Commission Secretary, Teachers Service Commission giving full descriptions of the assignment undertaken and performance in terms technical, financial capacities and adherence to completion timeline. MR 8 | Team LeaderMust have at least a PhD in Education, Educational Research, Monitoring and Evaluation, Economics of Education, Statistics, Project Planning and Management, Public Policy or related discipline. The expert should have at least ten (10) years of relevant professional experience, including experience leading large-scale education research or evaluation assignments.Attach the following:An appointment from the consultant firm; An academic Certificate from a reputable university; Curriculum Vitae certified by the consulting firm. An Education ExpertMust have a Master’s degree in Education with seven years’ progressive experience, at least three of which must be in teacher education.An appointment from the consultant firm; An academic Certificate from a reputable university; Curriculum Vitae certified by the consulting firm. A StatisticianMust have a minimum degree in Statistics or Mathematics with proficiency in statistical packages. He/she must have at least five years’ experience, including data analysis experience.Attach the academic certificate from a reputable university with a specialization in statistics/mathematics A Logistics CoordinatorMust have at least a Bachelor’s degree in Social Sciences, or a related field and 7 years’ cumulative experience in logistics or operational management.An appointment from the consultant firm; An academic Certificate from a reputable university; Curriculum Vitae certified by the consulting firm. The consultant will be expected to demonstrate the ability to recruit adequate data collectors who must hold a degree certificate and experience in educational research and teacher education issues. TECHNICAL REQUIREMENTS TC | Requirements | Scores TEC 1 | Technical ExperienceMust demonstrate substantive institutional expertise in the following areas: a) assessment of teacher knowledge, b) pedagogical content knowledge, c) classroom practice, d) lesson planning, e) learner assessment, f) professional development, g) teacher conduct, h) professional engagement, i) evaluating teacher professional development interventions, and j) Teacher Appraisal @ 2 marks per each | 20 TEC 2 | Must demonstrate experience in designing and conducting baseline, endline, process, outcome, or impact evaluations of education programmes. Attach a proposed methodology. | 10 TEC 3 | Must demonstrate capacity to design and implement mixed-methods of studies of the following: a) structured surveys; b) classroom observations; c) key informant interviews; d) focus group discussions; e) documentations, f) administration of data reviews; g) competency or proficiency assessments; h) case studies; i) data analysis and j) institutional assessments @ 1 mark eachAttach a sample of a short data collection tool. | 10 Must demonstrate experience in evaluating the use of ICT in education, digital literacy, technology-enabled teaching and learning, remote learning methodologies, online learning platforms, or related education technology interventions.Attach certificates of two consultants with a degree in ICT from a reputable institution of higher learning. | 10 The firm should demonstrate knowledge and/or experience in inclusive education, Special Needs Education, and assessment of differentiated teaching practices, including the use of Individual Education Programmes (IEPs) and adaptation of instruction to diverse learner needs.Must attach a certificate of at least one consultant trained in special needs education. | 10 TEC 4 | The firm shall demonstrate the capacity to analyze large and complex datasets using appropriate statistical and qualitative analytical software | 10 The firm should demonstrate proficiency in data analysis or equivalent platforms, as appropriate to the proposed methodology. | 10 TEC 5 | Must provide reference/recommendation letters from at least two clients demonstrating your capacity to perform the assignments addressed to the Commission Secretary, Teachers Service Commission @ 10 marks | 20 TOTAL | 100 Interested and eligible consultants shall be required to meet both the mandatory and technical requirements. The Commission shall select only one successful consulting firm that will be invited to submit both the Technical and Financial Proposals. After submission of the Technical and Financial Proposals, the Commission shall undertake negotiations with the consulting firm to agree on the final consultant fee. 6.1. Other terms on replacement of Experts or Sub-consultants • If the Client finds that any of the Experts or the Sub-consultant has committed serious misconduct or has been charged with having committed a criminal action, or shall the Client determine that Consultant’s Expert or Sub-consultant have engaged in corrupt, fraudulent, collusive, coercive or obstructive practice while performing the Services, the Consultant shall, at the Client’s written request, provide a replacement. • In the event that any of Key Experts, Non-Key Experts or Sub-consultants is found by the Client to be incompetent or incapable in discharging assigned duties, the Client, specifying the grounds therefore, may request the Consultant to provide a replacement. • Any replacement of the removed Experts or Sub-consultants shall possess better qualifications and experience and shall be acceptable to the Client. • Except as the Client may otherwise agree, (i) the Consultant shall bear all additional travel and other costs arising out of or incidental to any removal and/or replacement, and (ii) the remuneration to be paid for any of the Experts provided as a replacement shall not exceed the remuneration which would have been payable to the Experts replaced or removed. 7.0. MANAGEMENT AND REPORTING ARRANGEMENTS The assignment will be managed by the Teachers Service Commission (TSC). The day-to-day management of this assignment will fall under the Directorate of Teacher Professional Management. The specific roles and responsibilities for the Directorate in this assignment include: • Access to data. The Directorate will provide the institution with access to relevant information and data for development and implementation of this assignment. Such data includes TPAD data. • Provision of Project documents such as Project Appraisal Document, Relevant TSC Documents on TPAD, RLM, TIMEC and Livestreaming of Lessons in the target primary schools. • Facilitation of engagement with the relevant counties and schools, where need be, the Directorate shall provide an introductory letter. • Constituting a high-level technical panel to review the institution’s outputs/deliverables at each stage of this assignment. All deliberations of this panel should be recorded and minutes signed by the Chair. This will include documentation of technical guidance given to the firm. • Arranging Consultative meetings for the institution with relevant teachers, TSC County and Sub-County officials as may be required. • In collaboration with World Bank team, review and clear all deliverables for this assignment • The responsibility for final clearance of the assignment lies with the Teachers Service Commission. 8.0. COPYRIGHT AND CONFIDENTIALITY (DATA PROTECTION AND ETHICAL COMPLIANCE All study material and data from the Consultancy will be sole property of the Teachers Service Commission. No information on the Consultancy and information collected will be shared with anyone without the written permission of the Commission. The Consultant shall carry out the above assignment in accordance with the highest standard of ethical competence, integrity and professionalism and having due regard to the nature and purpose of the assignment. The Consultant will at all times and for all purposes, regard as strictly confidential all knowledge and information not within the public domain which may be acquired in the course of carrying out this assignment and shall not be directly or indirectly disclosed to any person whatsoever, except with the written permission of TSC. The consultant should ensure that the data quality is assured by triangulating with the process on the interviews and questions and group discussions during the entire exercise and adhere to data protection and ethical compliance during the period of the consultancy. This will follow the data guideline protection guidelines set out by the commission. The consultant will be required to submit the filled data collection instrument (data sets) after analyzing them to the commission for safe keeping. 9.0. PROPOSED BUDGET ITEMS S/No | Item Consultant engagement for the consultancy Development and presentation of the inception report Development and sharing of data collection research tools Field visits to undertake the assessment Data coding, analysis and report writing Organize stakeholder’s forum to validate the assessment report Submit the assessment report to the appointing authority. NB: The firm shall provide a written justification for any modification to the proposed Personnel, Proposed Quantities and Proposed Person Days. OTHER CONSIDERATIONS (may be discarded) 1.1. The methods that will be used will include but not limited to: • Use of questionnaires and surveys to interview teachers and school administrators. • Interviews and focus group discussions with field officers, school administrators and teachers. • Lesson Observations • Reviewing of professional documents (Lesson plans. Lesson notes, assessment analysis, professional development records) 1.2. Based on the KPEEL Program interventions (TPAD, RLM, TIMEC and Livestreaming of Lessons in the target primary schools), the firm will be expected to prepare a detailed inception report which will include the following: • Formulated key questions for the consultancy • Develop an inception report • Developed methodology with instruments, data collection, entry and analysis. In addition, properly outlined data collection tools • A detailed work plan on how the consultancy will be carried out. It should confirm the team composition detailing their qualifications. 1.3. Conduct a sample-based proficiency assessment of teachers implementing TPAD, RLM, TIMEC and Livestreaming of Lessons to establish if there is an impact on learning outcomes. 1.4. Prepare and present reports which include: i) A Draft report; ii) A Comprehensive final evaluation report. 1.5. Share the final evaluation report with the commission for their input 11.0. APPLICATION PROCEDURE Application accompanied with detailed CVs and copies of relevant documents and testimonials should be submitted/delivered and placed in the tender box located at Teachers Service Commission Podium Wing Ground Floor in a plain sealed envelope clearly marked Consultancy for Technical Assistance for End-Line Assessment of Teacher Proficiency for Kenya Primary Education Equity in Learning (KPEEL) - TSC/KPEEL/EOI/001/2026-2027 on or before Monday,19 October, 2026,9.00 a.m. Bulky tenders can be hand delivered to Teachers Service Commission Procurement office located at Second Floor Podium Wing. Electronic Tenders will not be permitted. Physical Address: Teachers Service Commission Upper hill Kilimanjaro Postal Address: P. O Box Private Bag Nairobi. Expressions of Interest will be opened immediately on Monday,19 October, 2026, 9.00 a.m. at Teachers Service Commission Ground Floor Podium wing in the presence of the Tenderers' designated representatives who choose to attend at the address below: Address for Opening of Tenders. Teachers Service Commission Upper Hill, Kilimanjaro Road, TSC Building-Podium Wing, Ground Floor TEACHERS SERVICE COMMISSION REQUEST FOR EXPRESSIONS OF INTEREST (CONSULTING SERVICES – Consultant’s Qualifications-based Selection (CQS)) Name of Project | Kenya Primary Education Equity in Learning (KPEEL) Project Loan No/Credit No/ Grand Number | P176867 Assignment Title | Consultancy Service for Technical Assistance for End-line Assessment of Teacher Proficiency for Kenya Primary Education Equity in Learning (KPEEL) Procurement Plan Ref Number | TSC/KPEEL/EOI/001/2026-2027 Country of Delivery | Kenya SELECTION METHOD | Consultant’s Qualifications-based Selection (CQS))THE MOST QUALIFIED CONSULTING FIRM SHALL BE REQUESTED TO SUBMIT TECHNICAL AND FINANCIAL PROPOSALS The Teachers Service Commission has received funding from the World Bank toward the cost of the Kenya Primary Education Equity in Learning (KPEEL) project. The Commission intends to apply part of the proceeds to implement the Mid-term Assessment of Teacher Proficiency for Kenya Primary Education Equity in Learning (KPEEL). The service includes Assessment of Teacher Proficiency for Kenya Primary Education Equity in Learning (KPEEL). The detailed Terms of Reference (TOR) for the assignment is attached for your review and response. The Teachers Service Commission now invites eligible and qualified consulting firms under Consultant’s Qualifications-based Selection (CQS) to express their interest in undertaking the Services of Mid-term Assessment of Teacher Proficiency for Kenya Primary Education Equity in Learning (KPEEL). Interested and qualified consulting firms should provide information demonstrating that they have the required qualifications and relevant experience to perform the Services. The shortlisting criteria and the detailed Terms of Reference are available are attached herein. Consultants shall be required to submit only the documents demonstrating their qualifications to perform the assignment stated under the mandatory and technical requirements. Consultants are advised NOT to submit the Technical Proposal. The attention of interested Consulting Firms is drawn to Section III, paragraphs 3.14, 3.16, and 3.17 of the World Bank’s “Procurement Regulations for IPF Borrowers” September, 2025 setting forth the World Bank’s policy on conflict of interest. Consulting Firms or Individual Consultants involved in Banks Procurements should not participate. A Consultant shall not submit more than one Proposal, either individually or as a joint venture partner in another Proposal. If a Consultant, including a joint venture partner, submits or participates in more than one Proposal, all such Proposals shall be disqualified. However, this does not preclude a firm’s participation as a sub-consultant, or an individual’s participation as a team member, in more than one Proposal when circumstances justify and if permitted by the request for proposals document Consulting firms may associate with other firms to enhance their qualifications, but should clearly indicate whether the association is in the form of a joint venture and/or a sub consultancy. In the case of a joint venture, all partners in the joint venture shall be jointly and severally liable for the entire contract, if selected. A Consultant will be selected in accordance with the Consultant’s Qualifications-based Selection (CQS) Method set out in the Procurement Regulations. Further information can be obtained at the Procurement Office, Teachers Service Commission Podium Wing Second Floor during working hours between 8.00 a.m. to 5.00 p.m. Expressions of interest must be submitted/delivered and placed in the tender box located at Teachers Service Commission Podium Wing Ground Floor in a plain sealed envelope clearly marked Consultancy for Technical Assistance for End-Line Assessment of Teacher Proficiency for Kenya Primary Education Equity in Learning (KPEEL) - TSC/KPEEL/EOI/001/2026-2027on or before Monday,19 October, 2026, 9.00 a.m. Bulky tenders can be delivered to the Teachers Service Commission Procurement office located at Second Floor Podium Wing. Electronic Tenders will not be permitted. Physical Address: Teachers Service Commission Upper, Hill Kilimanjaro Road Postal Address: P. O Box Private Bag Nairobi. Expressions of Interest will be opened immediately on before Monday,19 October, 2026 at 9.00 a.m. at the Teachers Service Commission Ground Floor Podium wing in the presence of the Tenderers' designated representatives who choose to attend at the address below: Address for Opening of Tenders. Teachers Service Commission Upper Hill, Kilimanjaro Road, TSC Building-Podium Wing, Ground Floor TERMS OF REFERENCE (ToRs) • BACKGROUND. The Teacher Service Commission (TSC) is implementing the Kenya Primary Education Equity in Learning (KPEEL) Program. The program is designed to reduce regional disparities in learning outcomes, improving the retention of girls in upper primary education, and strengthen systems for delivering equitable education outcomes. The program is envisaged to realize three core results; - • Result Area 1: Equalize Learning Opportunities: • Result Area 2: Improve Girl’s Participation in Schooling Including in Refugee Hosting Counties • Result Area 3: Strengthen Reforms Implementation Capacity The Commission is expected to intervene in the Result Area one on equalizing learning opportunities by addressing the highest teacher shortages in public primary schools in both refugee host and non-host communities. The program funding is through Program for Result (PforR) which uses the existing government system to implement program activities and secure reimbursement on achievement of the Disbursed Linked Indicator which is “number of new teachers deployed to primary schools with the highest teacher shortage”. By the end of the program in 2026, the Commission is expected to have recruited and deployed 5,000 new teachers to primary schools with highest teacher shortages. Out of which refugee host communities (Garissa and Turkana) will receive 640 newly recruited and deployed teachers while refugee non-host communities will receive 4,360. The Commission has committed to utilize the funds to implement robust teacher management systems which are: (a) strengthening Teacher Performance Appraisal and Development (TPAD), (b) enhancing the capacity of teachers to integrate Information, Communication and Technology (ICT) in teaching and learning, (c) utilize Live Streaming of Lesson and Remote Learning Methodologies (RLM) as alternative mode of curriculum delivery, and (d) through Teacher Induction, Mentorship and Coaching (TIMEC). The goal for these interventions is to improve teacher proficiency so that they can provide dynamic learning experiences and improve learning outcomes. Teacher Performance Appraisal and Development (TPAD): Since the inception of the program, the Commission has been training five thousand (5000) teachers per year on TPAD implementation. In addition, the TPAD technical team and the field officers have been monitoring TPAD and offering teachers professional support. In relation to these milestones, the number of TSC teachers on TPAD has risen from 334,810 in term 1, 2022 to 425,215 in term 2, 2025. Integration of Information, Communication and Technology (ICT) in teaching and learning: In line with Curriculum Based Establishment (CBE), Digital Literacy is a core competence that both teachers and learners require to integrate in teaching and learning. Under the program, teachers have been trained on digital skills such as use of digital platforms such as Microsoft and use of online gamification as a form of administering assessment to learners. Live Streaming of Lesson and Remote Learning Methodologies (RLM) as alternative mode of curriculum delivery: Under the program, the Commission rolled out livestreaming of lessons in thirty target primary schools. The experience with livestreaming lessons demonstrated that this innovation is a transformative model for delivering equitable, high-quality education nationwide. By addressing teacher shortages, enhancing access, promoting equity, strengthening capacity, and equipping teachers and learners with digital skills, livestreaming directly supports Kenya’s aspirations under SDG 4 (Quality Education) and the Kenya Vision 2030 education pillar. Teacher Induction, Mentorship and Coaching (TIMEC): The TIMEC Programme is a key initiative by the Commission aimed at addressing and reducing cases of teacher indiscipline. This programme is aligned with Strategic Objective No. 3 of the Commission’s Strategic Plan (2019–2023) and has been carried forward into the 2023–2027 Strategic Plan. The TIMEC Programme is supported by a legal and policy framework, having been formalized through a policy approved by the Commission’s Board in September 2020. This policy outlines the guiding principles of the programme and has been operationalized through the development of a TIMEC Training Manual. The Commission is transitioning from a reactive, corrective approach to discipline toward a more holistic and preventive strategy, known as positive discipline management. The main goal of the TIMEC Programme is to build teacher capacity in knowledge, skills, and professional competencies, thereby enhancing teacher performance and conduct, and ultimately improving learner outcomes and overall wellbeing. Key TIMEC activities under the Program include: • Training of Trainers (TOTs), Mentors, Coaches, and Champions to support the implementation of TIMEC. • Coordinating induction programmes for newly recruited teachers and interns, newly appointed Heads of Institutions, and teachers re-integrated after disciplinary action, followed by submission of reports to management. • Building the capacity of field officers in professionalism and effective management of disciplinary matters. • Training Heads of Institutions and Boards of Management (BOMs) on effective teacher discipline management. • Monitoring and evaluating the extent of institutionalization of TIMEC in schools across all counties and the impacts of the programme. The TIMEC targets have been implemented as indicated below: - Table 1: TIMEC Targets S/NO | ACTIVITIES | YEAR 2023/24 | 2024/25 Capacity building of field Staff | 337 | 188 Capacity building | Heads of Institutions | 11, 992 | 20,809 BOMs | 9744 | 26,182 Continuous training of TOTs | 4701 | 1775 Induction of newly recruited teachers/interns | 23633 | 40253 Induction of newly appointed Heads of Institution | 2977 | 960 In line with the above interventions, the Teachers Service Commission with the support of the World Bank has invested in capacity building and offering professional support to teachers with the aim of increasing the teacher-learners contact hours and improving learning outcomes. It is against this background that this consultancy seeks to assess teachers’ proficiency at endline to determine the impact of KPEEL in improving learning outcomes. • Assessment to Measure Teacher Proficiency A proficient teacher is one that demonstrates competencies that lead to learners acquiring desirable knowledge, skills and attitudes/values. A highly proficient teacher is described as one that displays several teaching competencies, manifest an in-depth and sophisticated understanding of the teaching and learning process. Highly Proficient Teachers consistently display a high level of performance in their teaching practice. They manifest They have high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from experience. This in turn should translate to improved learning outcomes. • Baseline to Measure Teacher Proficiency The School Based Teacher Support System (SBTSS) is a programme for Teachers Professional Development (TPD) under the implementation of Teachers Service Commission in the concluded SEQIP project. The SBTSS programme comprised of a set of carefully prepared interventions for teachers of Mathematics, Science and English to empower them to change their classroom practice in schools. An endline survey on SBTSS was conducted in 2024 where the findings determined that there was improvement in teachers’ overall mean scores in all Science Mathematics and English (SME) subjects in the Mid-term as compared to the baseline. There was a marked improvement in teachers’ performance for all subjects at 3.3% in sciences and 3.2% in English. Notwithstanding the improvement, there were a few challenges observed related to difficult topic areas and ineffective teaching strategies in all SME subjects. Continuous school-based support to teachers in both content mastery and pedagogical content knowledge was therefore recommended to uphold the upward trend in improvement of teachers’ pedagogical content knowledge. 2.0. OBJECTIVE OF THE CONSULTANCY The overall aim of this assignment is to find out the impact of implementing teacher robust interventions on teacher proficiency. Assessment of TPAD, RLM and TIMEC will be carried out in sampled primary schools, Junior Schools, Secondary Schools and Teacher Training Colleges while assessment of Livestreaming of Lessons will be carried out in the 30 target primary schools where teachers were trained on livestreaming of lessons and were supplied with livestreaming equipment and internet connectivity under the KPEEL Program. (Attached list of Schools) Under Result Area 1, the program targets 4,922 low-performing primary schools in ten lagging counties as per the National Assessment System NASMLA 2018 report through interventions such as Results-Based School Grants (RBSG) to improve teaching, learning environments for improved learning outcomes. This consultancy will also involve the assessment of TPAD, RLM and TIMEC in target schools that received the Results-Based School Grants. (Attached list of schools) The specific objectives of the assignment are to; Support the Commission in assessing the implementation of these activities including data collection, analysis and preparation of reports for the interventions and assess their impact on teacher proficiency during the Program’s endline 3.0 SCOPE OF THE ASSESSMENT The consulting firm will work closely with TSC Senior Management, Technical Staff from Teacher Professional Management and Teacher Discipline Management and all KPEEL Program implementers. The firm’s tasks will include but not limited to the following: • Teacher Levels: Measure teacher proficiency of teachers in; • Sampled public learning institutions implementing TPAD, RLM and TIMEC which are primary schools, Junior School, Secondary Schools Special Needs Education Schools (Primary & Secondary) and Teacher Training Colleges. • The 20 target primary schools where teachers were trained on livestreaming of lessons and were supplied with livestreaming equipment and internet connectivity. • Target schools that received the Results-Based School Grants. • Sampled C) Key Domains of Proficiency: The firm should assess teacher proficiency in the following domains; • Content Knowledge and Pedagogy. • Mastery of teaching content and the ability to teach it effectively. • Lesson planning; Updated and approved lesson plans. • Lesson Observation process and its impact on learning outcomes. • Learning Environment: Are the teachers creating a supportive and effective learning environment conducive for learning. • Digital Literacy; Do the teachers have skills in using technology to enhance teaching and learning. Impact of implementation of RLM and livestreaming of lessons on learning outcomes. • Community Linkages and professional engagement; Collaboration with parents and key stakeholders. • Professional growth and development; Commitment to continuous learning and improvement through self-study or peer to peer professional engagements. • Use of Individual Education Program (IEP), Adaptation of instructions that suit the diversity nature of learners. • Assessment and reporting: Use of assessment to identify and monitor learners' weaknesses and come up with remedial measures for improvement. • Teacher presence in school and in the classroom. • Teacher conduct and professionalism. • Ability of teachers to undertake self-appraisal process in the TPAD Online system, get appraised and agree on final appraisal scores. • Ability of Deputy Heads of Institution to call for an appraisal meeting, agree on appraisal scores and submit the appraisal to the Countersigner. • Ability of Heads of Institutions to countersign all appraisals and complete the appraisal process as per the TPAD Calendar of Activities. The consultancy firm should assess teacher proficiency in the above domains and their impact on teaching and learning. 4.0 METHODOLOGY SAMPLING FRAMEWORK Sampling method Purposive sampling will used to sample the respondents Sample size Sample | No Counties | 21 Schools (2 schools per county)20 primary schools (Livestreaming 5 senior and junior 5 SNE institutions | 42 Teachers (2 teacher per school 1 Male 1 female) | 84 HOIs | 42 Field officers (1 CD, 1SCD, 2 CSOs) | 84 No of lesson observed | 84 Counties: Sampled counties to be assessed are highlighted in the table below including the Programs being implemented in the specific counties. Table 2: Target Counties for the Assessment The consultant is expected to sample at least two (2) primary schools, two (3) Junior Schools, two (2) senior schools, two (2) SNE (Secondary & Primary) and one (1) Teachers Training College (TTC) per county. Where a County does not have a TTC, an additional SNE school is expected to be assessed. Data collection instruments • Questionnaires for the teacher and administrators • Interviews schedule for teachers and the schools’ administrators • Focused group discussions the field officers, school administrators and teachers. • Lesson observation guide for observing a lesson • Review of professional documents (Lesson plans. Lesson notes, assessment analysis, professional development records) ASSESSMENT METHODOLOGY • Teachers will be assessed through lesson observation in the classroom environment; • Analysis of the assessment book; • Assess the impact of TPAD, RLM, TIMEC, and livestreaming of lessons MINIMUM COVERAGE REQUIREMENTS In each of the institutions sampled, the consultant shall be required to assess the impact of TPAD, RLM, TIMEC, and 20 livestreaming schools • 20 livestreaming schools (10 principal schools and 10 satellite) • Each school, the assessment shall cover 2 teachers and 1 teacher based on gender consideration • 3 junior and 2 senior schools • 5 SNE institutions • Each county, the consultant shall assess 1 county director, 1 subcounty and 2 CSOs DELIVERABLE SPECIFICATIONS Draft inception report with detailed work plan and draft data collection instruments submitted to the Commission for input and review. Final inception report with report structure and format, and based on the literature review submitted to the Commission for approval. Assessment of the impact of implementing TPAD, RLM, TIMEC and Livestreaming of lessons on teacher proficiency. Data collection instruments, report on pre-test and pilot of the instruments Data collection, coding and analysis draft report data sets Develop Draft evaluation Report to be submitted to the Commission for review and input. Disseminate to the stakeholder the draft evaluation report(Dissemination report) Incorporate the stakeholders’ views and suggestions Final full detailed Assessment Report, Executive Summary and PowerPoint Presentation to be approved by the Commission. 5.0 DELIVERABLES AND PAYMENT MILESTONES Key deliverables and indicative timeline for the assignment is provided in the table below: S/No | Key Deliverables | Time-line | PAYMENT MILESTONES Draft inception report, detailed work plan and draft data collection instruments submitted to the Commission for input and review. | Within one (1) week from the date of award of Contract Final inception report with report structure and format, and based on the literature review submitted to the Commission for approval. | Within one (1) week after the Inception report and work plan approval by TSC | 40% Assessment of the impact of implementing TPAD, RLM, TIMEC and Livestreaming of lessons on teacher proficiency. | Within three (2) weeks from the date of award of Contract | 10% Data collection instruments, report on pre-test and pilot of the instruments | Within three (2) weeks after submission of acceptable final inception report Data collection, coding and analysis draft report data sets | Within five (4) weeks after piloting the study Develop Draft evaluation Report to be submitted to the Commission for review and input. | Within one (1) week after submission of draft data sets. Disseminate to the stakeholder the draft evaluation report | Within one (1) week after submission of draft data sets. | 20% Incorporate the stakeholders’ views and suggestions and Submit Final full detailed Assessment Report, Executive Summary and PowerPoint Presentation to be approved by the Commission. | Within two (1) weeks after the submission of acceptable Draft report | 30% In all cases the acceptable completion period is 12weeks (3 months) after the signing of the Contract. DELIVERABLE ACCEPTANCE CRITERIA The Commission will set up a committee to receive each deliverance against the laid down procedure and requirement. The consultant will be required make in person presentations to the committee and after deliberations a report will be presented to the CEO. KNOWLEDGE TRANSFER ARRANGEMENTS The consultant will share and discuss the observations, findings and recommendation the committee and provide varied feedback on how the task can improved during final handing over the report and share the areas of improvement that commission should put emphasis on. 6.0. QUALIFICATIONS AND EXPERIENCE OF CONSULTANT The consulting firm must have the experience of conducting similar national level large scale Consultancies or conducting educational surveys. Experience in conducting Teacher-related consultancies will have an added advantage. The team should comprise: • A Team Leader who must be a holder of PhD in Education, Economics or Social Sciences with at least 10 years’ experience cumulatively; • An Education Expert who must have a Master’s degree in Education with Five years’ progressive experience, at least three of which must be in teacher education; • A Statistician with a minimum of Bachelor’s degree in Statistics or Mathematics with proficiency in statistical packages. He/ she must have at least five years’ experience, including on analysis in the education sector. • A Logistics Coordinator with at least a Bachelor’s degree in Social Sciences, or a related field and five years’ cumulative experience in logistics or operational management; • The consultant will be expected to demonstrate the ability to recruit adequate data collectors who hold a minimum of Bachelors of education degree and experience in educational research and teacher education issues. • Once agreed, the consultant will neither change the team nor decrease the size of the team nor replace any member(s) without approval from TSC. In all such cases for approval, a replacement Key Expert shall have equal or better qualifications and experience than those of the originally proposed Key Expert. PRELIMINARY MANDATORY EVALUATION REQUIREMENTS/CRITERIA Tenderers MUST provide the following mandatory requirements for preliminary evaluation, failure to provide the requirements below, will lead to the tenderer being disqualified from the tender proceedings: MR | Mandatory Requirements | YES/NO The Firm’s Experience MR 1 | Be a legally registered consultancy firm, research institution, university, consortium, or other eligible professional entity with authority to undertake consultancy assignments in Kenya.Must provide Registration Certificate from the Registrar of Companies. MR 2 | Must have been in operation for at least ten (10) years, with demonstrable experience in education research, monitoring and evaluation, institutional assessments, teacher development, learning assessments, or related assignments.Must provide a registration certificate from the Registrar of Companies demonstrating 10 years of operation. MR 3 | Must demonstrate experience in conducting large-scale quantitative and qualitative studies, preferably in the education sector within Kenya or the East African region.Attach at least three (3) sample reports of completed assignments. MR 4 | Must demonstrate experience in undertaking similar service (Consultancy Services in Education Sector) financed or supported by multilateral or bilateral development partners, including the World Bank or comparable international development institutions from at least three (3) reputable clients in Kenya or within the East Africa Region in the last 10 years.Attach copies of signed contracts or copies of LPO/LSO with a detailed scope of service. Letters of the award shall not be accepted. MR 5 | Must submit a copy of a Tax Compliance certificate/Exemption Certificate from the Kenya Revenue Authority valid up to and including the date of tender submission. MR 6 | Copy of Trade License/Business Permit from a county government valid up and including the date of tender submission. MR 7 | Must attach Letters of recommendations/reference, addressed to the Commission Secretary, Teachers Service Commission giving full descriptions of the assignment undertaken and performance in terms technical, financial capacities and adherence to completion timeline. MR 8 | Team LeaderMust have at least a PhD in Education, Educational Research, Monitoring and Evaluation, Economics of Education, Statistics, Project Planning and Management, Public Policy or related discipline. The expert should have at least ten (10) years of relevant professional experience, including experience leading large-scale education research or evaluation assignments.Attach the following:An appointment from the consultant firm; An academic Certificate from a reputable university; Curriculum Vitae certified by the consulting firm. An Education ExpertMust have a Master’s degree in Education with seven years’ progressive experience, at least three of which must be in teacher education.An appointment from the consultant firm; An academic Certificate from a reputable university; Curriculum Vitae certified by the consulting firm. A StatisticianMust have a minimum degree in Statistics or Mathematics with proficiency in statistical packages. He/she must have at least five years’ experience, including data analysis experience.Attach the academic certificate from a reputable university with a specialization in statistics/mathematics A Logistics CoordinatorMust have at least a Bachelor’s degree in Social Sciences, or a related field and 7 years’ cumulative experience in logistics or operational management.An appointment from the consultant firm; An academic Certificate from a reputable university; Curriculum Vitae certified by the consulting firm. The consultant will be expected to demonstrate the ability to recruit adequate data collectors who must hold a degree certificate and experience in educational research and teacher education issues. TECHNICAL REQUIREMENTS TC | Requirements | Scores TEC 1 | Technical ExperienceMust demonstrate substantive institutional expertise in the following areas: a) assessment of teacher knowledge, b) pedagogical content knowledge, c) classroom practice, d) lesson planning, e) learner assessment, f) professional development, g) teacher conduct, h) professional engagement, i) evaluating teacher professional development interventions, and j) Teacher Appraisal @ 2 marks per each | 20 TEC 2 | Must demonstrate experience in designing and conducting baseline, endline, process, outcome, or impact evaluations of education programmes. Attach a proposed methodology. | 10 TEC 3 | Must demonstrate capacity to design and implement mixed-methods of studies of the following: a) structured surveys; b) classroom observations; c) key informant interviews; d) focus group discussions; e) documentations, f) administration of data reviews; g) competency or proficiency assessments; h) case studies; i) data analysis and j) institutional assessments @ 1 mark eachAttach a sample of a short data collection tool. | 10 Must demonstrate experience in evaluating the use of ICT in education, digital literacy, technology-enabled teaching and learning, remote learning methodologies, online learning platforms, or related education technology interventions.Attach certificates of two consultants with a degree in ICT from a reputable institution of higher learning. | 10 The firm should demonstrate knowledge and/or experience in inclusive education, Special Needs Education, and assessment of differentiated teaching practices, including the use of Individual Education Programmes (IEPs) and adaptation of instruction to diverse learner needs.Must attach a certificate of at least one consultant trained in special needs education. | 10 TEC 4 | The firm shall demonstrate the capacity to analyze large and complex datasets using appropriate statistical and qualitative analytical software | 10 The firm should demonstrate proficiency in data analysis or equivalent platforms, as appropriate to the proposed methodology. | 10 TEC 5 | Must provide reference/recommendation letters from at least two clients demonstrating your capacity to perform the assignments addressed to the Commission Secretary, Teachers Service Commission @ 10 marks | 20 TOTAL | 100 Interested and eligible consultants shall be required to meet both the mandatory and technical requirements. The Commission shall select only one successful consulting firm that will be invited to submit both the Technical and Financial Proposals. After submission of the Technical and Financial Proposals, the Commission shall undertake negotiations with the consulting firm to agree on the final consultant fee. 6.1. Other terms on replacement of Experts or Sub-consultants • If the Client finds that any of the Experts or the Sub-consultant has committed serious misconduct or has been charged with having committed a criminal action, or shall the Client determine that Consultant’s Expert or Sub-consultant have engaged in corrupt, fraudulent, collusive, coercive or obstructive practice while performing the Services, the Consultant shall, at the Client’s written request, provide a replacement. • In the event that any of Key Experts, Non-Key Experts or Sub-consultants is found by the Client to be incompetent or incapable in discharging assigned duties, the Client, specifying the grounds therefore, may request the Consultant to provide a replacement. • Any replacement of the removed Experts or Sub-consultants shall possess better qualifications and experience and shall be acceptable to the Client. • Except as the Client may otherwise agree, (i) the Consultant shall bear all additional travel and other costs arising out of or incidental to any removal and/or replacement, and (ii) the remuneration to be paid for any of the Experts provided as a replacement shall not exceed the remuneration which would have been payable to the Experts replaced or removed. 7.0. MANAGEMENT AND REPORTING ARRANGEMENTS The assignment will be managed by the Teachers Service Commission (TSC). The day-to-day management of this assignment will fall under the Directorate of Teacher Professional Management. The specific roles and responsibilities for the Directorate in this assignment include: • Access to data. The Directorate will provide the institution with access to relevant information and data for development and implementation of this assignment. Such data includes TPAD data. • Provision of Project documents such as Project Appraisal Document, Relevant TSC Documents on TPAD, RLM, TIMEC and Livestreaming of Lessons in the target primary schools. • Facilitation of engagement with the relevant counties and schools, where need be, the Directorate shall provide an introductory letter. • Constituting a high-level technical panel to review the institution’s outputs/deliverables at each stage of this assignment. All deliberations of this panel should be recorded and minutes signed by the Chair. This will include documentation of technical guidance given to the firm. • Arranging Consultative meetings for the institution with relevant teachers, TSC County and Sub-County officials as may be required. • In collaboration with World Bank team, review and clear all deliverables for this assignment • The responsibility for final clearance of the assignment lies with the Teachers Service Commission. 8.0. COPYRIGHT AND CONFIDENTIALITY (DATA PROTECTION AND ETHICAL COMPLIANCE All study material and data from the Consultancy will be sole property of the Teachers Service Commission. No information on the Consultancy and information collected will be shared with anyone without the written permission of the Commission. The Consultant shall carry out the above assignment in accordance with the highest standard of ethical competence, integrity and professionalism and having due regard to the nature and purpose of the assignment. The Consultant will at all times and for all purposes, regard as strictly confidential all knowledge and information not within the public domain which may be acquired in the course of carrying out this assignment and shall not be directly or indirectly disclosed to any person whatsoever, except with the written permission of TSC. The consultant should ensure that the data quality is assured by triangulating with the process on the interviews and questions and group discussions during the entire exercise and adhere to data protection and ethical compliance during the period of the consultancy. This will follow the data guideline protection guidelines set out by the commission. The consultant will be required to submit the filled data collection instrument (data sets) after analyzing them to the commission for safe keeping. 9.0. PROPOSED BUDGET ITEMS S/No | Item Consultant engagement for the consultancy Development and presentation of the inception report Development and sharing of data collection research tools Field visits to undertake the assessment Data coding, analysis and report writing Organize stakeholder’s forum to validate the assessment report Submit the assessment report to the appointing authority. NB: The firm shall provide a written justification for any modification to the proposed Personnel, Proposed Quantities and Proposed Person Days. OTHER CONSIDERATIONS (may be discarded) 1.1. The methods that will be used will include but not limited to: • Use of questionnaires and surveys to interview teachers and school administrators. • Interviews and focus group discussions with field officers, school administrators and teachers. • Lesson Observations • Reviewing of professional documents (Lesson plans. Lesson notes, assessment analysis, professional development records) 1.2. Based on the KPEEL Program interventions (TPAD, RLM, TIMEC and Livestreaming of Lessons in the target primary schools), the firm will be expected to prepare a detailed inception report which will include the following: • Formulated key questions for the consultancy • Develop an inception report • Developed methodology with instruments, data collection, entry and analysis. In addition, properly outlined data collection tools • A detailed work plan on how the consultancy will be carried out. It should confirm the team composition detailing their qualifications. 1.3. Conduct a sample-based proficiency assessment of teachers implementing TPAD, RLM, TIMEC and Livestreaming of Lessons to establish if there is an impact on learning outcomes. 1.4. Prepare and present reports which include: i) A Draft report; ii) A Comprehensive final evaluation report. 1.5. Share the final evaluation report with the commission for their input 11.0. APPLICATION PROCEDURE Application accompanied with detailed CVs and copies of relevant documents and testimonials should be submitted/delivered and placed in the tender box located at Teachers Service Commission Podium Wing Ground Floor in a plain sealed envelope clearly marked Consultancy for Technical Assistance for End-Line Assessment of Teacher Proficiency for Kenya Primary Education Equity in Learning (KPEEL) - TSC/KPEEL/EOI/001/2026-2027 on or before Monday,19 October, 2026,9.00 a.m. Bulky tenders can be hand delivered to Teachers Service Commission Procurement office located at Second Floor Podium Wing. Electronic Tenders will not be permitted. Physical Address: Teachers Service Commission Upper hill Kilimanjaro Postal Address: P. O Box Private Bag Nairobi. Expressions of Interest will be opened immediately on Monday,19 October, 2026, 9.00 a.m. at Teachers Service Commission Ground Floor Podium wing in the presence of the Tenderers' designated representatives who choose to attend at the address below: Address for Opening of Tenders. Teachers Service Commission Upper Hill, Kilimanjaro Road, TSC Building-Podium Wing, Ground Floor