Terms of Reference (ToR) for Teacher Training Handbook

1) Title: Teacher Training Handbook

2) Background:

Good Neighbors Bangladesh began its operations in Bangladesh in August 1996, initially focusing on disadvantaged children through daycare centers, schools,
and hostels. Over time, its programs expanded to include maternal care, pre-primary education, agriculture, and women’s savings groups. The organization now works in 13 districts, implementing 17 community development projects and 3 special projects, including 6 directly operated schools

Its core mission is to empower communities through sustainable programs in environmental protection, education, public health, and livelihood development.
Strategic goals include promoting resilient disaster response, inclusive quality education, accessible health services, and women-led entrepreneurship.

Good Neighbors Bangladesh (GNB) is committed to protecting children and youth by ensuring access to education and a safe environment. As part of its community
development initiatives, GNB has established six schools in rural and urban areas with donor support. Four rural schools such as Ghatail Protibeshi Primary
and Good Neighbors High School (1998), AK Bangla School (2013), Shakhipur Asha Girls School (2017), and Bochaganj Asha Girls School (2021) is operating to
serve underprivileged children, offering primary education (grades 1–5) and secondary education (grades 6–10), with a current enrollment of 379 primary and
607 secondary students, supported by 31 teachers.

GNB targets vulnerable children and their families who lack access to basic education, aiming to improve literacy and promote inclusive learning. The
organization emphasizes quality education through teacher development and creating a child-friendly learning environment. GNB views the 2023 UNESCO
Hamdan Prize for Teacher Development as a valuable opportunity to strengthen teacher capacity and improve student outcomes.

3) Purposes of Handbook Preparation:

a) To ensure consistency and uniformity in the training process by providing clear guidelines, principles, and methodologies for all trainers and participants.

b) To develop teachers’ pedagogical skills, classroom management techniques, and subject knowledge, ultimately improving teaching quality and student outcomes.

c) To serve as a resource for ongoing learning and development, encouraging reflective practice, self-assessment, and continuous improvement among
teachers.

d) To provide practical tools, lesson planning guides, and assessment strategies that help teachers implement new knowledge and skills in real classroom settings.

e) To ensure that teacher training is aligned with national curriculum standards, school objectives, and broader educational development goals (e.g.,
child-centered learning, inclusive education).

f) To achieve the 100-0-100 strategy [1]in GNB and partner schools. 

4) Key Responsibilities of Consultant:

a) Documents review: Review relevant national curriculum frameworks, existing teacher training manuals, policies, and global best practices to ensure alignment and avoid duplication. Analyze past training reports and evaluations to identify strengths, gaps, and lessons learned.

b) Assessment: Conduct a needs assessment to identify current gaps in teaching practices, competencies, and the use of existing training materials.

c) Data collection: Collect qualitative data from key stakeholders (teachers, students, trainers, school administrators, Upazila Education Office etc.).

d) Content design: Develop the structure and outline of the handbook based on assessed needs, curriculum standards, and training objectives. Design content that is competency-based, gender-sensitive, inclusive and child rights focused.

e) Handbook preparation: Draft the Teacher Training Handbook with clearly defined modules, lesson guides, activities, case studies, and practical tools. Ensure the content is user-friendly, adaptable, and visually engaging where applicable.

f) Feedback adjustment: Revise and refine the handbook based on inputs received to ensure quality, relevance, and practicality.

g) Training and demonstration: Conduct orientation or training sessions to demonstrate the use of the handbook for trainers, education officers, and CDP representatives.

5) Methodology/Approach:

Approach	Purpose	How	Why
Needs Assessment Approach	To identify the actual gaps in teacher knowledge, skills, and attitudes.	Conduct surveys, interviews, focus group discussions, and classroom observations.	Ensures the handbook content is relevant, targeted, and responsive to real needs.
Participatory Approach	To engage stakeholders in the development process.	Involve teachers, school leaders, curriculum experts, and education officers in workshops and consultations.	Promotes ownership, practicality, and usability of the handbook.
Gender and Inclusion-Sensitive Approach	To promote equity and inclusivity.	Integrate strategies for teaching children with diverse needs and promoting gender-sensitive education.	Supports inclusive, child-friendly learning environments.
Evidence-Based and Contextual Approach	To ground the handbook in proven practices and local realities.	Use national education policies, international best practices (e.g., UNESCO, UNICEF), and local success stories.	Ensures the content is both credible and contextually appropriate.

 

6) Deliverables

a) Inception report with methodology, detailed work plan and outline of the handbook

b) Need assessment report

c) Draft version of the handbook for review

d) Final Teachers’ Training Handbook (in digital and print-ready formats)

e) PowerPoint summary of Teachers’ Training Handbook

 

7) Timeframe/Duration:

Ten (10) weeks after the signing of the memorandum of understanding (MoU).

8) Location:

a)     Moulvibazar CDP, Nayapattan, Adampurbazar, Kamalgonj, Moulvibazar.

b)     Shakhipur CDP, Gazaria, Shakhipur, Tangail.

c)     Ghatail CDP, Shaliajani Bazar, Ghatail, Tangail.

d)     Bochaganj CDP, Batason, Muraripur, Bochaganj, Dinajpur.

9) Required Qualifications and Experience:

Educational Qualifications:

· University degree (Master’s or above) in Education, Curriculum & Instruction, Teacher Education, Educational Planning, or a related field.

Professional Experience:

· Minimum 7–10 years of proven experience in developing teacher training programs, manuals, or handbooks at national or international level.

· Solid experience in designing competency-based and inclusive teacher training curricula.

· Previous work with NGOs, UN agencies, or government education bodies is an asset.

Technical Skills and Competencies:

· Strong understanding of pedagogical frameworks, classroom methodologies, and education policy.

· Knowledge of child-centered, gender-sensitive, and inclusive teaching practices.

· Excellent writing, editing, and formatting skills for professional education materials.

Other Requirements:

· Experience conducting needs assessments or stakeholder consultations.

· Strong interpersonal and communication skills; ability to collaborate with diverse stakeholders.

· Familiarity with the local education context

10) Budget:

· BDT. 800,000 (Included all expenses such as food, travelling, accommodation and AIT)

· Good Neighbors Bangladesh will ensure VAT as per government laws.

· As required by applicable tax laws, Good Neighbors Bangladesh will be deducted Advance Income Tax (AIT) at the prevailing rate from the final payment to
the consultant/organization. Good Neighbors Bangladesh will remit the deducted AIT to the appropriate tax authority in favor of evaluator. 

11) Payment Terms:

· Payment will be provided in three installments in account payee cheque on favor of consultant/organization bank account. 

12) Ethical Considerations and Confidentiality:

The consultant is expected to adhere to the highest ethical and professional standards. All activities must be conducted with respect for human rights, cultural sensitivity, and child protection principles, in line with national policies and international frameworks.

If engaging with teachers, students, or stakeholders for consultations or interviews, informed consent must be obtained, ensuring participants understand
the purpose and voluntary nature of their involvement.

All materials, drafts, and final documents produced during the assignment will remain the property of the contracting organization. The consultant must not
share, publish, or use the content for any other purpose without prior written permission.

13) Required documents submission:

• Prescribed EOI form
• Technical proposal
• Financial proposal
• CV/Profile of Consultant
• Evidence of teacher education or curriculum development

 Good Neighbors Bangladesh reserves the right to accept or reject offers in whole or in part without assigning any reason.

Good Neighbors Bangladesh maintains zero tolerance approach for all forms of sexual exploitation and abuse (PSEA). Stakeholders must be concerned about issues such as child rights, PSEA, and safety. If any of the stakeholders violates the PSEA policy, a child rights issue, or a safety issue, Good Neighbors Bangladesh has
the right to terminate the contract immediately.