Please find the original information (and how to apply) here.
BACKGROUND
THE REGIONAL INITIATIVE FOR TEACHERS IN AFRICA
The Regional Teacher Initiative in Africa (RTIA), a programme funded by the EU/EC through the Education Section (G3) of DG INTPA, aims to improve learning outcomes and the socio-emotional development of children in Africa by having a more competent, motivated and inclusive teacher population in basic education.
The RTIA will specifically seek to achieve the following results by 2030:
- Improve the governance, management and attractiveness of the teaching profession, as well as gender balance, by prioritizing digitalization and innovation.
- Improve the quality, relevance and effectiveness of initial and continuing professional training for teachers, particularly through digital education, peer learning and regional collaboration.
Within this framework, the Regional Teacher Initiative for Africa (RTIA) Facility will support teacher policies and contribute to improving teacher training and professional development systems by i) providing technical assistance for capacity building at the national level, ii) promoting innovation and scaling up of effective teaching solutions; iii) increasing the production and use of data and evidence, and iv) promoting the use of regional frameworks, evidence-based practices and joint learning at the regional level.
The Regional Teacher Initiative for Africa (RTIA) Facility will achieve the above-mentioned objectives through three types of instruments or “windows”: i) a window to provide technical assistance on teacher governance, training and professional development based on demand from eligible partner countries, ii) a window to test and scale effective programs for teacher training and professional development, particularly in the thematic areas of digital, gender, environment and pedagogy, including in crisis contexts, with refugees and displaced populations, iii) a research window to create new data and support the integration of this data into the policy-making process and the design of teacher training and professional development programs.
In addition to these windows, the Facility’s knowledge management and communication activities will also contribute to the sharing of knowledge, evidence and best practices related to the overall results of the Initiative.
The Facility is funded by the European Union and implemented by a partnership of three Member State agencies: Expertise France for France, Enabel for Belgium, and EDUFI for Finland. Expertise France has been designated as the coordinating agency for this partnership.
WINDOW 1: ON-DEMAND TECHNICAL ASSISTANCE
The Technical Assistance Window is a mechanism activated at the request of eligible countries in sub-Saharan Africa aimed at mobilizing expertise in the design and implementation of public policies and capacity building, in two areas: governance of the teaching profession and teacher training and professional development.
The technical assistance window involves mobilizing experts to help countries design and implement national reforms, teacher policies, build capacity and strengthen systems to improve teaching effectiveness, improve social dialogue with teacher representatives, and seek ways to revalue the teaching profession.
In the context of this Facility, the term “technical assistance” refers to the mobilization of institutional or individual, European or African technical expertise. In order to ensure the sustainability of the initiative beyond its implementation period, the Facility strives to encourage the establishment of partnerships between European and African public institutions.
COUNTRY ACTION PLAN (PAP)
Technical assistance is provided within the framework of a Country Action Plan (CAP), co-developed by the technical teams of the requesting Ministry of Education and the Facility. A CAP is a set of coherent technical assistance actions that can cover a period of between 12 and 24 months leading to targeted changes, in synergy with the country’s education sector plan (ESP) and teacher policies, if they exist or are being developed.
A PAP is the result of a process that includes:
- An expression of interest and an expression of needs from the requesting Sub-Saharan African country – submitted by the national authorities (the Ministry of Education being the focal point channelling the country’s needs) with the support of EU Delegations and EU Member State agencies in the country, if necessary.
- An analysis of the expression of interests and needs based on the teacher policy (where available), the teacher sections in the education sector plan and the GPE compact (where available), as starting points to assess the relevance, feasibility and sustainability of needs and to identify appropriate technical assistance and capacity building measures;
- A series of local consultations and interactions with the Local Education Group (LEG), the EU Delegation, as well as EU agencies in the country (if not previously consulted), with the aim of prioritizing the most strategic actions of the PAP, ensuring coherence with ongoing national and international teacher programs, and sustainability by taking into account available or future investment lines in the field of education in the country. The PAP intends to support and complement existing initiatives. High priority will be explicitly given to technical assistance actions that prepare for or are directly linked to teacher policy reform and/or substantial investments in the sector, from national or international resources (e.g., national budget for teacher salaries, national budget for initial and in-service teacher training, multilateral and bilateral investment programs, among others).
PAP ACTIVITIES
Each PAP includes a list of specific activities to be carried out by technical experts. The activities are defined within a specification that encompasses one or more activities listed in the PAP. Technical assistance is provided in the short and medium term and targets precisely defined results.
PARTNERS AND FOCAL POINTS
The main partners in the technical assistance window are the ministries of education of eligible partner countries in sub-Saharan Africa. They are the main focal points in developing PAPs, meaning they identify needs and, with the help of the Facility team, agree on PAP actions. PAPs may include technical assistance actions that benefit other institutional actors such as teacher training institutes, universities (when they are responsible for teacher training in particular), inspectorates, decentralized services, as well as other ministries concerned with addressing the needs identified in the PAP (Ministry of Finance, Ministry of Planning, Ministry of Higher Education, etc.). In addition, Ministries of Education have the opportunity to involve other stakeholders, such as teachers’ unions and organizations, as beneficiaries of technical assistance and in activities related to teacher policy reforms and the revitalization of the teaching profession. Where PAPs from different countries have similarities in their programs or activities, the Facility aims to facilitate collaboration and exchanges between these countries, depending on their interest and availability.
REQUEST FOR TECHNICAL ASSISTANCE FROM BURKINA FASO
The Ministry of Basic Education, Literacy and the Promotion of National Languages (MEBAPLN) of Burkina Faso sent a request for technical assistance to the Regional Teacher Initiative Facility for Africa. This request, approved on February 11, 2025 by the Facility’s Coordination Office, led to the deployment of a Facility consultant to Ouagadougou in June 2025. Consultations and collaborative work with MEBAPLN teams and key partners in the education sector in Burkina Faso led to the design of a Country Action Plan (CAP) tailored to meet the needs expressed in the request.
Burkina Faso’s request for technical assistance, formulated in the PAP, focused exclusively on the theme of bi-plurilingualism. The PAP therefore intends to support the implementation of the generalization of bi-plurilingual education in Burkina Faso , by complementing the actions already implemented and by responding to the identified needs of the intermediary actors in this implementation (in particular trainers of trainers and educational supervisors).
BACKGROUND INFORMATION – EDUCATIONAL POLICIES AND REFORMS IN BURKINA FASO
Burkina Faso has a population of 24 million, 52.5% of whom are under the age of 20. Like many other countries, the country is facing a learning crisis. Challenges related to access to and the quality of education, including the proportion of children unable to read and understand an age-appropriate text by age 10, are estimated by the World Bank and UNESCO at 74%. The primary education completion rate is 62% for boys and 72% for girls; only 41% of girls and 33.6% of boys complete lower secondary education (2021). Due to the security situation, 2 million children have no or no regular access to school, which has led to the establishment of education programs for children affected by crises with partners (Education Cannot Wait, UNICEF): the Multi-Year Emergency Education Resilience Program (PPR2) targets more than 92,000 children (displaced and hosts) in the Centre-North, North and Sahel regions.
Burkina Faso has 84,000 primary school teachers (51% women) and 34,000 post-primary and secondary school teachers (22% women). 91% of primary school teachers and 75% of secondary school teachers are trained and qualified. To strengthen the quality of teaching, the National Strategy on Teaching (SNAQUE) 2021-2025 aims to increase the number of qualified teachers (through recruitment, initial training and continuing education) and to make teaching a more attractive profession (teacher motivation, working conditions and career paths). Continuing teacher training is mainly carried out at the decentralized level, in the CEBs (Basic Education Districts), through training sessions (refresher courses) and pedagogical animation groups led by pedagogical supervisors. Peer-to-peer pedagogical conferences are also organized at the national level, on common themes addressed at the CEB level. Educational supervisors are trained by trainers of trainers (national body).
The Education and Training Sector Plan (PSEF) 2017-2030 includes three strategic directions aimed at addressing the learning crisis: increasing educational provision at all levels and reducing disparities; improving the quality of learning and academic achievement; and strengthening governance in the education and training sector. The Strategic Plan for the Development of Basic and Secondary Education (PSDEBS 2021-2025) is in line with this. The promotion of national languages falls under Strategic Axis 2, “Improving the Quality of Teaching/Learning in Formal Education.”
Following the adoption in February 2024 of a harmonized formula for bi-plurilingual education called “Reference Framework for Bi-plurilingual Education in Burkina Faso, Primary Cycle” (Order No. 2024-0025/MENAPLN/SG/DG-AEF of February 8, 2024), Burkina Faso developed a three-year national action plan in May 2024, aimed at facilitating the generalization of bi-plurilingual education at the national level. The adoption of this harmonized formula aims to resolve the problem of the plurality of bi-plurilingual teaching approaches implemented by different partners (Solidar Suisse, TIN-TUA, Elan, EdM). This plurality is considered as one of the obstacles to the implementation of the strategy for the generalization of bi-plurilingual education adopted by Burkina Faso in 2017.
COUNTRY ACTION PLAN INTERVENTION LOGIC
The formal education system in Burkina Faso has implemented several formulas and approaches to bilingual education since 1994. The Ministry of Education opted for its gradual generalization in 2007, then validated a strategy for this generalization in 2017, recommending the implementation of a harmonized formula. In 2023, the design of a financial simulation model for the generalization of bilingual education and the adoption of the harmonized formula (reference framework) in 2024 have enabled a true implementation of a unified reference framework for bilingual education in Burkina Faso.
As indicated above, the adoption of the “Reference Framework for Bi-plurilingual Education in Burkina Faso, Primary Cycle” (Order No. 2024-0025/MENAPLN/SG/DG-AEF of February 8, 2024), and the resulting three-year national action plan developed in May 2024, aim to facilitate the generalization of bi-plurilingual education at the national level.
The technical assistance requested by Burkina Faso through the PAP will contribute to the implementation of component IV of the three-year plan (capacity building) and thereby to operationalize the reform. The priority given to the development of skills of teams, particularly in the field, responds to a priority already defined in 2005 of setting up regional teaching teams for bi-plurilingual education (circular n° 2005-78/MEBA/SG/DGEB of March 14, 2005). Finally, the TA will contribute to operationalizing the National Strategy for Education in Emergency Situations (SN-ESU, 2019-2024) on the use of local languages to facilitate learning, particularly at the beginning of the primary cycle in emergency situations.
The four selected PAP axes all cover the field of teacher training. The main objective is to establish a pool of trainers (trainers of trainers and educational supervisors) in the country capable of strengthening teachers’ capacities and supporting them in the effective implementation of the harmonized formula for bi-plurilingual education. Institutionally, the framework exists, the tools are being developed, and it is necessary to lead and support implementation on the ground. This PAP therefore focuses on the operational dimensions of the reform, particularly that of teacher training.
The first two actions of the PAP focus on two identified challenges and can be carried out concurrently.
Action 1: “Implementation of assessment tools in a bi-plurilingual approach” aims to equip teachers with the strategies and tools necessary for assessing learning in a bi-plurilingual education. Although summative assessment will be addressed, particular emphasis will be placed on formative assessment, which is essential for quality teaching and learning. Action 1 aims to train trainers of trainers and develop tools in order to then carry out cascade training of teachers. The module developed will contain the didactic approaches to bi-plurilingual assessment as well as the specificities of this assessment in the Burkinabe context. It will be accompanied by the development of tools and models, which teachers can then adapt to their classroom context. The training will take place in cascade: first the trainers of trainers, who will then participate in the training of pedagogical supervisors, who will be in charge of teacher training, according to the plan developed.
Action 2: “Preparation for the implementation of continuing teacher training in connection with the new bi-plurilingual curricula” addresses a gap in the implemented strategy. While teacher training modules on the new bi-plurilingual curricula have been developed, capacity building for trainers of trainers, particularly educational supervisors, is nevertheless necessary. This action aims to strengthen this initiative by developing a user guide for the training modules for teachers for trainers of trainers and educational supervisors; and by specifically strengthening the capacities of educational supervisors so that they can ultimately support teachers effectively in the field.
Action 3: “Capacity building for the creation and use of digital educational resources” aims to take stock of existing resources (in national languages and/or bi-plurilingual pedagogy) and the capacities of those responsible for digital resources. This inventory will also include the resources available for bi-plurilingual education in emergency situations. The inventory will be supported by a benchmark of good practices and models existing internationally. Based on this inventory and the identified needs, training for the team in charge of digital technology will be organized, allowing the rationalization of existing resources and the search for/creation of others. Educational supervisors will then be trained in the use of these resources to be able to encourage and support teachers in using them in teaching/learning and/or for their self-training.
Axis 4 of the PAP addresses the specific nature of bi-plurilingual education in emergency situations. It is divided into two actions: “Adaptation of curricula of the harmonized formula to teaching in emergency situations” and “Training of trainers of trainers on the implementation of the harmonized formula in emergency situations”. The objective is to supplement existing resources for teacher training. Following a diagnostic study that will identify resources, capacities and needs, two types of tools will be developed. One is a guide to using curricula in emergency situations; the other a set of complementary resources based on the needs identified during the diagnostic study. In a second phase, training of trainers of trainers and educational supervisors will prepare them to train teachers in the field, still in the cascade logic mentioned above.
PURPOSE OF THE CONTRACT
In this context, Expertise France is recruiting a design office for the implementation of each of the actions.
The service covered by this contract corresponds to Action 1 and Action 2 of the Burkina Faso PAP.
PAP ACTIONS 1 AND 2
Action 1
TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT
Capacity building for supporting teachers in assessment in a bi-plurilingual approach
- Implementation of assessment tools in a bi-plurilingual approach
- Identify best practices and proven approaches to assessment for bi-plurilingual education
- Develop a training module for trainers in the assessment of learning in a bi-plurilingual context
- Designing tools (models) for assessment in national languages
- Training trainers of trainers on the assessment of learning in a bi-plurilingual context
- Training educational supervisors on the assessment of learning in a bi-plurilingual context
- Develop a cascading teacher training implementation plan
- Develop a training module for trainers in the assessment of learning in a bi-plurilingual context
Action 2
TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT
Continuing education for teachers
- Preparation for the implementation of continuing teacher training, in connection with the new bi-plurilingual curricula
- Develop user guides for teacher training modules for trainers of trainers
- Training educational supervisors on transcription and teaching in a bi-plurilingual context
GOALS
General objective
Action 1 : Equip teachers with the strategies and tools necessary for the formative and summative assessment of learning in a bi-plurilingual education
Action 2 : Strengthen the capacities of trainers of trainers to support teachers in the implementation of the harmonized formula for bi-plurilingual education in Burkina Faso
Specific objective
Action 1 :
Create models and tools that can be adapted for evaluation in different national languages.
Strengthen the capacities of trainers and educational supervisors in the use of tools and the practice of assessment within the framework of bi-plurilingual education.
Action 2 :
Develop guides for trainers of trainers on the approaches and content to be delivered to teachers as part of cascade training on the harmonized formula (based on existing training modules).
Strengthen the capacities of educational supervisors to provide local support to teachers on transcription and teaching in a bi-plurilingual context.
STAKEHOLDERS
The MEBAPLN is the Facility’s key and preferred contact for implementing PAP activities. The Ministry will identify the contacts (directors and technicians) from the various departments and agencies who will participate in technical meetings and contribute to the completion and validation of deliverables.
The participation and level of representation of these different structures will be discussed during the preparatory meeting with the MEBAPLN.
ACTION 1
During the development of the PAP, the MEBAPLN representatives identified the stakeholders listed below for the implementation of activity 1: DGQEP, SP-PLN, DREPPNF, DPEPPNF, CEB, INFPE, ENS, DGEC-EPPNF, DGESS.
Other stakeholders that may be consulted for the implementation of Action 1 include organizations working on bi-plurilingual education, such as Tin-Tua, ELAN, EdM, UNICEF, SOLIDAR Switzerland ; as well as structures outside the MEBAPLN contributing to the dissemination of national languages, such as ANTBA, SIL, INSS, universities, and the National Subcommittee for National Languages.
ACTION 2
During the development of the PAP, the MEBAPLN representatives identified the stakeholders listed below for the implementation of activity 2: DGQEP, SP-PLN, DREPPNF, DPEPPNF, CEB, INFPE, ENS, DGEC-EPPNF, DGESS, DGENF, MESRI.
Other stakeholders that may be consulted for the implementation of activity 2 include organizations working on bi-plurilingual education, such as Tin-Tua, ELAN, EdM, UNICEF, RES PUBLICA, SOLIDAR Suisse; as well as structures outside the MEBAPLN contributing to the dissemination of national languages, such as ANTBA, SIL, INSS, universities, and the National Subcommission for National Languages.
APPROACHES AND METHODOLOGY
The general approach and methodology described below are indicative and non-exclusive. The methodology used must be developed in the application file.
GENERAL APPROACH
The team of experts provided by the design office will work closely with the relevant MEBAPLN departments and services at both central and decentralized levels. A participatory approach is essential to ensure that what is proposed is in line with the needs of the MEBAPLN, that the priorities and perspectives of the various departments and educational structures are taken into account, and that the relevant administrations endorse the modules and tools developed, as well as the training implemented.
A participatory approach with technical and financial partners operating in Burkina Faso is also required, with a view to complementing and avoiding duplication of efforts. In particular, the team of experts will have to interact with UNICEF, Solidar Suisse, ELAN, Enfants du Monde, Tin-Tua, and Res Publica. It will also be useful to contact Terre des Hommes, which is implementing a project under Window 2 of the RTIA Facility.
The team of experts will also have to contact the Delegation of the European Union in Burkina Faso, with a view to exchanging information and to better anchor technical assistance in existing and future initiatives.
METHODOLOGY
The implementation of action 1 and action 2 of the PAP Burkina Faso involves the team of experts recruited to:
- Learn about the main political documents of the Burkinabe education system (PSEF 2017-2030, SNAQUE, Reference Framework for Bi-Multilingual Education, three-year plan, etc.).
- Participate in a scoping meeting with the MEBAPLN focal points and the Facility. Following this meeting, the lead expert will propose a brief note describing the work to be carried out, including the methodology and an updated schedule, taking into account logistical constraints (particularly for training activities). This note will precisely describe the strategy implemented to carry out the various activities.
- Regularly communicate with MEBAPLN directors and technicians (working meetings), decentralized departments and PTFs (Technical and Financial Partners).
- Ensure adherence to the approach and ownership of deliverables by the relevant MEBAPLN departments, through a consultative approach and intermediate validations.
- Collect data relating to the methodology and deliverables produced: feedback from experts, evaluation from participants and feedback from MEBAPLN technical teams.
COORDINATION
Throughout the mission, the lead expert (the one who will represent the team of experts, see section 3.6) is expected to have technical meetings with the technical lead (TLE, Technical Lead Education) in charge of monitoring the implementation of the Facility’s Burkina Faso PAP. The frequency of the discussions will be defined at the beginning of the mission.
DELIVERABLES
The deliverables will be validated by the MEBAPLN and the Facility.
ACTION 1
The main deliverables for Action 1 are:
- Deliverable 1.1: A report on good practices and proven approaches to assessment for bi-plurilingual education (on the African continent in particular), including resources and recommendations to be considered for the development of modules and tools in Burkina Faso;
- Deliverable 1.2: A set of tools and models for bi-plurilingual assessment that can be used at national level and by teachers (including models for adaptation according to the classroom context);
- Deliverable 1.3: A training module for trainers (trainers and educational supervisors) on the types, approaches and practices of bi-plurilingual assessment; including the tools and models developed;
- Deliverable 1.4: Two training reports (trainers of trainers and educational supervisors) including an analysis of the questions and difficulties encountered and recommendations for adapting the tools and/or training modules;
- Deliverable 1.5: An implementation plan for cascading teacher training, including assessment procedures.
- Deliverable 1.6: An end-of-mission report for the RTIA Facility (maximum 10 pages, excluding annexes), which includes Excel tables detailing the lists of participants in training courses and any workshops.
ACTION 2
The main deliverables for Action 2 are:
- Deliverable 2.1: A user guide for trainers of trainers for each existing teacher training module
- Deliverable 2.2: A training module based on transcription and teaching in a bi-plurilingual context for educational supervisors
- Deliverable 2.3: A report on the training provided to trainers and educational supervisors, including an analysis of the questions and difficulties encountered and recommendations for adapting the training modules.
- Deliverable 2.4: An end-of-mission report for the RTIA Facility (maximum 10 pages, excluding annexes), which includes Excel tables detailing the lists of participants in training courses and any workshops.
- ROLES AND RESPONSIBILITIES
THE MINISTRY
The Ministry of Basic Education, Literacy and Promotion of National Languages (MENAPLN) will be responsible for:
- Provide documentation
- Facilitate meetings with relevant stakeholders
- Organize workshops and working sessions and provide a workspace
- Comment on and approve deliverables
- Share deliverables with key stakeholders
- Ensure ownership of deliverables by the national party and implementation of the next steps
THE EASE OF RTIA
The Facility will be responsible for:
- Contract and facilitate the integration of the expert team by providing all available documents and resources
- Monitor the work of the team of experts from the start of the mission to its completion
- Act as the primary contact for the team of experts
- Ensure quality control of deliverables in collaboration with the Ministry’s focal points
- Contribute to internal and external knowledge management
- Collect feedback and comments from stakeholders and validate deliverables by all parties
- Evaluate the overall performance of the team of experts for this mandate
THE TEAM OF EXPERTS MOBILIZED BY THE DESIGN OFFICE
The team of experts, represented by the lead expert, will have to:
- Review and comment on these Terms of Reference (ToR)
- Ensure that all deliverables comply with the ToR and guidelines formulated during the mission scoping meeting, in accordance with the agreed schedule
- Implement all steps of the validated methodology
- Compile and submit the final report
- Meet the requirements of monitoring, evaluation and quality assurance regarding the collection of data relating to the methodology and the deliverables produced (expert feedback, participant evaluation and feedback from the technical team within the ministry).
- Ensure that stakeholders are consulted throughout the mission
- Organize/co-organize consultations with technical and financial partners and national stakeholders working in the education sector
- Conduct yourself with the highest levels of personal integrity and commit to upholding the required standards of good conduct
- Immediately inform the Regional Teacher Initiative Facility of any difficulties in implementing the mission
- Submit data related to contractual services, including collecting attendance sheets, participating in the consultant satisfaction survey, and sharing information from the participant satisfaction survey with RTIA.
- Immediately report to the Facility any difficulty that could harm the progress and achievement of the mission objectives.
- LOGISTICS
TRAVEL
The RITA Facility will cover the travel costs of the expert team based on Expertise France’s travel policy. Expert travel related to the mission must be detailed in the framework note and approved by the Facility.
SECURITY
Subject to the provisions proposed in the contract attached to the call, the Design Office is solely responsible for the safety of the people and property it mobilizes for the execution of this contract and takes all necessary measures in this regard. It undertakes to ensure that all its employees, as well as its subcontractors, comply at all times with the safety instructions it issues. In the event of an incident and/or direct or indirect harm to the safety of people mobilized directly or indirectly by the Contractor or its equipment, Expertise France cannot be held liable in any way whatsoever.
At the time of the call, a safety-security questionnaire must be completed and provided by the Design Office. This questionnaire will be confidential. This document will identify the consideration of the following parameters: security in the organization in the general sense (1), the capacity to identify risks and deploy measures intended to reduce them or limit their impact (2), the individual preparation of employees / members of the organization (3). Depending on the responses to the questionnaire, Expertise France reserves the right to decide on the acceptability of the security policy / measures of the prospective successful bidder in the minutes of award of the purchase contract.
CALENDAR
ACTION 1
The mission will begin in December 2025, for a duration of 6 months. Ideally, even if the start is delayed, the service will be completed before June 2026, which is a month dedicated to examinations and so that the first training courses can take over the service.
The schedule will be finalized and approved in the framework note.
Activities
Calendar
Identifying good practices and proven approaches to assessment for bi-plurilingual education – January 2026
Developing a training module for trainers on the assessment of learning in a bi-plurilingual context – January-March 2026
Designing tools (models) for an assessment in national languages - January-March 2026
Training trainers of trainers on the assessment of learning in a bi-plurilingual context – March-April 2026
Training educational supervisors on the assessment of learning in a bi-plurilingual context – April – May 2026
Develop a cascading teacher training implementation plan – May 2026
ACTION 2
The mission will begin in December 2025, for a duration of 6 months. Ideally, even if the start is delayed, the service will be completed before June 2026, which is a month dedicated to examinations and so that the first training courses can take over the service.
The schedule will be finalized and approved in the framework note.
Activities
Calendar
Develop guides for trainers of trainers in connection with the implementation of the harmonized formula for bi-plurilingual education – January 2026
Developing a training module on transcription and teaching in a bi-plurilingual context for educational supervisors – January 2026
Training trainers of trainers and educational supervisors on transcription and didactics in a bi-plurilingual context – January-March 2026
TEAM PROFILE AND COMPOSITION
Expertise France is recruiting a design office which will provide MENAPLN, for each lot, with a technical assistance system composed of several experts, in order to carry out the services detailed above.
Given the central theme of the Burkina Faso PAP: bilingual education and the emphasis on tools and resources in national languages, the MEBAPLN wishes to prioritize national expertise. All selected experts must have worked in the bilingual education sector.
Each of the two teams will therefore be composed of a lead expert (international or national) and several national experts specialized in bilingual education. It will be necessary to ensure that both teams of experts can develop tools in the 10 national languages taught in Burkina Faso.
The proposed experts may not be members of the civil service, unless they are regularly placed on leave or on secondment at the time of their mission. In this case, proof from their home administration must be attached to the application file. The proposed experts may not have participated in the development of the PAP.
- DESIRED PROFILES
ACTION 1
Expert lead :
- Academic qualification:
- Minimum master’s degree in education, applied linguistics or related field
- General professional experience:
- Minimum 10 years of experience in the field of education, with expertise in the issues of bi-plurilingualism
- Specific professional experience:
- In-depth knowledge of formative and summative assessment tools and methodology, particularly in a bi-plurilingual context
- Experience in trainer training methodologies
- Experience in similar consultancies, in multilingual contexts
- Language skills:
- Excellent level of oral and written French required
- Knowledge of the national languages of Burkina Faso an asset
- Interpersonal and general skills:
- Ability to work in a team and communicate effectively with various stakeholders
- Experience in technical and political dialogue, with an ability to navigate complex institutional contexts
Team of experts:
- In-depth knowledge of educational policies in Burkina Faso
- In-depth knowledge of bi-plurilingual education
- Mastery of the 10 national languages taught in Burkina Faso (essential)
- Capacity building and workshop facilitation skills
- In-depth knowledge of formative and summative assessment approaches and tools
- Experience in developing training modules for trainers of trainers, particularly on bi-plurilingualism and assessment
- Teaching experience in a bi-plurilingual context in Burkina Faso
- Knowledge of gender-sensitive and inclusion approaches in education, ability to promote gender equality and the inclusion of vulnerable groups.
The design office is free to propose the number of experts it wishes. Preferably, the design office will propose experts who are fluent in several national languages, in order to control the number of experts mobilized.
ACTION 2
Expert lead :
- Academic qualification:
- Minimum master’s degree in education, applied linguistics or related field
- General professional experience:
- Minimum 10 years of experience in the field of education, with expertise in the issues of bi-plurilingualism
- Specific professional experience:
- In-depth knowledge of didactics and transcription in a bi-plurilingual context
- Experience in trainer training methodologies
- Experience in similar consultancies, in multilingual contexts
- Language proficiency
- Excellent level of oral and written French required
- Knowledge of the national languages of Burkina Faso an asset
- Interpersonal and general skills
- Ability to work in a team and communicate effectively with various stakeholders
- Experience in technical and political dialogue, with an ability to navigate complex institutional contexts
Team of experts:
- In-depth knowledge of educational policies in Burkina Faso
- In-depth knowledge of bi-plurilingual education
- Mastery of the 10 national languages taught in Burkina Faso (essential)
- Capacity building and workshop facilitation skills
- In-depth knowledge of teaching in a bi-plurilingual context
- Experience in developing training modules for trainers of trainers
- Teaching experience in a bi-plurilingual context in Burkina Faso
The design office is free to propose the number of experts it wishes. Preferably, the design office will propose experts who are fluent in several national languages, in order to control the number of experts mobilized.
SUBMISSION OF APPLICATION
Interested candidates are requested to submit a technical offer and a financial proposal in response to these Terms of Reference.
TECHNICAL OFFER
A technical offer must be made for each action.
The offer must demonstrate an understanding of the mission (context, activities, process) and the ability of the team of experts to carry out all activities with a high level of professionalism and meeting quality standards.
The technical offer will include the following elements:
- Background and description of the mission objectives
- Approaches and methodology used to carry out the activities
- Descriptions of expected results
- Schedule and work plan, including tasks to be completed and the time each team member will devote to them
The technical proposal will not exceed 12 pages, excluding annexes. The CVs of the team’s experts will be attached to the proposal. Each CV should not exceed 5 pages.
FINANCIAL PROPOSAL
The financial proposal will be submitted in a separate document and will include a detailed overall budget with:
- The daily rate of each team member
- The number of working days of each team member per activity
- Logistics costs
International transportation costs do not need to be included in the financial proposal . They will be covered by the RTIA Facility based on Expertise France’s travel policy.
The proposal must be formulated according to the model attached to the Call for Tenders Document.
SPECIAL POINTS TO TAKE INTO CONSIDERATION
- No expert may, on their own, account for more than 100 days of expertise for this mission.
- ACTION 1: The total number of days of expertise for the entire mission (all experts combined) has been estimated at 135 days. If there is some flexibility, candidates are invited to take this calculation into account when submitting their proposal.
- ACTION 2: The total number of days of expertise for the entire mission (all experts combined) has been estimated at 70 days. If there is some flexibility, candidates are invited to take this calculation into account when submitting their proposal.
EVALUATION OF THE PROPOSAL
The RTIA Facility team will evaluate each offer based on the criteria and points mentioned in the table in the ToR.
How to apply
Please apply here.Please find the original information (and how to apply) here.
BACKGROUND
THE REGIONAL INITIATIVE FOR TEACHERS IN AFRICA
The Regional Teacher Initiative in Africa (RTIA), a programme funded by the EU/EC through the Education Section (G3) of DG INTPA, aims to improve learning outcomes and the socio-emotional development of children in Africa by having a more competent, motivated and inclusive teacher population in basic education.
The RTIA will specifically seek to achieve the following results by 2030:
- Improve the governance, management and attractiveness of the teaching profession, as well as gender balance, by prioritizing digitalization and innovation.
- Improve the quality, relevance and effectiveness of initial and continuing professional training for teachers, particularly through digital education, peer learning and regional collaboration.
Within this framework, the Regional Teacher Initiative for Africa (RTIA) Facility will support teacher policies and contribute to improving teacher training and professional development systems by i) providing technical assistance for capacity building at the national level, ii) promoting innovation and scaling up of effective teaching solutions; iii) increasing the production and use of data and evidence, and iv) promoting the use of regional frameworks, evidence-based practices and joint learning at the regional level.
The Regional Teacher Initiative for Africa (RTIA) Facility will achieve the above-mentioned objectives through three types of instruments or “windows”: i) a window to provide technical assistance on teacher governance, training and professional development based on demand from eligible partner countries, ii) a window to test and scale effective programs for teacher training and professional development, particularly in the thematic areas of digital, gender, environment and pedagogy, including in crisis contexts, with refugees and displaced populations, iii) a research window to create new data and support the integration of this data into the policy-making process and the design of teacher training and professional development programs.
In addition to these windows, the Facility’s knowledge management and communication activities will also contribute to the sharing of knowledge, evidence and best practices related to the overall results of the Initiative.
The Facility is funded by the European Union and implemented by a partnership of three Member State agencies: Expertise France for France, Enabel for Belgium, and EDUFI for Finland. Expertise France has been designated as the coordinating agency for this partnership.
WINDOW 1: ON-DEMAND TECHNICAL ASSISTANCE
The Technical Assistance Window is a mechanism activated at the request of eligible countries in sub-Saharan Africa aimed at mobilizing expertise in the design and implementation of public policies and capacity building, in two areas: governance of the teaching profession and teacher training and professional development.
The technical assistance window involves mobilizing experts to help countries design and implement national reforms, teacher policies, build capacity and strengthen systems to improve teaching effectiveness, improve social dialogue with teacher representatives, and seek ways to revalue the teaching profession.
In the context of this Facility, the term “technical assistance” refers to the mobilization of institutional or individual, European or African technical expertise. In order to ensure the sustainability of the initiative beyond its implementation period, the Facility strives to encourage the establishment of partnerships between European and African public institutions.
COUNTRY ACTION PLAN (PAP)
Technical assistance is provided within the framework of a Country Action Plan (CAP), co-developed by the technical teams of the requesting Ministry of Education and the Facility. A CAP is a set of coherent technical assistance actions that can cover a period of between 12 and 24 months leading to targeted changes, in synergy with the country’s education sector plan (ESP) and teacher policies, if they exist or are being developed.
A PAP is the result of a process that includes:
- An expression of interest and an expression of needs from the requesting Sub-Saharan African country – submitted by the national authorities (the Ministry of Education being the focal point channelling the country’s needs) with the support of EU Delegations and EU Member State agencies in the country, if necessary.
- An analysis of the expression of interests and needs based on the teacher policy (where available), the teacher sections in the education sector plan and the GPE compact (where available), as starting points to assess the relevance, feasibility and sustainability of needs and to identify appropriate technical assistance and capacity building measures;
- A series of local consultations and interactions with the Local Education Group (LEG), the EU Delegation, as well as EU agencies in the country (if not previously consulted), with the aim of prioritizing the most strategic actions of the PAP, ensuring coherence with ongoing national and international teacher programs, and sustainability by taking into account available or future investment lines in the field of education in the country. The PAP intends to support and complement existing initiatives. High priority will be explicitly given to technical assistance actions that prepare for or are directly linked to teacher policy reform and/or substantial investments in the sector, from national or international resources (e.g., national budget for teacher salaries, national budget for initial and in-service teacher training, multilateral and bilateral investment programs, among others).
PAP ACTIVITIES
Each PAP includes a list of specific activities to be carried out by technical experts. The activities are defined within a specification that encompasses one or more activities listed in the PAP. Technical assistance is provided in the short and medium term and targets precisely defined results.
PARTNERS AND FOCAL POINTS
The main partners in the technical assistance window are the ministries of education of eligible partner countries in sub-Saharan Africa. They are the main focal points in developing PAPs, meaning they identify needs and, with the help of the Facility team, agree on PAP actions. PAPs may include technical assistance actions that benefit other institutional actors such as teacher training institutes, universities (when they are responsible for teacher training in particular), inspectorates, decentralized services, as well as other ministries concerned with addressing the needs identified in the PAP (Ministry of Finance, Ministry of Planning, Ministry of Higher Education, etc.). In addition, Ministries of Education have the opportunity to involve other stakeholders, such as teachers’ unions and organizations, as beneficiaries of technical assistance and in activities related to teacher policy reforms and the revitalization of the teaching profession. Where PAPs from different countries have similarities in their programs or activities, the Facility aims to facilitate collaboration and exchanges between these countries, depending on their interest and availability.
REQUEST FOR TECHNICAL ASSISTANCE FROM BURKINA FASO
The Ministry of Basic Education, Literacy and the Promotion of National Languages (MEBAPLN) of Burkina Faso sent a request for technical assistance to the Regional Teacher Initiative Facility for Africa. This request, approved on February 11, 2025 by the Facility’s Coordination Office, led to the deployment of a Facility consultant to Ouagadougou in June 2025. Consultations and collaborative work with MEBAPLN teams and key partners in the education sector in Burkina Faso led to the design of a Country Action Plan (CAP) tailored to meet the needs expressed in the request.
Burkina Faso’s request for technical assistance, formulated in the PAP, focused exclusively on the theme of bi-plurilingualism. The PAP therefore intends to support the implementation of the generalization of bi-plurilingual education in Burkina Faso , by complementing the actions already implemented and by responding to the identified needs of the intermediary actors in this implementation (in particular trainers of trainers and educational supervisors).
BACKGROUND INFORMATION – EDUCATIONAL POLICIES AND REFORMS IN BURKINA FASO
Burkina Faso has a population of 24 million, 52.5% of whom are under the age of 20. Like many other countries, the country is facing a learning crisis. Challenges related to access to and the quality of education, including the proportion of children unable to read and understand an age-appropriate text by age 10, are estimated by the World Bank and UNESCO at 74%. The primary education completion rate is 62% for boys and 72% for girls; only 41% of girls and 33.6% of boys complete lower secondary education (2021). Due to the security situation, 2 million children have no or no regular access to school, which has led to the establishment of education programs for children affected by crises with partners (Education Cannot Wait, UNICEF): the Multi-Year Emergency Education Resilience Program (PPR2) targets more than 92,000 children (displaced and hosts) in the Centre-North, North and Sahel regions.
Burkina Faso has 84,000 primary school teachers (51% women) and 34,000 post-primary and secondary school teachers (22% women). 91% of primary school teachers and 75% of secondary school teachers are trained and qualified. To strengthen the quality of teaching, the National Strategy on Teaching (SNAQUE) 2021-2025 aims to increase the number of qualified teachers (through recruitment, initial training and continuing education) and to make teaching a more attractive profession (teacher motivation, working conditions and career paths). Continuing teacher training is mainly carried out at the decentralized level, in the CEBs (Basic Education Districts), through training sessions (refresher courses) and pedagogical animation groups led by pedagogical supervisors. Peer-to-peer pedagogical conferences are also organized at the national level, on common themes addressed at the CEB level. Educational supervisors are trained by trainers of trainers (national body).
The Education and Training Sector Plan (PSEF) 2017-2030 includes three strategic directions aimed at addressing the learning crisis: increasing educational provision at all levels and reducing disparities; improving the quality of learning and academic achievement; and strengthening governance in the education and training sector. The Strategic Plan for the Development of Basic and Secondary Education (PSDEBS 2021-2025) is in line with this. The promotion of national languages falls under Strategic Axis 2, “Improving the Quality of Teaching/Learning in Formal Education.”
Following the adoption in February 2024 of a harmonized formula for bi-plurilingual education called “Reference Framework for Bi-plurilingual Education in Burkina Faso, Primary Cycle” (Order No. 2024-0025/MENAPLN/SG/DG-AEF of February 8, 2024), Burkina Faso developed a three-year national action plan in May 2024, aimed at facilitating the generalization of bi-plurilingual education at the national level. The adoption of this harmonized formula aims to resolve the problem of the plurality of bi-plurilingual teaching approaches implemented by different partners (Solidar Suisse, TIN-TUA, Elan, EdM). This plurality is considered as one of the obstacles to the implementation of the strategy for the generalization of bi-plurilingual education adopted by Burkina Faso in 2017.
COUNTRY ACTION PLAN INTERVENTION LOGIC
The formal education system in Burkina Faso has implemented several formulas and approaches to bilingual education since 1994. The Ministry of Education opted for its gradual generalization in 2007, then validated a strategy for this generalization in 2017, recommending the implementation of a harmonized formula. In 2023, the design of a financial simulation model for the generalization of bilingual education and the adoption of the harmonized formula (reference framework) in 2024 have enabled a true implementation of a unified reference framework for bilingual education in Burkina Faso.
As indicated above, the adoption of the “Reference Framework for Bi-plurilingual Education in Burkina Faso, Primary Cycle” (Order No. 2024-0025/MENAPLN/SG/DG-AEF of February 8, 2024), and the resulting three-year national action plan developed in May 2024, aim to facilitate the generalization of bi-plurilingual education at the national level.
The technical assistance requested by Burkina Faso through the PAP will contribute to the implementation of component IV of the three-year plan (capacity building) and thereby to operationalize the reform. The priority given to the development of skills of teams, particularly in the field, responds to a priority already defined in 2005 of setting up regional teaching teams for bi-plurilingual education (circular n° 2005-78/MEBA/SG/DGEB of March 14, 2005). Finally, the TA will contribute to operationalizing the National Strategy for Education in Emergency Situations (SN-ESU, 2019-2024) on the use of local languages to facilitate learning, particularly at the beginning of the primary cycle in emergency situations.
The four selected PAP axes all cover the field of teacher training. The main objective is to establish a pool of trainers (trainers of trainers and educational supervisors) in the country capable of strengthening teachers’ capacities and supporting them in the effective implementation of the harmonized formula for bi-plurilingual education. Institutionally, the framework exists, the tools are being developed, and it is necessary to lead and support implementation on the ground. This PAP therefore focuses on the operational dimensions of the reform, particularly that of teacher training.
The first two actions of the PAP focus on two identified challenges and can be carried out concurrently.
Action 1: “Implementation of assessment tools in a bi-plurilingual approach” aims to equip teachers with the strategies and tools necessary for assessing learning in a bi-plurilingual education. Although summative assessment will be addressed, particular emphasis will be placed on formative assessment, which is essential for quality teaching and learning. Action 1 aims to train trainers of trainers and develop tools in order to then carry out cascade training of teachers. The module developed will contain the didactic approaches to bi-plurilingual assessment as well as the specificities of this assessment in the Burkinabe context. It will be accompanied by the development of tools and models, which teachers can then adapt to their classroom context. The training will take place in cascade: first the trainers of trainers, who will then participate in the training of pedagogical supervisors, who will be in charge of teacher training, according to the plan developed.
Action 2: “Preparation for the implementation of continuing teacher training in connection with the new bi-plurilingual curricula” addresses a gap in the implemented strategy. While teacher training modules on the new bi-plurilingual curricula have been developed, capacity building for trainers of trainers, particularly educational supervisors, is nevertheless necessary. This action aims to strengthen this initiative by developing a user guide for the training modules for teachers for trainers of trainers and educational supervisors; and by specifically strengthening the capacities of educational supervisors so that they can ultimately support teachers effectively in the field.
Action 3: “Capacity building for the creation and use of digital educational resources” aims to take stock of existing resources (in national languages and/or bi-plurilingual pedagogy) and the capacities of those responsible for digital resources. This inventory will also include the resources available for bi-plurilingual education in emergency situations. The inventory will be supported by a benchmark of good practices and models existing internationally. Based on this inventory and the identified needs, training for the team in charge of digital technology will be organized, allowing the rationalization of existing resources and the search for/creation of others. Educational supervisors will then be trained in the use of these resources to be able to encourage and support teachers in using them in teaching/learning and/or for their self-training.
Axis 4 of the PAP addresses the specific nature of bi-plurilingual education in emergency situations. It is divided into two actions: “Adaptation of curricula of the harmonized formula to teaching in emergency situations” and “Training of trainers of trainers on the implementation of the harmonized formula in emergency situations”. The objective is to supplement existing resources for teacher training. Following a diagnostic study that will identify resources, capacities and needs, two types of tools will be developed. One is a guide to using curricula in emergency situations; the other a set of complementary resources based on the needs identified during the diagnostic study. In a second phase, training of trainers of trainers and educational supervisors will prepare them to train teachers in the field, still in the cascade logic mentioned above.
PURPOSE OF THE CONTRACT
In this context, Expertise France is recruiting a design office for the implementation of each of the actions.
The service covered by this contract corresponds to Action 1 and Action 2 of the Burkina Faso PAP.
PAP ACTIONS 1 AND 2
Action 1
TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT
Capacity building for supporting teachers in assessment in a bi-plurilingual approach
- Implementation of assessment tools in a bi-plurilingual approach
- Identify best practices and proven approaches to assessment for bi-plurilingual education
- Develop a training module for trainers in the assessment of learning in a bi-plurilingual context
- Designing tools (models) for assessment in national languages
- Training trainers of trainers on the assessment of learning in a bi-plurilingual context
- Training educational supervisors on the assessment of learning in a bi-plurilingual context
- Develop a cascading teacher training implementation plan
- Develop a training module for trainers in the assessment of learning in a bi-plurilingual context
Action 2
TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT
Continuing education for teachers
- Preparation for the implementation of continuing teacher training, in connection with the new bi-plurilingual curricula
- Develop user guides for teacher training modules for trainers of trainers
- Training educational supervisors on transcription and teaching in a bi-plurilingual context
GOALS
General objective
Action 1 : Equip teachers with the strategies and tools necessary for the formative and summative assessment of learning in a bi-plurilingual education
Action 2 : Strengthen the capacities of trainers of trainers to support teachers in the implementation of the harmonized formula for bi-plurilingual education in Burkina Faso
Specific objective
Action 1 :
Create models and tools that can be adapted for evaluation in different national languages.
Strengthen the capacities of trainers and educational supervisors in the use of tools and the practice of assessment within the framework of bi-plurilingual education.
Action 2 :
Develop guides for trainers of trainers on the approaches and content to be delivered to teachers as part of cascade training on the harmonized formula (based on existing training modules).
Strengthen the capacities of educational supervisors to provide local support to teachers on transcription and teaching in a bi-plurilingual context.
STAKEHOLDERS
The MEBAPLN is the Facility’s key and preferred contact for implementing PAP activities. The Ministry will identify the contacts (directors and technicians) from the various departments and agencies who will participate in technical meetings and contribute to the completion and validation of deliverables.
The participation and level of representation of these different structures will be discussed during the preparatory meeting with the MEBAPLN.
ACTION 1
During the development of the PAP, the MEBAPLN representatives identified the stakeholders listed below for the implementation of activity 1: DGQEP, SP-PLN, DREPPNF, DPEPPNF, CEB, INFPE, ENS, DGEC-EPPNF, DGESS.
Other stakeholders that may be consulted for the implementation of Action 1 include organizations working on bi-plurilingual education, such as Tin-Tua, ELAN, EdM, UNICEF, SOLIDAR Switzerland ; as well as structures outside the MEBAPLN contributing to the dissemination of national languages, such as ANTBA, SIL, INSS, universities, and the National Subcommittee for National Languages.
ACTION 2
During the development of the PAP, the MEBAPLN representatives identified the stakeholders listed below for the implementation of activity 2: DGQEP, SP-PLN, DREPPNF, DPEPPNF, CEB, INFPE, ENS, DGEC-EPPNF, DGESS, DGENF, MESRI.
Other stakeholders that may be consulted for the implementation of activity 2 include organizations working on bi-plurilingual education, such as Tin-Tua, ELAN, EdM, UNICEF, RES PUBLICA, SOLIDAR Suisse; as well as structures outside the MEBAPLN contributing to the dissemination of national languages, such as ANTBA, SIL, INSS, universities, and the National Subcommission for National Languages.
APPROACHES AND METHODOLOGY
The general approach and methodology described below are indicative and non-exclusive. The methodology used must be developed in the application file.
GENERAL APPROACH
The team of experts provided by the design office will work closely with the relevant MEBAPLN departments and services at both central and decentralized levels. A participatory approach is essential to ensure that what is proposed is in line with the needs of the MEBAPLN, that the priorities and perspectives of the various departments and educational structures are taken into account, and that the relevant administrations endorse the modules and tools developed, as well as the training implemented.
A participatory approach with technical and financial partners operating in Burkina Faso is also required, with a view to complementing and avoiding duplication of efforts. In particular, the team of experts will have to interact with UNICEF, Solidar Suisse, ELAN, Enfants du Monde, Tin-Tua, and Res Publica. It will also be useful to contact Terre des Hommes, which is implementing a project under Window 2 of the RTIA Facility.
The team of experts will also have to contact the Delegation of the European Union in Burkina Faso, with a view to exchanging information and to better anchor technical assistance in existing and future initiatives.
METHODOLOGY
The implementation of action 1 and action 2 of the PAP Burkina Faso involves the team of experts recruited to:
- Learn about the main political documents of the Burkinabe education system (PSEF 2017-2030, SNAQUE, Reference Framework for Bi-Multilingual Education, three-year plan, etc.).
- Participate in a scoping meeting with the MEBAPLN focal points and the Facility. Following this meeting, the lead expert will propose a brief note describing the work to be carried out, including the methodology and an updated schedule, taking into account logistical constraints (particularly for training activities). This note will precisely describe the strategy implemented to carry out the various activities.
- Regularly communicate with MEBAPLN directors and technicians (working meetings), decentralized departments and PTFs (Technical and Financial Partners).
- Ensure adherence to the approach and ownership of deliverables by the relevant MEBAPLN departments, through a consultative approach and intermediate validations.
- Collect data relating to the methodology and deliverables produced: feedback from experts, evaluation from participants and feedback from MEBAPLN technical teams.
COORDINATION
Throughout the mission, the lead expert (the one who will represent the team of experts, see section 3.6) is expected to have technical meetings with the technical lead (TLE, Technical Lead Education) in charge of monitoring the implementation of the Facility’s Burkina Faso PAP. The frequency of the discussions will be defined at the beginning of the mission.
DELIVERABLES
The deliverables will be validated by the MEBAPLN and the Facility.
ACTION 1
The main deliverables for Action 1 are:
- Deliverable 1.1: A report on good practices and proven approaches to assessment for bi-plurilingual education (on the African continent in particular), including resources and recommendations to be considered for the development of modules and tools in Burkina Faso;
- Deliverable 1.2: A set of tools and models for bi-plurilingual assessment that can be used at national level and by teachers (including models for adaptation according to the classroom context);
- Deliverable 1.3: A training module for trainers (trainers and educational supervisors) on the types, approaches and practices of bi-plurilingual assessment; including the tools and models developed;
- Deliverable 1.4: Two training reports (trainers of trainers and educational supervisors) including an analysis of the questions and difficulties encountered and recommendations for adapting the tools and/or training modules;
- Deliverable 1.5: An implementation plan for cascading teacher training, including assessment procedures.
- Deliverable 1.6: An end-of-mission report for the RTIA Facility (maximum 10 pages, excluding annexes), which includes Excel tables detailing the lists of participants in training courses and any workshops.
ACTION 2
The main deliverables for Action 2 are:
- Deliverable 2.1: A user guide for trainers of trainers for each existing teacher training module
- Deliverable 2.2: A training module based on transcription and teaching in a bi-plurilingual context for educational supervisors
- Deliverable 2.3: A report on the training provided to trainers and educational supervisors, including an analysis of the questions and difficulties encountered and recommendations for adapting the training modules.
- Deliverable 2.4: An end-of-mission report for the RTIA Facility (maximum 10 pages, excluding annexes), which includes Excel tables detailing the lists of participants in training courses and any workshops.
- ROLES AND RESPONSIBILITIES
THE MINISTRY
The Ministry of Basic Education, Literacy and Promotion of National Languages (MENAPLN) will be responsible for:
- Provide documentation
- Facilitate meetings with relevant stakeholders
- Organize workshops and working sessions and provide a workspace
- Comment on and approve deliverables
- Share deliverables with key stakeholders
- Ensure ownership of deliverables by the national party and implementation of the next steps
THE EASE OF RTIA
The Facility will be responsible for:
- Contract and facilitate the integration of the expert team by providing all available documents and resources
- Monitor the work of the team of experts from the start of the mission to its completion
- Act as the primary contact for the team of experts
- Ensure quality control of deliverables in collaboration with the Ministry’s focal points
- Contribute to internal and external knowledge management
- Collect feedback and comments from stakeholders and validate deliverables by all parties
- Evaluate the overall performance of the team of experts for this mandate
THE TEAM OF EXPERTS MOBILIZED BY THE DESIGN OFFICE
The team of experts, represented by the lead expert, will have to:
- Review and comment on these Terms of Reference (ToR)
- Ensure that all deliverables comply with the ToR and guidelines formulated during the mission scoping meeting, in accordance with the agreed schedule
- Implement all steps of the validated methodology
- Compile and submit the final report
- Meet the requirements of monitoring, evaluation and quality assurance regarding the collection of data relating to the methodology and the deliverables produced (expert feedback, participant evaluation and feedback from the technical team within the ministry).
- Ensure that stakeholders are consulted throughout the mission
- Organize/co-organize consultations with technical and financial partners and national stakeholders working in the education sector
- Conduct yourself with the highest levels of personal integrity and commit to upholding the required standards of good conduct
- Immediately inform the Regional Teacher Initiative Facility of any difficulties in implementing the mission
- Submit data related to contractual services, including collecting attendance sheets, participating in the consultant satisfaction survey, and sharing information from the participant satisfaction survey with RTIA.
- Immediately report to the Facility any difficulty that could harm the progress and achievement of the mission objectives.
- LOGISTICS
TRAVEL
The RITA Facility will cover the travel costs of the expert team based on Expertise France’s travel policy. Expert travel related to the mission must be detailed in the framework note and approved by the Facility.
SECURITY
Subject to the provisions proposed in the contract attached to the call, the Design Office is solely responsible for the safety of the people and property it mobilizes for the execution of this contract and takes all necessary measures in this regard. It undertakes to ensure that all its employees, as well as its subcontractors, comply at all times with the safety instructions it issues. In the event of an incident and/or direct or indirect harm to the safety of people mobilized directly or indirectly by the Contractor or its equipment, Expertise France cannot be held liable in any way whatsoever.
At the time of the call, a safety-security questionnaire must be completed and provided by the Design Office. This questionnaire will be confidential. This document will identify the consideration of the following parameters: security in the organization in the general sense (1), the capacity to identify risks and deploy measures intended to reduce them or limit their impact (2), the individual preparation of employees / members of the organization (3). Depending on the responses to the questionnaire, Expertise France reserves the right to decide on the acceptability of the security policy / measures of the prospective successful bidder in the minutes of award of the purchase contract.
CALENDAR
ACTION 1
The mission will begin in December 2025, for a duration of 6 months. Ideally, even if the start is delayed, the service will be completed before June 2026, which is a month dedicated to examinations and so that the first training courses can take over the service.
The schedule will be finalized and approved in the framework note.
Activities
Calendar
Identifying good practices and proven approaches to assessment for bi-plurilingual education – January 2026
Developing a training module for trainers on the assessment of learning in a bi-plurilingual context – January-March 2026
Designing tools (models) for an assessment in national languages - January-March 2026
Training trainers of trainers on the assessment of learning in a bi-plurilingual context – March-April 2026
Training educational supervisors on the assessment of learning in a bi-plurilingual context – April – May 2026
Develop a cascading teacher training implementation plan – May 2026
ACTION 2
The mission will begin in December 2025, for a duration of 6 months. Ideally, even if the start is delayed, the service will be completed before June 2026, which is a month dedicated to examinations and so that the first training courses can take over the service.
The schedule will be finalized and approved in the framework note.
Activities
Calendar
Develop guides for trainers of trainers in connection with the implementation of the harmonized formula for bi-plurilingual education – January 2026
Developing a training module on transcription and teaching in a bi-plurilingual context for educational supervisors – January 2026
Training trainers of trainers and educational supervisors on transcription and didactics in a bi-plurilingual context – January-March 2026
TEAM PROFILE AND COMPOSITION
Expertise France is recruiting a design office which will provide MENAPLN, for each lot, with a technical assistance system composed of several experts, in order to carry out the services detailed above.
Given the central theme of the Burkina Faso PAP: bilingual education and the emphasis on tools and resources in national languages, the MEBAPLN wishes to prioritize national expertise. All selected experts must have worked in the bilingual education sector.
Each of the two teams will therefore be composed of a lead expert (international or national) and several national experts specialized in bilingual education. It will be necessary to ensure that both teams of experts can develop tools in the 10 national languages taught in Burkina Faso.
The proposed experts may not be members of the civil service, unless they are regularly placed on leave or on secondment at the time of their mission. In this case, proof from their home administration must be attached to the application file. The proposed experts may not have participated in the development of the PAP.
- DESIRED PROFILES
ACTION 1
Expert lead :
- Academic qualification:
- Minimum master’s degree in education, applied linguistics or related field
- General professional experience:
- Minimum 10 years of experience in the field of education, with expertise in the issues of bi-plurilingualism
- Specific professional experience:
- In-depth knowledge of formative and summative assessment tools and methodology, particularly in a bi-plurilingual context
- Experience in trainer training methodologies
- Experience in similar consultancies, in multilingual contexts
- Language skills:
- Excellent level of oral and written French required
- Knowledge of the national languages of Burkina Faso an asset
- Interpersonal and general skills:
- Ability to work in a team and communicate effectively with various stakeholders
- Experience in technical and political dialogue, with an ability to navigate complex institutional contexts
Team of experts:
- In-depth knowledge of educational policies in Burkina Faso
- In-depth knowledge of bi-plurilingual education
- Mastery of the 10 national languages taught in Burkina Faso (essential)
- Capacity building and workshop facilitation skills
- In-depth knowledge of formative and summative assessment approaches and tools
- Experience in developing training modules for trainers of trainers, particularly on bi-plurilingualism and assessment
- Teaching experience in a bi-plurilingual context in Burkina Faso
- Knowledge of gender-sensitive and inclusion approaches in education, ability to promote gender equality and the inclusion of vulnerable groups.
The design office is free to propose the number of experts it wishes. Preferably, the design office will propose experts who are fluent in several national languages, in order to control the number of experts mobilized.
ACTION 2
Expert lead :
- Academic qualification:
- Minimum master’s degree in education, applied linguistics or related field
- General professional experience:
- Minimum 10 years of experience in the field of education, with expertise in the issues of bi-plurilingualism
- Specific professional experience:
- In-depth knowledge of didactics and transcription in a bi-plurilingual context
- Experience in trainer training methodologies
- Experience in similar consultancies, in multilingual contexts
- Language proficiency
- Excellent level of oral and written French required
- Knowledge of the national languages of Burkina Faso an asset
- Interpersonal and general skills
- Ability to work in a team and communicate effectively with various stakeholders
- Experience in technical and political dialogue, with an ability to navigate complex institutional contexts
Team of experts:
- In-depth knowledge of educational policies in Burkina Faso
- In-depth knowledge of bi-plurilingual education
- Mastery of the 10 national languages taught in Burkina Faso (essential)
- Capacity building and workshop facilitation skills
- In-depth knowledge of teaching in a bi-plurilingual context
- Experience in developing training modules for trainers of trainers
- Teaching experience in a bi-plurilingual context in Burkina Faso
The design office is free to propose the number of experts it wishes. Preferably, the design office will propose experts who are fluent in several national languages, in order to control the number of experts mobilized.
SUBMISSION OF APPLICATION
Interested candidates are requested to submit a technical offer and a financial proposal in response to these Terms of Reference.
TECHNICAL OFFER
A technical offer must be made for each action.
The offer must demonstrate an understanding of the mission (context, activities, process) and the ability of the team of experts to carry out all activities with a high level of professionalism and meeting quality standards.
The technical offer will include the following elements:
- Background and description of the mission objectives
- Approaches and methodology used to carry out the activities
- Descriptions of expected results
- Schedule and work plan, including tasks to be completed and the time each team member will devote to them
The technical proposal will not exceed 12 pages, excluding annexes. The CVs of the team’s experts will be attached to the proposal. Each CV should not exceed 5 pages.
FINANCIAL PROPOSAL
The financial proposal will be submitted in a separate document and will include a detailed overall budget with:
- The daily rate of each team member
- The number of working days of each team member per activity
- Logistics costs
International transportation costs do not need to be included in the financial proposal . They will be covered by the RTIA Facility based on Expertise France’s travel policy.
The proposal must be formulated according to the model attached to the Call for Tenders Document.
SPECIAL POINTS TO TAKE INTO CONSIDERATION
- No expert may, on their own, account for more than 100 days of expertise for this mission.
- ACTION 1: The total number of days of expertise for the entire mission (all experts combined) has been estimated at 135 days. If there is some flexibility, candidates are invited to take this calculation into account when submitting their proposal.
- ACTION 2: The total number of days of expertise for the entire mission (all experts combined) has been estimated at 70 days. If there is some flexibility, candidates are invited to take this calculation into account when submitting their proposal.
EVALUATION OF THE PROPOSAL
The RTIA Facility team will evaluate each offer based on the criteria and points mentioned in the table in the ToR.