1. What We Do

SWAp for Parana Multi-sector Development Project

Overview

NOTICE AT-A-GLANCE

  • P126343

  • SWAp for Parana Multi-sector Development Project

  • Brazil

  • OP00045267

  • Request for Expression of Interest

  • Published

  • BR-NA-19-CF-SBCC

  • Quality And Cost-Based Selection

  • English

  • Sep 29, 2017 18:00

  • Sep 13, 2017

CONTACT INFORMATION

  • Secretaria da Administração e da Previdência SEAP

  • Maria Carmen Carneiro de Melo Albanske

  • Palácio das Araucárias - Rua Jacy Loureiro de Campos, s/n - 3º andar - Centro Cívico - 80530-140

  • Brazil

  • Brazil

  • 55 41 33136413

Details

REQUEST FOR EXPRESSIONS OF INTEREST Nº 05/2017

SELECTION OF CONSULTING FIRMS IN A BIRD-FINANCED PROJECT FOR THE EVALUATION OF THE INNER WORKINGS OF THE PROGRAM OF EDUCATIONAL DEVELOPMENT (PDE) IN THE OFFER FOR CONTINUOUS TRAINING FOR TEACHERS OF BASIC EDUCATION

Loan Agreement nº 8201-BR

1. The State of Paraná has received a loan from the International Bank for Reconstruction and Development (IBRD), aimed at financing the Paraná Multi-sector Development Project. The main objective of the project is the modernization of the management of the public sector, aiming at improving the service provision and at making the access to opportunities of human and economic development more fair and environmentally sustainable in the State of Paraná.

2. The Multisector Project for the Development of Paraná published a General Procurement Notice on the United Nations Development Business (UNDB Online) on November 17th, 2014.

3. Thus, the State of Paraná through the State Secretariat of Planning and General Coordination and through the State Secretariat of Education (hereinafter, SEED) inform that they will prepare a Short List of companies for the selection of consulting services for the Evaluation of the inner workings of the program of educational development (PDE) in the offer for continuous training for teachers of basic education, in accordance with the Guidelines: Selection and Employment of Consultants Under IBRD Loans and IDA Credits and Grants by World Bank Borrowers, January 2011.

4. The detailed description of the services to be contracted are available in Attachment 1 below. These services aim to investigate whether the objectives linked to the inner workings of PDE  in the provision of continuous education to teachers of basic education are reached during the development of the Program, under the following aspects:
a. Evaluate whether the courses offered by higher education institutions meed the needs of the education network and of teacher's education, and whether the available infrastructure is adequate to the educational needs of PDE;
b. Evaluate whether the intervention projects developed by participants are compatible with the needs of Regional Education Offices, of schools, and of teachers (whether or not they participate in TDE), as well as whether such projects are being conveniently executed;
c. Evaluate whether the various administrative units of SEED are taking PDE teachers and the elaborated intervention projects into consideration while planning their actions, and whether they participate and make suggestions for the improvement of PDE and its educational content;
d. Evaluate the participation of the SEED administrative units of the network teachers in the functioning and efficiency of the PDE Online Work Groups (GTRs);
e. Evaluate whether intervention projects and PDE teachers are taken into consideration in the SEED continuous education process;
f. Evaluate the changes achieved in the classrooms of teachers who participated in PDE and in the GTRs;
g. After all evaluations, suggest changes and present detailed proposals for future developments in PDE.

5. The eligible firms interested in executing the services must express their interest by submitting information that demonstrate they have the necessary experience and competence for executing the required services. For that, they must present:
a. Company or institution information, including: I) legal name; II) date of constitution of the company; III) full address; IV) phone number and email address; V) company website; VI) name of person in charge or representative of the company; and VII) board of technical employees, in accordance with Form A below.
b. A list of companies and/or institutions that have benefited from similar tasks, finished or in conclusion, with the presentation of the respective proof of the executed services. Present a table filled according to the data requested in Form B below.
c. A portfolio of past services provisioned to companies or institutions that have benefited from item 5b. These services must be as detailed as possible, including, among others: the year of the execution of the services, location, client, objective, products, period of execution and contract price. The company must present a table filled in accordance with the data requested on Form C below.
d. Declaration of intention to constitute a Joint Venture, if applicable, with the identification of the companies with which the Joint Venture will be constituted. The presentation of elements required on items 5a, 5b and 5c must also carry the identification of all members of the Joint Venture that will be responsible for the execution of the services. The formalization of the Joint Venture will only be required for the signing of the contract.
e. Other information or documents that the company may deem relevant for demonstrating their experience in the execution of these services.

6. An Expression of Interest does not imply an obligation to contract.

7. Companies and institutions shall be selected according to the evaluation criteria for the formation of the Short List, according to their verified experience.

8. The World Bank rules require that consultants offer professional, objective and impartial advising, treating the interests of the client as a priority, not considering the possibility of future contracts, and require that, in offering consulting services, they avoid conflicts with other tasks or with their own corporative interests. Consultants shall not be able to be contracted for executing any task in conflict with their current obligations or obligations previously assumed with other clients, or that may place them in a position that disables them from executing the tasks in a way that best suits the borrower's interests.

9. The selection and contracting of consultancy services will follow the rules of the Guidelines: Selection and Employment of Consultants Under IBRD Loans and IDA Credits and Grants by World Bank Borrowers, January 2011. The Guidelines are available at the following addresses:

Portuguese
http://siteresources.worldbank.org/BRAZILINPOREXTN/Resources/3817166-1242680408578/Consultant_GLs_2011_PORT.pdf

English
http://siteresources.worldbank.org/INTPROCUREMENT/Resources/278019-1308067833011/Consultant_GLs_English_Final_Jan2011.pdf

10. Not limiting to the rules established above, consultants described on paragraphs 1.9 (a), (b), (c) and (d) of said Guidelines shall not be contracted.

11. It is a Bank policy to require of all borrowers, contracted firms and its agents, in addition to all employees associated to them, to adhere to the highest ethical standards during the selection and execution of contracts financed by the Bank in the terms of clause 1.23 of the Guidelines: Selection and Employment of Consultants Under IBRD Loans and IDA Credits and Grants by World Bank Borrowers, January 2011.

12. Further information may be obtained via phone at the following phone numbers: +55 (41) 3313-6413, +55 (41) 3313-6409; and through the following email address: deame2bird@seap.pr.gov.br.

13. The expressions of interest shall be received preferably though electronic means at the following email address: deame2bird@seap.pr.gov.br. The body of the email may include links to external websites, leading to the contents of the email, if necessary.

14. Expressions of interest may also be received by mail, in digital format and made available through electronic means (such as CDs, DVDs and flash drives) at the following address:

Palácio das Araucárias
Departamento de Administração de Material – DEAM Equipe2
Rua Jacy Loureiro de Campos, s/n° - 3º andar – Ala A
Centro Cívico | CEP 80.530-140
Curitiba – PR - Brazil

15. The expressions of interest must be received until 6:00 pm of September 29th 2017.
Curitiba, August 29th, 2017.

State Secretariat of Planning and General Coordination

 

Form A - Characterization of the company or institution (*)

Legal name

 

Date of constitution of company

 

Full address

 

Phone number/email

 

Company website address

 

Person in charge of company, or company representative

 

Technical Board

 

* In case of the submission of additional documents beyond the documents listed at the table, add accordingly:

Reference index (include the name of the submitted documents, the number of pages in each document, considering that each document must have continuous page numbering).

 

Form B - List of main projects, executed or in conclusion (**)

Client

Contract Price

Date of Contract Signing

.

.

.

 

 

** In case of the submission of additional documents beyond the documents listed at the table, add accordingly:

Reference index (indicate the name of the submitted documents, the number of pages in each document, considering that each document must have continuous page numbering).

 

Form C - Portfolio of past services to companies or institutions that have benefited from item 5b. (***)

PROJECT NAME

Year

 

Location

 

Client

 

Objective

 

Products

 

Execution Period

 

Contract Price

 

*** In case of the submission of additional documents beyond the documents listed at the table, add accordingly:

Reference index (indicate the name of the submitted documents, the number of pages in each document, considering that each document must have continuous page numbering).

---

ATTACHMENT 1

GOVERNMENT OF THE STATE OF PARANÁ

STATE SECRETARIAT OF EDUCATION - SEED

SUPERINTENDENCY OF EDUCATION - SUED

DEPARTMENT OF EDUCATIONAL TECHNOLOGIES AND POLICIES - DPTE

 

TERMS OF REFERENCE FOR CONTRACTING A COMPANY FOR THE EVALUATION OF THE INNER WORKINGS OF THE PROGRAM OF EDUCATIONAL DEVELOPMENT (PDE) IN THE OFFER FOR CONTINUOUS TRAINING FOR TEACHERS OF BASIC EDUCATION

 

1. INTRODUCTION

The Program for Educational Development (also known as the "Program" or "PDE"), an offer of continuing education for teachers[1] of basic education[2], may be described in five dimensions: 1) PDE internal procedures in the offer of continuing education; 2) external procedures at the school where projects shall be implemented; 3) the implementation process of the project for pedagogical intervention at the school; 4) incentive to the continuation of education of teachers who go through PDE, and; 5) the effects of PDE on higher education institutions (IES). These terms of reference aim to hire consultancy services for the evaluation of the Program for the first dimension, which is explained in detail in item 5.1 of this document, and include the possibility of new tenders for further evaluation of the remaining dimensions.

The Program for Educational Development offers continuing education to teachers in the public state school network in the state of Paraná (hereinafter, Network) and is associated to teacher career advancements, as provisioned in the Teacher Career Plan in State Law No. 103/2004. The Program is also backed up by State Law No. 130/2010, which defines PDE as a State policy, and that enables the perspective of discontinuity, which has marked educational policies in Brazil, to be overcome.

The objective of the Program is to offer continuing education in such a way that enables the revision of fundamental concepts upon which teacher's pedagogical practices are based, while it institutes theoretical and methodological reflection concerning these practices. This enables teachers to take a look at their practices and to create knowledge about the pedagogical process, and specifically about the process of teaching and learning. For that end, the Program relies on partnerships with public higher education institutions in the State of Paraná and with the 32 (thirty-two) Regional Education Offices[3] (also known as NREs) of the State Secretariat of Education (SEED), which are distributed throughout the State.

The program, which selects teachers from the state network of basic education every year, has a duration of two (2) years, organized in four (4) periods. In the first year (first and second periods) the teacher is removed from their work activities in the classroom, up to 40 (forty) hours per week. Training includes courses, seminars, field meetings, academic insertion events and meetings for supervision, aiming at the production, in the first year, of a pedagogical intervention project and of teaching materials by the PDE teacher[4]. In the second year (third and fourth periods), the participating teacher is removed from 25% of their classroom work hours in order to implement their project in their school, with the help of teaching materials that they produced in their first year in the program. In addition, the teacher must develop a final work reporting the limits and possibilities of the activities executed in the school. The PDE Teacher also works as a tutor to a virtual study group called online work group (also known as GTR), which aims to promote joint reflections between the Network teachers and the PDE Teacher about the materials produced.

Thus, in order to better comprehend some expressions used in these Terms of Reference, it is important to explain that:

  • The project of pedagogical intervention in the school systematizes the intention of the PDE Teacher's study and must begin with a problem situation diagnosed by them at the school, followed by a justification, objectives, theoretical fundaments and action strategies (that is, methodological procedures) and a schedule for implementation. It is a product of the first period, made with the help of the PDE teacher's supervisor at the higher education institution[5] and with the approval of the school council[6].
  • Didactic-pedagogical production is the elaboration of teaching materials, a resource for the teacher, as regards the project for pedagogical intervention in the school Thus, the teacher needs to be clear as to the intention of their production, searching for the theoretical foundation and methodological procedures to be presented to ensure its applicability in the school reality. This is a product of the second period, with the help of a teacher-mentor from the higher education institution, and is directly related to implementation in the school.
  • The implementation of the project for pedagogical intervention in the school is the action of the PDE Teacher in the school. It happens in the third period, with the return of the teacher to the school environment. In this moment, the PDE Teacher performs the implementation of their project, with didactic-pedagogical production as one of the implementation strategies, monitored by the supervisor from the higher education institutions, school principals, educators and councils in the school in which projects are being implemented. It aims, mainly, to fight and contribute to overcoming weaknesses and problems found by the PDE Teacher in the teaching of their subject in their school, in order to promote quantitative improvements in teaching and learning in the school in which the project is being executed.
  • Final work is the text production done in the fourth period, with the objective of documenting, in scientific language, the actions executed, and to make the work developed by the PDE Teacher public. It must cover the problems studied, the data collected during implementation and the consistent analysis of this data, demonstrating the work done in the school environment.

Further theoretical development of educational matters is essential for the development of these productions during the program. For that, there was the elaboration of a set of activities offered by partner higher education institutions and by the PDE/SEED management team[7] in order to expand, deepen and update the teacher's knowledge. The planned activities include general and specific courses that cover subjects associated to the foundations of education, research methodology, teaching methodology and didactic and teaching production, as well as specific curricular contents in the field or subject through which they joined PDE. These activities enable theoretical and practical deeper learning, while maintaining the association with reference documents for basic education in the state education network.

In order to guarantee the development of these courses and supervision activities, the conditions for the participation of teachers in the higher education institutions were expanded. They are as follows:

  • Hiring more teachers in state higher education institutions for supervision and teaching;
  • Building nine (9) buildings for state higher education institutions, in order to provide physical space for the execution of activities by PDE Teachers. These buildings, named "Integrar PDE", aim at the integration of primary education and higher education. The buildings are located in the facilities of state higher education institutions, as follows:

 

Table 1: Integrar PDE – location and constructed area

Name of Institution

Location

Constructed area (square meters)

UEM

Maringá

1,302.00

Unicentro

Guarapuava

729.21

Irati

729.21

Uenp

Jacarezinho

787.26

Cornélio Procópio

489.26

UEPG

Ponta Grossa

1,308.08

Unioeste

Cascavel                               

3,519.54

Mal. Cândido Rondon              

867.02

UEL

Londrina

1,308.08

Source: Seed/Sued/DPTE/CAA/PDE

 

 

Further, with the objective of expanding the possibilities of access to the production from PDE Teachers, the State Secretariat of Education created two strategies:

  1. PDE Booklets[8]: A series of digital books that aim at the online divulgation of didactic-pedagogical production and of the final work, published with an International Standard Book Number[9] on the "Dia a Dia Educação" web portal[10].
  2. Online work group (GTR): This is an initiative that takes place in the third period of the Program. It consists of a virtual group for distance discussion through a Virtual Learning Environment (AVA, in the Portuguese abbreviation) and aims to present and discuss the products obtained, providing theoretical and practical deepening for PDE teachers and for teachers in the Network, that is: the pedagogical intervention project, the didactic-pedagogical production and matters of pedagogical implementation in the school. Thus, the PDE Teacher shares practical and theoretical knowledge pertaining to their field or subject with teachers in the Network. In this virtual group, the PDE Teacher acts as the tutor of a group of teachers from the public network, called "cursistas" or "course takers".

 

The sections in which this text is divided concern:

Title 2: The History of the Program for Educational Development – PDE

Title 3: Justification for hiring

Title 4: Objective of hiring

Title 5: Scope of works and limits of this proposal

Title 6: Considerations concerning dimension 1 - PDE internal procedures in the offer of continuing education

Title 7: Expected products and results

Title 8: Execution period

Title 9: The team

Title 10: Available inputs

 

 

2. THE HISTORY OF THE PROGRAM FOR EDUCATIONAL DEVELOPMENT - PDE

Starting in 2003, the Paraná State Secretariat of Education (SEED/PR) performed an analysis of Paraná public education aiming at the implantation of new public policies for education in the State. As part of this reformulation, the Program for Educational Development was created. This program was conceived during the elaboration of the teacher career plan (State Law No. 103/2004) and became part of the career as a requirement for access to Level III[11]. In 2010 the Program was regulated by State Law No. 130/2010 and became a State policy for the continuous education of teachers in the Paraná state public education network.

 

Table 2: Career plan with Level III[12]

Teacher Pay Scale - 20 hour per week

 

Levels

Class 1

Class 2

Class 3

Class 4

Class 5

Class 6

Class 7

Class 8

Class 9

Class 10

Class 11

PDE Level III

1

(76) 3,026.84

(77) 3,178.18

(78) 3,337.10

(79)

3,503.95

(80)

3,679.13

(81)

3,863.10

(82)

4,056.26

(83)

4,259.07

(84)

4,472.02

(85)

4,695.62

(86)

4,930.41

Lato sensu postgraduate diploma

Level II

2

(65) 1,789.73

(66) 1,858.21

(67)

1,951.13

(68)

2,048.68

(69)

2,151.12

(70)

2,258.68

(71)

2,371.61

(72)

2,490.19

(73)

2,614.70

(74)

2,745.44

(75)

2,882.71

Full Teaching College Degree Level I

3

(54) 1,415.78

(55) 1,486.58

(56)

1,560.91

(57)

1,638.95

(58)

1,720.89

(59)

1,806.94

(60)

1,897.29

(61)

1,992.16

(62)

2,091.76

(63)

2,196.35

(64)

2,306.17

Short Teaching College Degree + Additional Special Level III

4

(43) 1,203.42

(44) 1,263.59

(45)

1,326.77

(46)

1,393.10

(47)

1,462.76

(48)

1,535.89

(49)

1,612.69

(50)

1,696.34

(51)

1,777.99

(52)

1,866.90

(53)

1,960.23

Short Teaching College Degree + Additional Special Level II

5

(32) 1,061.84

(33) 1,114.93

(34)

1,170.69

(35)

1,229.21

(36)

1,290.67

(37)

1,355.21

(38)

1,422.96

(39)

1,494.12

(40)

1,568.82

(41)

1,647.25

(42)

1,729.62

Teaching Degree

Special Level I

6

(21) 991.05

(22) 1,040.61

(23)

1,092.63

(24)

1,147.26

(25)

1,204.62

(26)

1,264.89

(27)

1,328.10

(28)

1,394.51

(29)

1,464.23

(30)

1,537.44

(31)

1,614.32

Source: Seed/GRHS

 

The following table contains the description of the selection method, the criteria for participation in each selection process and other data associated to each installment of the Program.

 

Table 3: Selection methods, criteria and numbers for each installment of PDE -- 2007 through 2016

Year of enrollment

Duration of participation in the program

Requirements for participating in the program

Selection method and year

Number of selected teachers

Number of finishing teachers

Number of participating higher education institutions

2007

2007-2008

Be at least in Level II Class 11

2006 - Standard test

1,200

1,135

7

2008

2008-2009

Be at least in Level II Class 11

2007 - Standard test

1,200

1,252[13]

14

2009

2009-2010

Be at least in Level II Class 11

2009 – Analysis of courses taken and taught classes, length of service, presentation of degrees and certificates and evaluation of the project presented by the candidate.

2,400

2,358

14

2010

2010-2011

Be at least in Level II Class 11

2009 - Analysis of courses taken and taught classes, length of service and presentation of degrees and certificates.

2,400

2,388

14

There was no enrollment in 2011

2012

2012-2013

Be at least in Level II Class 8

2010 - Analysis of courses taken and taught classes, length of service and presentation of degrees and certificates.

2,000

1,919

14

2013

2013-2014

Be at least in Level II Class 8

2012 - Analysis of courses taken and taught classes, length of service and presentation of degrees and certificates.

2,000

1,941

14

2014

2014-2015

Be at least in Level II Class 8

2013 - Analysis of courses taken and taught classes, length of service and presentation of degrees and certificates.

2,000

1,954

15

There was no enrollment 2015

2016

2016-2017

Be at least in Level II Class 8

2014 - Analysis of courses taken and taught classes, length of service and presentation of degrees and certificates.

2,000

1,851

(ongoing)

09

Source: Seed/Sued/DPTE/CAA/PDE

 

Table 4: Responsibilities of the participating agents, according to State Law No. 130/2010

Participating public agent

Responsibilities in the Program for Educational Development

SEED and SETI
  • Issue legal documents concerning the functioning of the Program.
  • Finance the Program for Educational Development.
  • Establish the didactic-pedagogic and methodological proposal for the Program.
  • Define the didactic-pedagogic and methodological proposal for the Program in all areas pertaining to the scope of action of PDE.

SEED, SETI and higher education institutions
  • Issue certificates to teachers that finish the Program, in up to 90 (ninety) days.

SEED
  • Approve the didactic-pedagogical and methodological proposal for the Program in each of the partner higher education institutions.
  • Coordinate the execution of the Program.
  • Promote the divulgation of the Program.
  • Store all documents concerning the program.
  • Provide funds for hospitality, food, and transit expenses of the teachers participating in the Program.
  • Select teachers to participate in PDE.
  • Plan and monitor, as far as its scope goes, the execution of the Program.

SETI
  • Plan an monitor, as far as its scope goes, the execution of the Program.
  • Promote the involvement of higher education institutions in the Program for Educational Development.

Higher education institutions
  • Coordinate, within the institution, all technical, administrative and pedagogical matters in accordance with SEED guidelines.
  • Provide the institution's infrastructure for the execution of the Program.
  • Appoint employees with a master's degree or with a doctorate, according to the fields and subjects included in PDE, to be supervisors to participating teachers.
  • Present to SEED the didactic-pedagogical and methodological proposal for the execution of the Program in the institution, while adhering to guidelines defined by SEED.

Sources: Seed/Sued/DPTE/CAA/PDE

 

3. JUSTIFICATION FOR HIRING

Considering the large scale of the actions proposed from PDE, a qualitative Program evaluation process is necessary so that opportunities for improvements to the program proposal are identified. This process is not yet established due to the wide scope of PDE, as this program involves many teachers and supervisors from Paraná state's higher education institutions and, especially, due to its complex unfolding in school units.

Further, considering the breadth of the Program and the amount of financial and human resources tied to its execution, an external evaluation gains relevance as a diagnosis process to identify the results of PDE in a global analysis, in order to verify the repercussion of the Program and present elements for improvement proposals. In addition, as it is a very broad Program, the evaluation of its results must be organized in several dimensions: 1) PDE internal procedures[14] in the offer of continuing education; 2) external procedures at the school where projects shall be implemented; 3) the implementation process of the project for pedagogical intervention at the school; 4) incentive to the continuation of education of teachers who go through PDE, and; 5) the effects of PDE on higher education institutions, according to the following diagram:

[DIAGRAM 1: DIMENSIONS OF QUALITATIVE ANALYSIS]

[Diagram 1 is not available in this version of the Terms of Reference. The entire Terms of Reference, including the above diagram, is available at the <www.comprasparana.pr.gov.br> website.]

In order to perform the qualitative evaluation in stages that separately cover each of the dimensions, we propose, in the first stage, to hire a specialized consultancy company for evaluating dimension 1 -- PDE internal procedures in the offer of continuing education --, with the possibility of future tenders for the evaluation of the remaining dimensions of the Program.

 

 

4. OBJECTIVE OF HIRING

Investigate, gather data, evaluate, and present PDE effectiveness indicators and, after the analysis of results, suggest improvements to its form, execution models, methods, and contents.

 

 

5.  SCOPE OF WORK AND LIMITS OF THIS PROPOSAL

Hiring a specialized consultancy company for the execution of stage 01 of the qualitative evaluation of PDE, concerning dimension 1, as described in item 5.1.

Products that must be delivered to SEED are detailed in item 6.

The evaluation must be done from a significative sample of the global amount of teachers that went through the program in the groups enrolled in 2012, 2013 and 2014. The sample must be comprehensive, that is, it must cover all regions of the state, all participating state universities (see Table 5), PDE Teachers that joined the program in 2012, 2013 and 2014, supervisors that worked with these groups (2012, 2013 and 2014), managers from nine NRE[15] and nine PDE representatives at NREs[16] (Cascavel, Cornélio Procópio, Guarapuva, Irati, Jacarezinho, Londrina, Marginá, Ponta Grossa and Toleto), and six PDE coordinators[17] in the higher education institutions with Integrar PDE buildings (Unioeste, UEPG, Unicentro, Uenp, UEL and UEM).

 

 

5.1 CONSIDERATIONS CONCERNING DIMENSION 1: PDE INTERNAL PROCEDURES IN THE OFFER OF CONTINUING EDUCATION

 

 

As previously noted, the current objective is to evaluate one of the five identified PDE dimensions -- namely dimension 1, PDE internal procedures in the offer of continuing education to basic education teachers.

The considerations exposed in the various sub items are consolidated into the products described in item 6.

This dimension intends to evaluate five perspectives of the PDE proposal: a) the integration of basic education and higher education; b) the socialization of the production by PDE Teachers during the Program and the usage of these products by NREs and state schools; c) engagement of the departments in SEED with the development of the Program in its various stages -- elaboration and implementation of the pedagogical intervention project in the school and of the online work group; d) appropriation, by the various departments in SEED, of the products and of the knowledge produced by PDE and other programs, projects and actions for continuing education; e) evaluation of the theoretical-methodological deepening of the PDE integrated plan.

 

a) Integration of basic education and higher education

            As presented in the introduction, based on the search for integration between basic education and higher education, the Integrar PDE buildings were built in universities. In this sense, this tender intends to analyze:

  • 1) whether Integrar PDE buildings were used for the offer of formation activities that promote the exchange of information and experiences between basic education and higher education. In this analysis, the goal is to know whether integrated events were held and to know their relevance for the improvement of quality in basic education and on the initial formation of teachers in the higher education institution. If the occurrence of integrated events is observed, the consultant must explain how they occur. If it is not observed, the reasons for that and possible solutions must be described.

As included in the forecast activities in the formation program, PDE Teachers also participate in courses offered by higher education institutions, which are specific to the program.

  • 2) whether intervention projects supervised by higher education institutions meet the needs of facing the issues present in basic education schools. If so, the analysis must also explain how that happens; if not, the analysis must bring reasons for that and possible solutions.
  • 3) whether the courses offered by higher education institutions meet the education needs of PDE Teachers. If so, the analysis must also explain how that happens; if not, the analysis must explain the reasons for that and point out possible solutions.

 

 

- Methods: an online questionnaire, which shall be answered by people from the target audience (as defined below); analysis of the scheduling of activities in the Integrar PDE buildings and of the course plans in the associated higher education institutions. These methods must be explained in detail in the consultancy's work plan, and the final approval shall only be given after an analysis from the contracting party.

- Target audience: Managers from all nine NREs[18] and nine PDE representatives in the NREs[19] (Cascavel, Cornélio Procópio, Guarapuava, Irati, Jacarezinho, Londrina, Maringá, Ponta Grossa, and Toledo), six PDE coordinators[20] from the higher education institutions with Integrar PDE buildings (Unioeste, UEPG, Unicentro, Uenp, UEL and UEM), PDE teachers that joined the program in 2012, 2013 or 2014 and the supervisors for these groups, as explained in the "Sample" column in the following table.

 

The sample shall be comprised of 10% of the average number of teachers finishing the program in each higher education institution and of the average quantity of supervisors in each university, nine NRE managers and six PDE coordinators in the higher education institutions.

The hired company may present a critical evaluation of the methodology for the acquisition of samples and may, accompanied by a theoretical foundation, propose a new methodology to be evaluated by the Purchaser.

 

Table 5: Quantitative description of the target audience, per university, of PDE teachers, higher education institution coordinators and NRE managers

 

UNIVERSITY

Target audience

Sample (10%)

UEL

682 PDE Teachers

68

UEL

109 supervisors

11

UEM

704 PDE Teachers

70

UEM

129 supervisors

13

Uenp

428 PDE Teachers

43

Uenp

79 supervisors

8

UEPG

449 PDE Teachers

45

UEPG

72 supervisors

7

Unicentro

753 PDE Teachers

75

Unicentro

138 supervisors

14

Unioeste

1,001 PDE teachers

100

Unioeste

137 supervisors

14

NRE Managers

9

9 (total)

PDE Coordinators

6

6 (total)

TOTAL

4,696

483

 

b) Sharing the production of PDE teachers during the Program and the use of these texts by NREs and state schools.

            Two ways of gathering publicity for the work developed by PDE teachers during the Program include the online work group (GTR) and the PDE Booklets. These actions aim to share the knowledge produced by the Program, so that it can be used by teachers in the network and by the NRE. Thus, this category of the evaluation aims to investigate:

  • Issue 1: Whether GTR and PDE Booklets are being effective for the sharing of teachers' productions and how this sharing is made evident in the NRE and in schools. If the evaluation is negative, there needs to be an investigation concerning the barriers that hinder the sharing via these resources and possible solutions;
  • Issue 2: whether PDE Booklets, which result from teacher productions, published digitally, are being used by the other teachers in the network. If so, how this usage happens; if not, why and what are possible solutions;
  • Issue 3: whether PDE teachers' production are being used by NREs and, if so, how this usage happens. If  not, explain the reasons and possible solutions.

 

- Method: online questionnaires, observation of the GTR environment, analysis of the GTR evaluations done by tutors and course takers, and verification of access requests to PDE Booklets. Emphasis is given to the fact that this explanation of methods must be done in detail in the consultancy's work plan, and that final approval shall be given after appreciation by the contracting party.

Target audience: PDE teachers and network teachers, NRE managers, and SEED department managers.

 

Table 6: Indication of target audience per significant sampling, in accordance with the indication from the hired consultant

 

Amount

Sample to be defined*

 PDE Teachers

12,947

 

GTR participation certificates

132,939[21]

 

Network teachers

64,000

 

Managers in the 32 NREs

32

 

SEED department managers

5

 

*The sample must be presented by the contracted company, for approval by the contractor. In order to the obtain it, a methodology for the acquisition of a result representative of the population must be applied.

 

c) Involvement, of the many departments in SEED, with the development of the Program in its many stages -- elaboration and implementation of a pedagogical intervention project in the school and GTR.

            The Program offers training including many activities such as courses, elaboration and implementation of intervention projects in the school, production of materials (didactic-pedagogical production and a final assignment), and the online work group (GTR). Emphasis is given to the relevance of the articulation in this process concerning the policies and actions developed by the departments of SEED. Thus, investigations must cover:

  • Issue 1: whether the SEED departments know and follow the elaboration and implementation of pedagogical intervention in the schools, from teachers whose projects are related to the department. If so, describe how this monitoring happens; if not, explain the reasons and point to possible solutions;
  • Issue 2: whether SEED departments know and follow the studies developed in the GTR, from teachers whose projects are related to the department. If affirmative, describe how this monitoring happens. If not, explain the reasons and point to possible solutions.

 

- Method: Interview. Emphasis is given to the fact that the explanation of the method must be given in detail in the consultancy work plan, and that final approval shall be given after appreciation by the contracting party.

 

- Target audience: one education supervisor, one director of educational policies and technologies, five department managers and twenty-five department coordinators[22].

 

d) Appropriation, by the many departments in SEED, of the production and of the knowledge produced by PDE in other programs, projects and actions for continuing education.

The Program offers a peculiar education to participating teachers, enabling the production of knowledge and didactic material. In addition, it qualifies these teachers for teaching in continuing education courses in the network. Thus, the intended investigations include:

  • Issue 1: whether PDE teacher productions are being used by SEED departments. If affirmative, how this usage happens. If not, explain the reasons and possible solutions;
  • Issue 2: whether PDE teachers are invited to participate, as teachers, in continuing education events for other teachers in the Network. If affirmative, describe the circumstances in which this invitation takes place. If not, explain the reasons and possible solutions.
  • Issue 3: whether PDE teachers are invited to produce other didactic materials for the Network. If affirmative, describe in which circumstances this invitation takes place.
  • Issue 4: whether PDE teachers are invited to participate in SEED committees or work groups aimed at the formulation and evaluation of projects and programs. If affirmative, describe de circumstances in which this invitation takes place. If not, explain the reasons and possible solutions.

 

- Method: Interview. Emphasis is given to the fact that this method must be explained in detail in the consultancy work plan, and final approval shall be given after appreciation by the contracting party.

 

- Target audience: one superintendent for education, one director of educational technologies and policies, five department managers and twenty-five department coordinators.

 

e) Evaluation of the theoretical-methodological deepening of the PDE integrated plan

            The consultancy must analyze the relationship between the training offered by PDE and the work of the teacher. They also must evaluate whether the contributions from the general courses and the specific courses offered by the higher education institutions, as well as production activities and the pedagogical intervention in the school, have had positive impact in the classroom. In this vein, investigations must include:

  • Issue 1: the deepening of theoretical-methodological knowledge of PDE teachers, for improving their teaching. If the investigation concludes that this deepening has happened, also explain how it happens. If not, explain the reasons for so;
  • Issue 2: whether the production and implementation of the pedagogical intervention project, as well as the didactic-pedagogical productions, contributed to advances to the teachers' performance in the classroom. If affirmative, explain how this happens. If not, explain the reasons for so.

 

- Method:

  • apply online questionnaires to teachers, for each subject and for each higher education institution;
  • analyze the course plans (for both general and specific courses, for each subject and area in PDE) available online;
  • analyze the production from PDE teachers available online;
  • compare the activities performed by the higher education institution and the activities the teacher performed at school;
  • identify common traits on successful projects;

Emphasis is given to the fact that this method must be explained in detail in the consultancy's work plan, and that final approval shall be given after an appraisal by the contracting party.

 

- Target audience:

The hired consultancy shall define, in its work plan, a qualitative evaluation, with a clear definition of the profile of a significant sample of:

  • PDE teachers that graduated from each of the past groups (enrolled in the program in 2012, 2013 and 2014), from different fields of knowledge;
  • educationist in schools where these teachers work (when evaluating the application of tools);
  • school managers from the schools where the graduated PDE teachers work (when evaluating the application of tools).

The sample extraction must be based in a statistical method that precisely translates the situation of the analyzed universe. That is, it must include all possible subject profiles that comprise the target audience.

 

Table 7: Quantity of PDE teachers in each group, by subject and higher education institution

CERTIFIED PDE TEACHERS WHO JOINED THE PROGRAM IN 2012

 

ARTS

BIOLOGY

SCIENCE

SPECIAL EDUCATION

PHYSICAL EDUCATION

PROFESSIONAL EDUCATION / TEACHER TRAINING

PHILOSOPHY

PHYSICS

GEOGRAPHY

SCHOOL MANAGEMENT

HISTORY

MODERN FOREIGN LANGUAGE

PORTUGUESE

MATH

EDUCATION

CHEMISTRY

SOCIOLOGY

TOTAL

UNESPAR - CURITIBA - EMPAB

9

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

9

UNESPAR - CURITIBA - FAP

9

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

9

UNESPAR - C. MOURÃO

-

-

-

-

-

-

-

-

10

-

13

12

13

8

12

-

-

68

UNESPAR - PARANAVAÍ

-

-

14

-

-

-

-

-

-

-

-

-

15

19

17

-

-

65

UNESPAR PARANAGUÁ

-

-

2

-

-

1

1

2

-

2

2

4

5

6

6

5

-

36

UNESPAR U. DA VITÓRIA

-

1

2

-

-

-

-

-

1

1

-

1

8

-

3

-

-

17

UEL

18

4

21

11

18

3

1

6

13

13

22

17

48

29

18

4

1

247

UEM

14

14

18

7

29

3

1

8

19

9

11

16

41

26

15

4

-

235

UENP

-

4

8

7

8

6

-

1

5

7

10

13

27

27

14

4

-

141

UEPG

2

1

17

-

18

2

-

3

9

5

18

13

21

31

16

-

-

156

UNICENTRO

8

4

18

5

19

3

1

5

14

4

19

21

28

40

11

3

-

203

UNIOESTE

-

21

42

10

30

7

1

-

23

7

37

25

61

57

26

9

-

356

 

60

49

142

40

122

25

5

25

94

48

132

122

267

243

138

29

1

1542

 

CERTIFIED PDE TEACHERS WHO JOINED THE PROGRAM IN 2013

 

ARTS

BIOLOGY

SCIENCE

SPECIAL EDUCATION

PHYSICAL EDUCATION

PROFESSIONAL EDUCATION / TEACHER TRAINING

PHILOSOPHY

PHYSICS

GEOGRAPHY

SCHOOL MANAGEMENT

HISTORY

MODERN FOREIGN LANGUAGE

PORTUGUESE

MATH

EDUCATION

CHEMISTRY

SOCIOLOGY

TOTAL

UNESPAR - CURITIBA - EMPAB

5

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

5

UNESPAR - CURITIBA - FAP

6

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

6

UNESPAR - C. MOURÃO

-

-

-

-

-

-

-

-

10

-

9

9

16

12

8

-

-

64

UNESPAR - PARANAVAÍ

-

-

8

-

-

-

-

-

-

-

9

-

14

15

12

-

-

58

UNESPAR PARANAGUÁ

-

1

3

-

-

1

-

-

-

2

3

6

7

1

11

-

-

35

UNESPAR U. DA VITÓRIA

-

2

5

-

-

2

1

-

4

-

6

3

11

4

5

-

-

43

UEL

18

8

16

-

6

-

-

4

30

3

22

8

27

15

4

1

-

162

UEM

11

7

15

18

16

2

2

10

16

11

15

12

28

34

16

15

1

229

UENP

-

5

8

9

12

7

1

-

8

3

13

7

33

30

12

6

-

154

UEPG

2

4

18

4

15

4

-

3

13

8

20

12

29

27

18

2

-

179

UNICENTRO

12

9

12

5

34

4

-

11

7

10

31

30

41

45

10

1

-

262

UNIOESTE

-

10

26

20

29

5

1

-

21

18

28

32

68

55

24

8

-

345

 

54

46

111

56

112

25

5

28

109

55

156

119

274

238

33

33

1

1542

 

CERTIFIED PDE TEACHERS WHO JOINED THE PROGRAM IN 2014

 

ARTS

BIOLOGY

SCIENCE

SPECIAL EDUCATION

PHYSICAL EDUCATION

PROFESSIONAL EDUCATION / TEACHER TRAINING

PHILOSOPHY

PHYSICS

GEOGRAPHY

SCHOOL MANAGEMENT

HISTORY

MODERN FOREIGN LANGUAGE

PORTUGUESE

MATH

EDUCATION

CHEMISTRY

SOCIOLOGY

TOTAL

UNESPAR - APUCARANA

-

-

-

-

-

-

-

-

-

-

-

2

4

3

4

-

-

13

UNESPAR - CURITIBA - EMPAB

13

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

13

UNESPAR - CURITIBA - FAP

13

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

13

UNESPAR - C. MOURÃO

-

-

-

-

-

3

-

-

17

-

10

8

20

13

5

-

-

76

UNESPAR - PARANAVAÍ

-

-

11

-

9

-

-

-

-

-

8

-

17

20

10

-

-

75

UNESPAR PARANAGUÁ

-

1

1

1

-

-

-

-

-

2

4

4

8

2

2

1

-

26

UNESPAR U. DA VITÓRIA

-

-

5

1

-

7

-

-

2

3

2

4

1

5

5

2

-

30

UEL

18

11

19

19

18

-

2

10

24

14

19

15

37

38

17

5

-

273

UEM

6

11

12

26

20

1

-

9

13

24

13

26

34

29

9

7

-

240

UENP

-

2

18

12

9

5

-

-

8

9

8

11

27

16

4

3

1

133

UEPG

-

2

11

-

8

4

1

 

9

7

12

4

28

19

7

2

-

114

UNICENTRO

17

3

23

7

20

4

1

11

20

14

20

27

39

46

31

5

-

288

UNIOESTE

-

9

17

18

25

7

1

 

13

16

28

20

38

52

45

8

3

300

 

67

39

117

84

109

31

31

30

106

89

124

121

253

243

139

33

4

1594

 

 

 

6. EXPECTED PRODUCTS AND RESULTS

 

Product 1 – Work plan

The contracted company must showcase its full planning for the evaluation process, explaining the methods that shall be used in the evaluation of dimension 1 of PDE (item 5.1 a, b, c, d, e), with a sample plan, presenting a critical analysis of the sampling method proposed in these Terms of Reference as well as possible changes, with explicit justification and theoretical grounds; description of the evaluation target audience, the type of involvement of the key team and the support team (see item 8), statistical training that shall be used, and schedule for each stage.

The contractor must participate in meetings with the SEED team responsible for PDE in order to present, discuss and validate the contents of the work plan.

The participation of each member of the consultant's key team, with an indication of its production and contribution on the presentation of each product, must be explicit in the work plan (see item 8).

The product must be delivered digitally, with one copy in the PDF format and one in a format that is yet to be decided, analyzed and approved between the contractor and SEED, which must also be readable in free software, that is, in open and editable files. The product must also be delivered in two printed and bound copies, to be approved by the contracting party.

Product 2 – Elaboration of questionnaires and scripts (research tools)

 

2.1.a Elaboration of the online questionnaire for evaluating the integration between basic education and higher education (see 5.1 a, issues 1, 2, and 3)

2.1.b Elaboration of an evaluation script of the scheduling of Integrar PDE buildings and of the higher education institution course plans (see 5.1 a)

2.2.a Elaboration of an online questionnaire for evaluating the publicization of the production of PDE teachers and its usage by the NREs and state schools (see 5.1 b, issues 1, 2, and 3).

2.2.b Elaboration of a script for observing the GTR environment, analyze the GTR evaluations done by PDE teachers/tutors and network teachers/course takers, and for analyzing the verification of access to PDE booklets.

2.3 Elaboration of a script for evaluating the involvement of SEED departments in the development of the Program stages (see 5.1 c, issues 1 and 2)

2.4 Elaboration of a script for evaluating the appropriation, by the departments in SEED, of the production and of the knowledge produced by the Program (see 5.1 d, issues 1, 2, 3, and 4).

2.5.a Elaboration of an online questionnaire for evaluating the theoretical and methodological deepening of the PDE integrated plan (see 5.1 e, issues 1 and 2)

2.5.b Elaboration of a script for analyzing the course plans, the productions from PDE teachers, the activities executed by the higher education institutions and the activities executed by Network teachers in the schools (see 5.1 e).

 

The contracted party must participate in meetings with the SEED team responsible for PDE, in order to present, discuss and validate the questionnaires and scripts (research tools).

The product must be delivered digitally, with one copy in the PDF format and one in a format that is yet to be decided, analyzed and approved between the contractor and SEED, which must also be readable in free software, that is, in open and editable files. The product must also be delivered in two printed and bound copies, to be approved by the contracting party.

Product 3 – Collection of quantitative and qualitative data

 

Presentation of questionnaires and scripts as filled out by the target audience defined in 5.1 a, b, c, d, e, as explained in detail in product 2.

The contracted party must participate in meetings with the SEED team responsible for PDE, in order to present, discuss, and validate the collection of quantitative and qualitative data, and for the gathering of suggestions for improvement.

The product must be delivered digitally, with one copy in the PDF format and one in a format that is yet to be decided, analyzed and approved between the contractor and SEED, which must also be readable in free software, that is, in open and editable files. The product must also be delivered in two printed and bound copies, to be approved by the contracting party.

Product 4 – Preliminary report concerning item 5.1 a, b, c, d, e

 

4.1.a Preliminary analysis report of results of the online questionnaire concerning the evaluation of the integration of basic education into higher education (see 5.1 a, issues 1, 2 and 3)

4.1.b Preliminary analysis report of the results of the evaluation of the scheduling of Integrar PDE buildings and of higher education institutions course plans (see 5.1 a).

4.2.a Preliminary analysis report of the results of the evaluation of socialization of the production from PDE teachers and the usage of this production by NREs and state schools (see 5.1 b, issues 1, 2, and 3).

4.2.b Preliminary analysis report of the results of observations of the GTR environment, of GTR evaluations done by PDE teachers/tutors and Network teachers/course takers, and of verification of accesses to PDE booklets.

4.3 Preliminary analysis report of the results of the evaluation of the involvement of SEED departments in the development of the stages of the Program (See 5.1 c, issues 1 and 2).

4.4 Preliminary analysis report of the results of the appropriation, by SEED departments, of the productions and of the knowledge produced by the Program (see 5.1 d, issues 1, 2, 3, and 4).

4.5.a Preliminary analysis report of the results of the evaluation of theoretical and methodological deepening of the PDE integrated plan (See 5.1 e, issues 1 and 2).

4.5.b Preliminary analysis report of the results of the higher education institutions course plans, of the productions by PDE teachers, of the activities executed by higher education institutions, and of the activities executed by Network teachers in the schools (see 5.1 e).

 

The contracted party must participate in meetings with the SEED team responsible for PDE, in order to present, discuss and validate the preliminary report concerning item 5.1 a, b, c, d, e.

The product must be delivered digitally, with one copy in the PDF format and one in a format that is yet to be decided, analyzed and approved between the contractor and SEED, which must also be readable in free software, that is, in open and editable files. The product must also be delivered in two printed and bound copies, to be approved by the contracting party.

Product 5 – Final detailed report with recommendations concerning item 5.1 a, b, c, d, e, as described in product 4.

 

For this product, the consultant must hold and lead a meeting, to take place in the SEED facilities, in order to present the evaluation's final results.

The report must contain, based on data collected and on the presented indicators, the qualitative evaluation of PDE, noting, among other factors that may be identified, the possible changes that the Program has provoked in schools, the difficulties and advances identified in its execution, as well as suggest new procedures.

For this, the report must be complete and it must reflect the participation of all members of the key team (See item 8) in the elaboration process. The contracting party considers that the following are indispensable items in the report:

 

  • raw data from all stages and products;
  • present the research and data collection methods, along with the criteria used for the definition of samples;
  • theoretical foundation used by the members of the key team, considering the specific features of each one in the research process;
  • a qualitative analysis of the presented data, and a description of the type of database, files and software used for the collection and handling of data;
  • the qualitative analysis of data, in pedagogical and statistical terms, with a clear distinction of the detected advances and difficulties;
  • suggestions of future procedures for the Program, in pedagogical terms.

 

In order to preserve the integrity with future contracts, the report must also contain indications of the methods for approaching the other four dimensions that were not evaluated (that is, 2) external procedures at the school where projects shall be implemented; 3) the implementation process of the project for pedagogical intervention at the school; 4) incentive to the continuation of education of teachers who go through PDE, and; 5) the effects of PDE on higher education institutions (IES).

The product must be delivered digitally, with one copy in the PDF format and one in a format that is yet to be decided, analyzed and approved between the contractor and SEED, which must also be readable in free software, that is, in open and editable files. The product must also be delivered in two printed and bound copies, to be approved by the contracting party.

Product 6 – Detailed suggestions of future procedures concerning item 5.1 a, b, c, d, and e, as described in product 4.

 

Aiming at the operationability of the provisions indicated by the consultant, the suggestions must take the following principles as reference:

• Contemplate a list of possible solutions, considering the most probable situations, and their respective implications;

• Foresee execution time and costs for each of the scenarios;

• Prefer the preexisting structure (SEED, coordination, NREs, schools and professionals), the system, the knowledge accrued throughout the Program (with previously done research) and the qualified human resources (teachers graduating from the Program);

• Indicate the three most appropriate solutions, considering the best cost-benefit-time ratio, and including an explanation for each indicated solution.

• Indicate priority actions to be taken in the short (up to six months), medium (up to five years) and long (up to 20 years) term, including changes to the existing guidelines that may be necessary to make these actions viable;

• List sources (either in print or online) for later research, considering at least five similar successful experiences, national or international.

 

The product must be delivered in the following manners:

• Be orally delivered, in a meeting led by the consultant, for presenting the suggestions proposed by the consultancy, at SEED;

• In a printed script with its description in general terms, which must be given to the people that attend the presentation meeting;

• In at least 10 printed copies covering all technical details of the executed study;

• Digitally, with one copy in the PDF format and one in a format that is yet to be decided, analyzed and approved between the contractor and SEED, which must also be readable in free software, that is, in open and editable files.

 

Emphasis is given to the fact that suggestions may refer to elements and aspects of the Program that are not covered or described in these Terms of Reference.

 

In order to preserve the integrity with future contracts, the report must also contain indications of the methods for approaching the other four dimensions that were not evaluated (that is, 2) external procedures at the school where projects shall be implemented; 3) the implementation process of the project for pedagogical intervention at the school; 4) incentive to the continuation of education of teachers who go through PDE, and; 5) the effects of PDE on higher education institutions (IES).

                       

 

In addition to printed reports, digital files must be delivered in duly identified storage means (to be defined in  conjunction with the contracting party) in accordance with common technology at the time of delivery, containing all raw collected data and all the data with which the consultant worked. Digital files may contain a PDF copy and a copy in another format that may be read by free software, in open and editable files.

All reports, in Portuguese, must also be delivered as two printed and bound copies, to be approved by the contracting party. They must carry the signature of all technicians and managers of the contracted company that are involved in the project, along with all necessary receipt documents and product certificates.

 

7. EXECUTION SCHEDULE

 

The consultancy company must deliver all expected products within six months of the date of contract signing.

 

 

 

Products

Specification

Months

Financial Execution[23]

 

 

Contract signing

0

1st

2nd

3rd

4th

5th

6th

7th

100%

X

X

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0%

Product 1

Work Plan

 

 

X

X

 

 

 

 

 

 

 

 

 

 

 

 

10%

Product 2

Research Tools

 

 

 

 

X

X

X

 

 

 

 

 

 

 

 

 

10%

Product 3

Collection of data and report with the analysis of qualitative and quantitative data

 

 

 

 

 

 

 

X

X

X

X

 

 

 

 

 

30%

Product 4

Preliminary report with the analysis of product 3 by SEED

 

 

 

 

 

 

 

 

 

 

 

X

X

 

 

 

10%

Product 5

Final report with recommendations

 

 

 

 

 

 

 

 

 

 

 

 

 

X

 

 

10%

Product 6

Detailed suggestions of future procedure

 

 

 

 

 

 

 

 

 

 

 

 

 

 

X

X

30%

 

 

8. THE TEAM

 

            The key team responsible for the evaluation of dimension one shall be composed of one coordinator, two educationists, one statistician and one data processing technician.

The coordinator must have a masters degree in the field of Public Policy Evaluation, with at least seven years of verified experience; the educationists must be education specialists and have at least five years of verified experience in the field; the statistician must have a university diploma in the field and at least three years of verified experience in the field of evaluation, and the data processing technician must have experience in the field. Additionally, the consultant may hire various researchers for the interview work described in item 5 of the Terms of Reference.

The researchers shall work under the responsibility of the coordinator, of the statistician and of the educationists (that is, the key team), and these professionals must personally execute their functions inside the project.

 

9. AVAILABLE INPUTS

 

SEED shall provide:

  • The Program's legal and institutional documents;

  • A list of graduated teachers from PDE 2012, 2013 and 2014, with their respective functional data, work email, association with a higher education institution, as well as data concerning the professional qualification and training contained in the results of the first progression in Level III;

  • System for Networked Integrated Monitoring (Sacir) - an online environment aimed at monitoring the Program activities performed by many agents: PDE teacher, higher education institution supervisor, academic articulation coordinator, PDE coordination at the higher education institutions and PDE representative at the NREs;

  • list of PDE supervisors and professors;

  • list of NRE managers;

  • list of PDE coordinators in the higher education institutions;

  • list of PDE representatives in the NREs;

  • list of PDE teachers from the 2012, 2013 and 2014 groups, divided per subject and per regional center;

  • list of teachers in the Network who participated in the GTR of the 2012, 2013 and 2014 PDE groups;

  • list of SEED department managers;

  • list of school managers that had pedagogical intervention projects applied to their schools;

  • list of school educationist that had pedagogical intervention projects applied to their schools;

  • higher education institutions' course plans concerning the 2012, 2013 and 2014 PDE groups;

  • productions from PDE teachers from the 2012, 2013 and 2014 PDE groups;

  • PDE teachers' evaluations of GTR;

  • participating course takers' evaluations of GTR;

  • a room for weekly meetings.

 

The consultancy costs must include:

 

  • Infrastructure (rooms, computers, internet access, communication infrastructure, paper, printing, mail and other services) for the contracted party's team to work in the production of all documents and other activities, during all stages of the project;

  • Vehicles, tickets, transportation, food, and hospitality costs (whenever necessary) for the execution of all stages of the project and for the meetings at SEED.

     

    Other data that may be used:

  • Lattes/CNPQ Platform;

  • Enade results concerning the last two exams held in the teaching courses that service the Program, available at the Inep/MEC website.

     

    10. CONSULTANCY MANAGEMENT

                During the execution of this PDE evaluation, the consultant company, through, their permanent team, shall keep regular contact with the Coordination of Academic Articulation (CAA), which is responsible for the execution of PDE and for this evaluation, with weekly meetings for providing information concerning the evaluation process. The Key Team (see item 8) responsible for the evaluation must, too, attend the on-site meetings convened by SEED..

 

[1]                     Teachers in the public Paraná state network that work with the final years of primary education and with secondary education.

[2]                     Basic education, in this document, concerns the final years of primary education and the whole of secondary education (or high school).

[3]                     The Regional Education Offices (NREs) are institutions that reprsent the Paraná State Secretariat of Education (SEED) in all state regions. There are 32 NREs, which have the role of providing guidance, accompaniment and evaluation the functioning of basic education and its modalities. In each NRE there is a NRE manager, and there are coordinators and administrative and education teams that report to SEED in the region where their NRE is located.

[4]                     PDE teacher is the word used to refer to the teacher of the Paraná State Public Network removed from their teaching activities in order to join the Educational Development Program for two years (being removed from 100% of their teaching activities in the first year and from 25% of their teaching activities in the second year).

[5]                       Every teacher enrolled in the Program has a supervisor professor from a higher education institution to which the PDE teacher is associated. The supervisor mentors the PDE teacher throughout the two years of the program, with supervision meetings for guiding all productions, the implementation at the school and the online work group (GTR).

[6]              The school council is the highest instance for decision-making inside a school. It is composed of all portions of the school community, including students, teachers, parents, employees, educationist, managers and the external community.

[7]              The management team is composed of the PDE state coordination and by the program representatives in the NREs.5

[8]              Available at: <http://www.gestaoescolar.diaadia.pr.gov.br/modules/conteudo/conteudo.php?conteudo=616>.

[9]                     ISBN - International Standard Book Number - is a standard international system that identifies books per title, author, country, and publisher, separating them including per edition. It is also used to identify software, and its numerical system is converted into a barcode, which eliminates language barriers and facilitates the circulation and commerce of works. Source: <http://www.isbn.bn.br/website/o-que-e-isbn>. Seen on July 1st, 2016.

[10]                  Paraná State educational web portal, in which pages of content and other materials are made available to teachers, students, managers, and to the school community. Available at <http://www.diaadia.pr.gov.br/index.php>. Seen on July 1st, 2016.

[11]                  Level III - This is the last level in the Paraná state public network career. This level is obtained through the PDE certificate or through another academic diploma in the field of education.

[12]                  This has, as its requirement, the participation of the teacher in the Program. These amounts are up to date as of July 2016.

[13]                  The amount of teachers who finished the program is higher due to vacancies reserved from previous enrollments, that is, vacancies destined to teachers that were temporarily removed from the program due to reasons such as sick leave, maternity leave, electoral ballots, and others, and, because of that, finished the program after the other teachers with whom they joined the program.

[14]                  PDE internal procedures: the integration of basic education and higher education, the theoretical and methodological deepening and the socialization of the productions of PDE teachers (didactic-pedagogical production and final work).

[15]  NRE managers in the cities where the participating universities are located and that are performing the role of NRE managers when the evaluation is carried out.

[16] SEED has a education technician as a PDE representative in each NRE.

[17] Each higher education institution has a coordination responsible for PDE activities inside the institution.

[18]                  NRE managers in the cities where the participating universities are located and that are performing the role of NRE managers when the evaluation is carried out.

[19]                  SEED has a education technician as a PDE representative in each NRE.

[20]                  Each higher education institution has a coordination responsible for PDE activities inside the institution.

[21] A same teacher may have participated in the GTR up to seven times, as it was offered in every installment of PDE.

[22] The SEED organizational chart is composed of the State Secretariat of Education, its consulting positions, a general director office, and two superintendencies, with one superintendency for education and another for educational development. The target public for these interviews is part of the Superintendency of Education, to which the following respond: Director Office for Educational Policies and Technologies; Department of Basic Education; Department of Diversity; Department of Education and Labor; Department of School Management; and Department of Special Education. Each Department has Coordination Offices, which deal with specific tasks.

[23]                  Percentual of the contracted price that shall be paid after the conclusion of each stage.