International expert to provide technical assistance on Non-Cognitive Assessment of Learners to University of Education - Vietnam National University, Hanoi (UEd-VNU)

 USAID Partnership for Higher Education Reform (PHER)

SCOPE OF WORK

for international expert to provide technical assistance on
Non-Cognitive Assessment of Learners
to University of Education - Vietnam National University, Hanoi (UEd-VNU)

I. BACKGROUND

The Partnership for Higher Education Reform (PHER) is a five-year initiative to help strengthen Vietnam's leading public universities. The project activities are funded by USAID to support targeted reforms to improve institutional leadership and administrative capacity, improve teaching practices to enhance student learning outcomes, elevate university research capacity to international standards, network Vietnamese researchers to maximize access to global knowledge, enable university graduates to better engage with the labor market, and help university faculty to leverage their research for innovation.

To achieve these objectives, PHER activities focus on :           

• Governance: This pillar supports the building and strengthening of institutional performance management systems based on agreed Key Performance Indicators (KPIs) supported by a comprehensive Management Information System (MIS) that provides consistent, reliable data for decision making and for accreditation of institutions and programs. This includes the establishment of a robust internal quality assurance (IQA) system at each of the target universities. Improved governance will help the leadership of public universities in Vietnam to make better informed decisions as they exercise greater autonomy and focus on academic quality. 
• Teaching & Learning: This pillar supports the growing of faculty professional development opportunities through the establishment of formalized Centers for Innovative Teaching and Learning (CITL) as well as supporting the work of less formal, more specialized faculty-driven affinity groups through Faculty Academies on Excellence in Teaching (FACET). The goals are to support expansion of faculty capacity to design state-of-the-art courses, digitize curricula, support the development of priority online courses and programs, improve student learning assessment techniques, and develop graduate students in the teaching profession. This pillar will also support technical assistance to help prepare faculty and administration for international accreditation reviews of academic programs and institutions. The objective is for improved teaching and learning at Vietnam’s public universities to increase learning outcomes, enhance recognition of high-quality academic programs, and improve the employability of graduates.
• Research & Innovation: This pillar supports the enhancing of research capacity so that the scientific outputs of public universities in Vietnam meet international standards, increase knowledge sharing among specialists, grow the number of publications in recognized journals, and align research activities to the social and economic needs of the country.  This will take place through faculty exchanges, visiting scholar programs, research conferences, webinars, workshops, and short course training on research methodologies and academic specialties. The key vehicle for this pillar is the establishment of Vietnam International Academic Networks (VIAN) to help scientists across Vietnam to connect more readily with fellow experts from around the world. The objective is for VIAN activity to lead to greater knowledge sharing, broader promotion of research taking place in Vietnam, and enhanced opportunities for joint research and publications with partners abroad.

The PHER project also seeks deeper exploration of policy areas vital to the improvement of Vietnamese public higher education by supporting analytical work on the areas of technology and digitization, as well as gender equity. These cross-cutting policy areas are essential to success across the four pillars and to support the long-term sustainability of higher education reforms in Vietnam.  

PHER focuses on reforms at three major Vietnamese public universities and their member universities and respective institutes and academic programs:

• Vietnam National University-Hanoi (VNU),
• Vietnam National University-Ho Chi Minh City (VNU-HCM), and
• The University of Danang (the UD).          

II. OBJECTIVE OF ASSIGNMENT

In Vietnam, the prevailing education system predominantly emphasizes cognitive skills through methods like rote learning and standardized exams. However, the importance of non-cognitive skills, such as problem-solving, teamwork, adaptability, and emotional intelligence, is paramount in preparing students for real-life challenges. Integrating the assessment of these skills offers a more complete learning experience, ensuring students develop comprehensively and are prepared for both their professional and personal lives. Beyond academic achievement, non-cognitive skills play a critical role in personal development and social engagement. These skills are essential for emotional regulation, relationship building, and navigating the complexities of social interactions. Fostering these abilities in students contributes to improved mental well-being, stronger interpersonal relationships, and an overall better quality of life.

The University of Education (UEd-VNU) stands as one of the foremost institutions in Vietnam, particularly recognized for its research and practical expertise in educational methods, and educational psychology. It plays a pivotal role in the training of teachers and school administrators. Throughout the development of training and fostering programs for educators, the faculty is dedicated to providing extensive support to learners, ensuring they acquire the essential knowledge, skills, and attitudes necessary for retention in academic programs and successful completion of courses and degree programs. There's a pressing need to create assessments that resonate with local cultural values, social norms, and educational objectives. While existing tools provide a baseline, customization is necessary to truly reflect and assess the skills pertinent to Vietnamese students. This approach ensures that the assessments are culturally sensitive and more accurately target the desired skills. Nevertheless, challenges persist for lecturers when it comes to measuring learners' skills and attitudes, particularly in the selection and utilization of appropriate measurement scales and tools. Therefore, UEd-VNU requires technical support in these fields in the development of tools that are culturally attuned, comprehensive, and scalable. This support will pave the way for an education system that not only meets global standards but also aligns with the unique cultural context of Vietnam.

To enhance internal capacity for assessing non-cognitive achievement, UEd-VNU seeks an international expert who is qualified to provide technical assistance to support faculty professional development in understanding and embedding specialized measurement techniques, as well as analysis of findings with practical application in the instructional environment. UEd-VNU faculty seek to understand and apply non-cognitive assessments, but with a specific interest in (1) generating a deeper understandings of how non-cognitive skills link to Bloom's taxonomy, (2) developing a set of criteria for evaluating student non-cognitive skills, (3) developing specific tools to for measurement of non-cognitive skills, and (4) identifying strategies to apply findings to interventions.  The work of this assignment should be conducted in English. Translation and interpretation services will be supported by PHER as needed. All activities should ensure equitable treatment irrespective of gender, disability or ethnic background.

III. TIME AND LOCATION

The work should take place between April, 2024 and Oct 2024 with specific dates agreed among PHER, the partner institution, and the chosen expert. All work is to be conducted remotely with meetings, webinars, training, etc. with UEd will take place online between May, 2024 and September, 2024.

IV. TASKS, DELIVERABLES, TIMELINE AND LEVEL OF EFFORT

See the table below for specific tasks, deliverables, and a tentative timeline for the assignment of the consultant.

V. SUPERVISION AND REPORTING

The consultant(s) will work under the direction of the PHER team and UEd-VNU.

VI. BUDGET

Applicants should submit separate financial and technical proposals describing the approach to expected interventions along with the proposed consultancy fee (daily rate).

VII. QUALIFICATIONS AND EXPERIENCES

Essential:

• holds a doctorate level of education or educational psychology or psychometrics, or educational measurement;
• has expertise and experience in non-cognitive areas of learning and performance in different learning environment;
• has experience organizing and delivering training in non-cognitive areas of learning and performance in different learning environment;

Preferred:

• has experience in integrating non-cognitive domains into curriculum and learning design
• has experience working at Vietnamese universities.

VII. APPLICATION

The application documents include:

• A letter of motivation
• CV with three references
• A technical proposal
• Financial proposal, indicating the expected consultancy fee (daily rate)

Application documents should be sent to [email protected] titled “IQA Consultancy for Non-cognitive Assessment Application” no later than 20 February, 2024. Please note that only shortlisted candidates will be contacted.