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

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

Country: Ukraine

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

Grant No.: TF0C5794

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

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

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

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

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

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

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

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

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

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

Legal status and market experience:

• The company is registered as a legal entity in Ukraine or abroad (in the case of foreign company, the representative office/JV/consortium with local firm should exist by the date of the Contract signing);

• At least 8 years of experience in the market, preferably with education-related products (in case of JVCA, at least the Lead Member shall meet the criterion, while each other member shall meet at least 50% of the criterion);

• The company's core business is software and web solutions development.

Experience in digital education:

• The company has a proven track record of implementing digital educational solutions

• At least 3 major educational or content digital products were implemented (in the case of a JVCA, the Lead Member should have at least 1 assignment specified above while the combination of members must fully meet the requirement. The projects claimed by each JVCA member should be substantially completed during the above period either alone or as a member of a past JVCA with a minimum share of 50%).

• The products contained the following modules and functionality:

• adaptive search

• dynamic filters

• designers of training programs

• analytical panels

• interfaces for administration

• evaluation and feedback functionality.

• Proven experience in modern web technologies, in particular:

• PHP (Laravel)

• JavaScript (Vue.js / React)

• MySQL, Redis

• Elasticsearch

• Docker

• REST API

• WebSocket

• Experience in implementation:

• integrations with government services via API;

• creation of analytics modules;

• development of authorization and data protection.

Cooperation with international organizations

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

Financial stability

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

• Financial statements:

• Tax returns

• Balance sheet

• Certificates of completion.

Confirmation of qualification. A Consultant shall provide:

• Portfolio of completed projects

• Letters of recommendation (if any)

• List of pre-identified experts accompanied with CVs of key team members

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

• Project manager – is responsible for planning, timing, and coordination.

• UI/UX designer – responsible for the logic of interfaces and usability.

• Back-end developer – implements server logic (Laravel, PHP, MySQL).

• Front-end developer – provides interactivity of the interface (Vue.js, React).

• DevOps specialist – responsible for deployment, continuous integration, and stability.

• Tester (QA ) – provides quality assurance and automated testing.

• Content manager or technical writer – forms the structure of the platform, content, and documentation.

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

Key Experts will not be evaluated at the shortlisting stage.

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

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

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

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

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

Ministry of Education and Science of Ukraine

Attn: Yevhen Kudriavets - Project Coordinator

E-mail: CC: ,

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

TERMS OF REFERENCE

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

Contract No. LEARN-1.1-TLM9

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

List of abbreviations

AUSO All Ukrainian School Online

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

MoES Ministry of Education and Science of Ukraine

NUS The New Ukrainian School

PDF Portable Document Format

SSBSE State Standard for Basic Secondary Education

SSEQ State Service of Education Quality

TLM Teaching and Learning Materials

UCEQA Ukrainian Center for Education Quality Assessment

UIRO Ukrainian Institute of Education Development

Word Microsoft Word document format

I. CONTEXT

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

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

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

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

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

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

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

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

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

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

II. OBJECTIVES

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

Main tasks:

• Development of TLMs (Component 1).

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

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

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

3. P ubli shing and dissemination of the Manuals on TLMs (Component 3).

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

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

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

5. Dissemination and stakeholder engagement (Component 5).

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

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

III. SCOPE OF SERVICES

The selected consultant will be responsible for delivering the following key components to support the development and implementation of TLMs for 10 educational domains:

(i) language and literature; (ii) foreign languages; (iii) civic and historical; (iv) maths; (v) science; (vi) technology; (vii) art; (viii) social and health; (ix) IT; (x) physical education. Each task must be performed with accuracy, professionalism, and in accordance with the outlined goals and requirements.

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

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

Definition and components of TLM

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

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

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

Requirements for the model task

• Task ID code, which must contain the information defined in the alphanumeric classification system in the SSBSE (e.g. [9 IOD 1.2.1-1]), as well as other supporting information that will allow for unambiguous identification of tasks in the system

• Year of creation of the task or the source of the task (if the task for illustration is taken from publicly available verified sources (official reports of the Ukrainian Center for Educational Quality Assessment, the State Service for Quality Education of Ukraine, materials of the All-Ukrainian School Online, etc.)

• Educational domain for which the task is intended to assess learning outcomes

• Grade/grades for use in which the task is appropriate (grade 9)

• The benchmark for evaluation defined in the SSBSE that best matches the task

• Mandatory learning outcome defined in the SSBSE, which the task is aimed at assessing

• The general learning outcome defined in the SSBSE, which the task is aimed at assessing

• A group of learning outcomes defined in the SSSES, which the task is aimed at assessing

• The component of basic knowledge defined in the SSBSE to which the task relates

• An element of the basic knowledge component defined in the SSBSE covered by the task

• Other content characteristics of the task, if it complements the understanding of the task (e.g., subject matter of the task, specific activities defined by the task)

• Characteristics of the task according to Bloom's taxonomy

• Characteristics according to the level classification of depth of knowledge (DOK)

• Type of task (according to a certain classification)

• Subtype of task (according to a certain classification)

• Estimated time for completing the task in minutes

• The presence of the incentive needed to complete the task

• Characteristics of the incentive and a link to the source of the incentive (if there is an incentive for the task)

• The complexity (statistical) of the task (as a predicted or known percentage of success in completing the task by a student of the relevant category)

• The maximum number of points for completing the task

• Description of the scheme for calculating points for completing the task

• Description of the criteria (coding) for assessing the answer to the task, especially when the task involves a detailed answer (oral or written) or a certain practical activity

• The score with which the result of the task is correlated, following general / domain assessment criteria (score on a scale of 1–12 and in the levels of elementary/intermediate/sufficient/high)

• Instructions for completing the task

• The condition of the task

• The task itself (the content of the task with all the elements related to it (stimulus, pictures, space for answering, etc.)

• Other features arise from the task’s specifics.

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

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

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

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

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

(iii) final semester work (I semester)

(iv) final semester work (II semester)

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

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

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

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

• Educational domain for which the task is intended to assess learning outcomes

• Grade (9th grade)

• Semester

• Type of assessment (diagnostic input, diagnostic output, final thematic, final semester, etc.)

• Evaluation objective

• Evaluation period (time)

• The number of tasks in a model set by task type

• The number of tasks in a model set by the type of task

• Time to complete all tasks

• Benchmarks for evaluation covered by a model set

• Mandatory outcomes covered by a model set

• General results covered by a model set

• Group(s) of results covered by a model set

• The average difficulty (statistical) of the tasks in a model set (as the predicted or known percentage of success in completing the task by students of the corresponding category)

• The maximum number of points for completing all the tasks in a model set

• A description of the scheme for awarding points for completing the tasks of a model set

• Description of the criteria for evaluating a model set

• The level with which the result of a model set of tasks is correlated, following general/subject-specific assessment criteria (levels of beginner/intermediate/sufficient/high)

• Instructions for completing a model set

• Other characteristics (if necessary).

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

The minimum number of model projects is 1.

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

• Educational domain for which the project is intended to assess learning outcomes (in English);

• Grade (9th grade)

• Semester

• Type of assessment (final intermediate, final semester, etc.)

• Project goal

• Period of the project (time)

• Project duration

• Subject of project implementation – individual, pair, micro group, group

• Roles in the project

• Resources needed to implement the project

• Activities in the project

• Benchmarks for evaluation covered by the project

• Mandatory deliverables covered by the project

• Overall results covered by the project

• Project outcome group(s) covered by the project

• The maximum number of points for the project

• Description of the scheme for awarding points for the project

• Description of the project evaluation criteria

• The score with which the project result is correlated, according to general/subject-specific evaluation criteria (score on a scale of 1-12, as well as in the levels of initial/medium/adequate/high)

• Instructions for project implementation

• Other characteristics.

Component 2: Development of a digital repository for TLMs

Definition and components

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

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

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

• Catalog of materials.

Organized in a tree structure according to the type of learning materials (model task, model set of tasks, model project), their specifications (as defined in Component 1), and the material format (one or multiple files as required by the material specification).

• Upload and edit functionalities.

Ability to add materials (in formats such as PDF, DOCX, PPTX, ZIP, or via external links);

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

edit and update materials as needed.

• Search functionalities.

Full-text search across titles, material types, descriptions, and other metadata;

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

• User account features.

Users can log in through simple email authentication using a one-time password (OTP). Upon logging in, users will be able to:

• Save their search history

• Create and store customized filter sets

• Reuse saved filters for efficient navigation

• Integration with existing digital solutions.

Enables selection and embedding of repository materials into curriculum or module builders; establishes internal links between materials and structural elements of the curriculum.

• Document content search.

Supports full-text search within uploaded files (PDF, DOCX, etc.), enabling users to search not only by metadata but also by keywords within the content itself.

Requirements

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

Objectives:

• Develop a single, centralized database for storing and displaying TLMs and related metadata.

• Implement advanced search and filtering capabilities by multiple criteria.

• Create a user-friendly interface with functionality for saving filters and search results.

• Provide an administrative control panel for managing content, user roles, and access rights.

• Ensure open architecture and interoperability standards for future integration with national educational platforms.

Technical requirements:

• Backend: Laravel (PHP)

• Frontend: Vue.js or oth