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 first cycle of study at the level of upper secondary education (10th grade)
Reference No . (as per Procurement Plan): LEARN-1.1-TLM
10
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 MoES intends to apply part of the grant proceeds to eligible payments for consulting services for which this Request for Expressions of Interest has been issued.
The consulting services (hereinafter - the Services) include:
• developing teaching and learning materials (hereinafter referred to as "TLM") for the first cycle/year of upper secondary education (Grade 10);
• upgrading the MoES digital repository for TLM storage and use by expanding the repository’s capacity, as well as updating the User Manual for the repository;
• developing, publishing, and disseminating hard copies of the Manuals on TLM;
• conducting training for TLM users; and
• organizing a final event for dissemination of the results.
The expected period for the Consultant’s provision of the Services is approximately 12 calendar months from the date of contract signing.
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 Consultant shall be a legally established entity eligible to provide consulting services in accordance with applicable laws. Consultants may associate with other firms in the form of a joint venture (JV) or sub-consultancy to enhance their qualifications. In case of a JV, all partners shall be jointly and severally liable for the contract. In the case of foreign company, the representative office/JV/consortium with local firm should exist by the date of Contract signing.
At least 5 years of experience in the provision of consulting services relevant to this assignment, such as education sector programs, development of teaching and learning materials, curriculum design, teacher training, and/or digital education solutions
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
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
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 must confirm the availability of at least 7 specialists having permanent/long-term contracts (the term of which exceeds 12 months):
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.
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 "Quality and Cost Based Selection" arrangements described in the Procurement Regulations and to be specifically set out in the Request for Proposals.
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 June 25, 2026, 1:00 pm local time .
Ministry of Education and Science of Ukraine
Attn: Yevhen Kudriavets - Project Coordinator
E-mail: [email protected] CC: [email protected], [email protected]
Expressions of interest to be clearly marked: «
LEARN-1.1-TLM10: Expression of Interest
» .
TERMS OF REFERENCE
Consulting services
for the development of teaching and learning materials (TLM)
for the first cycle of study at the level of upper secondary education (10th grade)
Contract
LEARN-1.1-TLM10
World Bank Project ID No.: P504171 , Grant Number: TF0C5794
List of abbreviations
AUSO All Ukrainian School Online
GLO Group of learning outcomes
SSPUSE State Standard of Profiled Upper-Secondary Education
SSBSE State Standard of Basic Secondary Education
LEARN The Program "Lifting Education Access and Resilience in Times of Need in
Ukraine Program"
MoES Ministry of Education and Science of Ukraine
NIO NUS Implementation Office
NUS The New Ukrainian School
PDF Portable Document Format
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
Table of Contents
I. CONTEXT
4
II. OBJECTIVES
5
III. SCOPE OF SERVICES
7
Component 1. Creation of TLMs for educational sectors by expert groups
7
Component 2:
Upgrading
digital repository for TLMs
9
Component 3:
Publishing and dissemination of the Manuals on TLMs
9
Component 4:
Capacity building for Pilot participants
1 1
Component 5: Organization of the final event - presentation of project results
1 2
Terms and requirements for implementation
1 3
IV.
DELIVERABLES
17
V. REQUIREMENTS
18
Consultant
19
Personnel
2 0
Implementation mechanism
2 1
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 LEARN by supporting the piloting of the NUS reform in grades 8 to 12 and strengthening the MoES’ capacity for education system management.
The Project will 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 and upper-secondary education levels 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.
Scope and impact
With a funding commitment of $419,9 million and a timeline extending to 2027, LEARN represents a transformative effort to ensure every child in Ukraine has access to safe, high-quality education. The initiative not only addresses immediate challenges posed by the conflict but also lays the groundwork for a resilient and future-ready education system.
The Consultant’s role in this program is critical, as they will design and implement robust frameworks and strategies to meet the evolving demands of Ukraine’s education system. These efforts will contribute to long-term educational recovery, resilience, and equity, ensuring that Ukrainian students are prepared for the challenges of a globalized, knowledge-driven world.
II. OBJECTIVES
The Assignment for the Consultant is:
to develop teaching and learning materials (hereinafter - TLM) for the first cycle/ year of upper secondary education (grade 10);
to upgrade the digital repository of MoES for TLM storage and usage to extend the repository’s capacity, as well as to update the User Manual for the repository;
to develop, publish and disseminate the hard copies of Manuals on TLMs;
to implement training for users of the TLM;
to organize a final event for dissemination of the results.
TLM for each educational domain should consist of a study program, model sets of tasks, model projects, and corresponding compensatory learning course of at least 24 learning hours to be introduced/ implemented as an additional/ compensatory instrument for overcoming the learning gaps apart from/ concurrently with the textbooks for 10th grade participating in approbation in the pilot liceums. The compensatory learning course should be a set of additional multilevel competence-based assessment/ learning tasks aimed at the support/ equalizing students with different personal and social backgrounds, educational needs, learning experiences/ achievements.
This activity focuses on the development of TLM for all educational areas to equip teachers of schools participating in the piloting the State Standard of Profiled Upper-Secondary Education (SSPUSE)" (hereinafter - pilot schools) with the materials for:
assessing students’ achievements accordingly to learning outcomes
identifying and compensating learning losses
filling out identified learning gaps
equalizing students achievements
justifying students’ choice of their own learning trajectories/ profile.
These materials will be used by teachers of the pilot schools directly in the educational process to assess/ achieve expected learning outcomes, 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 students’ learning achievement as well as comprehensive strategies for coping with educational losses.
Main tasks:
Development of TLMs (Component 1).
The Consultant will create materials that contain study programs, sets of model tasks , model projects, compensatory learning courses for all 10 educational domains, aimed at assessing the mandatory learning outcomes defined by the SSBSE/ SSPUSE. These materials will be used directly in the educational process by pilot schools, will serve as examples 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.
Upgrading
a digital repository of TLMs (Component 2).
A digital repository preliminary developed as a storage for TLMs under the Project 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) and owned by an agency appointed by MoES will be upgraded to storage TLMs developed under Component 1 of this Assignment, and the User Manual for repository will be updated. The repository will support efficient storing, search, filtering, classification, and retrieval of tasks developed within Component 1 aligned with specific learning outcomes. This platform will ensure open access to the materials for educators, curricula/ materials’ 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 students’ assessment.
Developing, p
ubli
shing
and dissemination of the Manuals on TLMs (Component 3).
Manuals on TLM will be developed (written), provided with editing and graphic design and published as hard copies to explain the purpose and structure of TLMs. Following review and approval according to 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. Consultant 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.
Capacity-building for pilot participants (Component 4).
The Consultant will deliver 1 general (introductory) and 10 domain-specific professional development courses (0,5 ECTS credit each) for teachers working with 10th grades in pilot schools and other relevant stakeholders (i.e. school principals/ deputy principals,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 and to respond to the results of this assessment.
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 should be implemented during the 12 months since a date of contract signing.
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. The TLM will be developed in line with the academic integrity principles and compliance with the intellectual property rights. The Consultant should provide the Quality Assurance Plan at the inception stage and should report on its implementation as part of the Phase 1-4 reports on deliverables.
III. SCOPE OF SERVICES
The selected consultant will be responsible for the completion of the following components to assure 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 domains by expert groups
The Consultant will create 10 expert groups (the final list of experts is to be approved by the Client and NIO) and coordinate the development of TLMs for 10 educational domains. TLMs will be used by the pilot schools in the educational process apart from the draft textbooks introduced for approbation accordingly to the Resolution of the Cabinet of Ministers of Ukraine dated 26 August 2025 No. 1058 "On the implementation of the experimental project on the introduction in general secondary education institutions of educational programmes developed on the basis of the Typical Educational Programme for grades 10-12 of general secondary education institutions providing profile secondary education of the academic orientation".
These materials will also serve as a model for creating high-quality tasks (including competency-based tasks) for developers of educational materials and teachers.
The TLM (for each specific educational domain) are model tools that contain study program, model sets of tasks, model projects and compensatory learning tasks for conducting diagnostic and summative assessments by GLO, and following compensatory/equalizing interventions and accompanying explanations and recommendations that provide clear guidance for users on how to use tasks/tools to assess student achievement.
The KPI for TLM development is presented in Annex 1.
A study program is a document that defines the sequence of achieving expected learning outcomes and describes the relevant content and educational activities for using model sets of tasks and model projects, as well as ompensatory learning tasks (24 hours of instruction). A study program should be designed for two semesters, with hours of instruction rationally divided between them. The structure of study programme must comply with the requirements of the typical educational programme for grades 10-12 of general secondary education institutions that provide profile secondary education with an academic track (https://mon.gov.ua/npa/pro-zatverdzhennia-typovoi-osvitnoi-prohramy-dlia-10-12-klasiv-zakladiv-zahalnoi-serednoi-osvity-iaki-zabezpechuiut-zdobuttia-profilnoi-serednoi-osvity-za-akademichnym-spriamuvanniam).
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 3 per educational domain, including the mandatory ones:
diagnostic work (input) - the beginning of the first semester
summative semester work (I semester)
summative semester work (II semester)
Depending on the specifics of the educational domain and the GLO 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 GLO defined by the SSBSE/ SSPUSE for a particular domain.
Each model set of tasks should contain a sufficient number of individual tasks to conduct an objective assessment in accordance with the requirements of the SSBSE/ SSPUSE for the relevant period of study.
The number of tasks in the diagnostic work should be calculated proceeding from at least 2 academic hours of assessment. When creating tasks for diagnostic work, use the assessment guidelines defined for the 9th grade SSBSE, which remain relevant for the SSPUSE in accordance with the progress recorded at the link https://educationforlife.mon.gov.ua/interaktyvnyi-postup/?cycle%5B%5D=7-9&cycle%5B%5D=10-12. Tasks for 10th grade cannot duplicate tasks developed within the TLM for 9th grade.
The number of tasks in the final semester work should be calculated proceeding from at least 1 academic hour of testing for each group of results specified in the certificate of achievement for the relevant educational domain: (i) language and literature — 4; (ii) foreign languages — 4; (iii) civic and historical — 3; (iv) maths — 3; (v) science — 3; (vi) technology — 3; (vii) art — 3; (viii) social and health — 4; (ix) IT — 4; (x) physical education — 3.
The maximum number of tasks in a particular set depends on several factors: 1) the specifics of the subject-specific learning outcomes; 2) the availability and length of the stimulus materials (reading texts, instructions, etc.) needed to complete the tasks; 3) the type and nature of the tasks.
A set of tasks for educational fields where performance tasks are relevant, such as language and literature — listening & speaking; foreign languages — listening & speaking; science — conducting experiments; technology — product manufacturing; art — product manufacturing, performance; physical education — physical exercise, may contain fewer tasks if the set includes a performance task, compared to task sets for other fields.
The tasks may relate to stimulus materials (reading texts, situation descriptions, instructions for completion). The time required to work through the relevant materials should be taken into account when determining the maximum possible number of tasks for the estimated time of the set. The stimulus material should be necessary for the completion of the tasks and correspond in volume to the task set. When calculating the time required to work through the stimulus material, a guideline is up to 150 words per minute of text material.
When calculating the number of tasks for a set, it is necessary to proceed from the following average time limits for completing different types and kinds of tasks (depending on the length of the instructions and stimulus material):
closed-ended items with one correct answer out of 2-3 options — on average up to 30 seconds;
closed-ended items with one correct answer out of 4-5 options — up to 1 minute;
items requiring matching (logical pairs) or chronological or logical sequencing — up to 1 minute per match;
open-ended questions requiring a short answer (a few words, a numerical designation, a formula) — up to 2 minutes;
open-ended questions requiring a short answer (a few words, a numerical designation, a formula) that involve solving a problem — up to 4 minutes;
open-ended questions requiring a short detailed answer (justification of up to one paragraph, solution to a problem, graphical representation, etc.) — up to 5 minutes;
open-ended tasks requiring a detailed answer (short essay, detailed justification) — up to 15 minutes;
tasks requiring the presentation of a product — up to 15 minutes;
tasks requiring the implementation of a process — up to 20 minutes.
Examples for calculating the number of tasks for a given time can be found in the external independent assessment test forms available at https://testportal.gov.ua/ofzvit/, as well as competency-based tasks available at https://nus-tasks.net/.
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 (10th grade)
Semester
Type of assessment (diagnostic input, diagnostic output, summative (intermediate) thematic, summative semester, etc.)
Evaluation objective
Evaluation period (time)
The number of tasks in a model set by task type
Time to complete all tasks (at least 1 academic hour, but no more than 4 academic hours)
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 summative assessment (interim (thematic), semester, or annual).
The minimum number of model projects is 2: 1 for basic level and 1 for an advanced level of learning outcomes for each educational domain. Projects should differ by subjects of completion (individual, pair, microgroup, group) and by the modality of the leading activity with the intention to clearly express the potential of project activity in the educational process for different educational domains.
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 (10th grade)
Semester
Type of assessment (summative intermediate, summative 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.
Compensatory learning tasks - set of content/ learning activities aimed at filling out identified learning gaps related to respective expected learning outcomes.
Minimal amount of the learning tasks is 200 evenly distributed among GLOs, defined by the SSPUSE for each educational domain. Respectively the number of GLOs is: (i) language and literature — 4; (ii) foreign languages — 4; (iii) civic and historical — 6; (iv) maths — 4; (v) science — 4; (vi) technology — 3; (vii) art — 3; (viii) social and health — 4; (ix) IT — 4; (x) physical education — 3. Learning tasks should be allocated among 24 hours of instruction as defined in the respective study program.
Learning tasks should be in line with the examples of learning tasks for 10-12 grades published here: https://educationforlife.mon.gov.ua/interaktyvnyi-postup/?cycle%5B%5D=10-12, and/or can extend the list of these examples and be suitable for use in the ongoing educational process as a separate extension of the textbooks’ tasks.
Component 2: Upgrading a digital repository for TLMs
This component focuses on upgrading 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/ SSPUSE. The repository will support filtering, searching, saving, and integration with existing digital education platforms, enhancing their functionality.
Selected Consultant should review relevant existing digital solutions (particularly, repository for TLMs developed under the Project’s 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) ) and propose implementation/improvement plan based on the analysis .
The improvement plan should be approved by the Client and then implemented by Consultant. If necessary the developer of the digital repository can be outsourced.
The User Manual for repository should be updated.
Component 3: Developing, publishing and dissemination of the Manuals on TLMs
Definition and components
This component focuses on the development of Manuals for teachers on the created TLMs for each educational domain (10 manuals, minimum 2 author’s sheets each) that will be distributed to pilot schools. The following indicative structure of the manuals may have peculiarities related to the specifics of learning assessment in certain educational domains.
Each Manual should serve as an instructional and explanatory source for the TLMs presented in the digital repository of materials (database) and contain the following components in its structure:
Introduction / Explanatory note
Conventional abbreviations and identifiers of model task sets / model projects
Basic concepts of evaluation
Purpose of the evaluation
Competency-based learning in the mirror of competency-based tasks
Assessment tasks: types, subtypes, design features, complexity, cognitive and content dimensions
Stimulus material
Specification of the assessment tool (diagnostic / summative work)
Organizing and conducting the evaluation
Determination of results: work verification, scoring schemes, evaluation criteria, scaling (conversion to points / levels)
Assessment planning in grades 10 and its features
Sectoral specificity of the assessment
Result groups in the SSBSE/SSPUSE and result groups in the certificate of achievement
The structure of the SSBSE/SSPUSE: from benchmarks to assessment through result groups to key competencies
Assessment as a focus on competence, not knowledge only
Types of learning outcomes assessment
Diagnostic assessment (entrance and exit) in the first semester
Summative (intermediate) assessment in the first and second semester
Summative semester assessment in the first and second semester
Summative l annual evaluation
State final certification with elements of external independent evaluation (depending on the domain in terms of the results of the 9th grade and the prospects for assessment in the 12th grade)
General description of the TLMs available in the TLM repository
Repository of educational materials: its purpose and functionality
Materials available in the repository from the user's point of view:
Instructional materials on the TLMs available in the materials repository
Model sets of tasks
Explanation of use
Generalized description of model task sets
diagnostic work (input) - the beginning of the first semester
repeated diagnostic work - optional
summative semester work (I semester)
summative semester work (second semester)
Model project
Explanation of use
Generalized description of the project
Generalization
Prospects for the development of a repository of educational materials
Artificial intelligence and the development of assessment tools in the domain
State Examination at the stage of transition from the completion of Basic Secondary Education to the entering first cycle of the Profiled Upper-Secondary Education: general considerations in the light of the competency-based approach in the NUS
Additional sources and literature
Links to normative documents (standard, domain concepts, evaluation criteria, etc.)
Links to websites (UCEQA, SSEQ, AUSO)
Links to quality research on evaluation
Links to quality assessment materials
Link to the repository of textbooks recommended by the MoES (by educational domains).
Classifiers
Educational domains
Groups of results in educational domains
Overall results in the educational outcome groups
Types of tasks
Subtypes of tasks
Bloom's taxonomy
Levels of the depth of knowledge (DOK) cognitive requirement
General evaluation criteria
Other.
Literary editing. Perform comprehensive editing of TLMs to ensure clarity, consistency, and accuracy in Ukrainian.
Graphic design and layout of educational materials. Formatting of TLMs following visual guidelines provided by the MoES; materials are visually appealing, accessible and suitable for both print and digital distribution; final version of documents in electronic (PDF) and print-ready formats, along with editable source files for future updates.
Requirements
The Consultant shall ensure that the following requirements are met during the implementation of this component:
Manual must fully correspond to the structure outlined above and clearly explain the purpose and usage of the corresponding TLMs from the repository.
Literary editing must be performed by experienced editors with native-level proficiency in Ukrainian, familiar with educational terminology and standards.
Visual design must follow branding guidelines provided by the MoES.
Manuals must be delivered in both digital and printed formats:
Print-ready version (PDF)
Editable source files (DOCX, INDD, or equivalent)
Each manual should include navigation tools (e.g., contents, internal hyperlinks, cross-references) to facilitate user orientation within the document.
The Consultant must submit all developed materials for review and approval by the MoES prior to publication and distribution.
All developed publications must be accessible in the digital repository and clearly linked to the corresponding tasks, sets, and projects.
Component 4: Capacity building for Pilot participants
This component focuses on building the capacity of teachers involved in the piloting of the SSPUSE at the level of the 10th grade by equipping them with the necessary knowledge and skills to effectively use the developed TLMs, including appropriate use of tools and tasks for assessing student learning achievements and filling out identified learning gaps/ compensating educational losses/ equalizing students achievements. All teachers of pilot schools are expected to be covered by capacity building activities. Apart from the Pilot schools’ teachers other stakeholders (i.e. school managers, trainers, teacher-trainers etc) could be involved.
The training course will be designed and delivered to support the application of competency-based assessment principles and the integration of TLMs into the teaching and learning process. The course should be introduced gradually during the 2026-2027 school year in line with the development of the TLMs (see Component 1) with the purpose to explain to the audience how to use/ modify/ implement them in a real educational process. Based on the synchronous phase (set of webinars) corresponding asynchronous courses will be developed and launched for open access.
The training course should include the following components:
Course structure.
A modular format tailored to the progression of TLM development and use, aligned with the academic year.
Course curriculum with core content:
Overview of the SSPUSE and the competency-based approach
Introduction to the structure and function of the digi