Request for Proposal (RFP): Implementing Teaching at the Right Level (TaRL) Pilot
UNICEF Lesotho invites proposals from qualified organizations to provide technical assistance to support the effective implementation of the Teaching at the Right Level (TaRL) programme across participating schools, with a focus on ensuring quality delivery, strengthening government capacity, and supporting the progressive integration of the approach within the national education system.
Background
Lesotho continues to face significant challenges in improving foundational literacy and numeracy outcomes, with a large proportion of children not achieving minimum learning benchmarks despite high levels of school participation.
The 2021 Lesotho National Assessment of Educational Progress (LNAEP) found that:
• Only 38% of Grade 4 learners achieved foundational literacy in Sesotho.
• 49% achieved foundational literacy in English.
• 44% achieved foundational numeracy.
These learning levels remain below expected standards and decline further in upper grades, indicating persistent gaps in foundational skills.
Significant disparities in learning outcomes are also observed across geographical locations and socio-economic groups, with lower performance among learners in rural and mountainous areas and among children from poorer households.
Addressing these foundational learning gaps is a key priority under the Global Partnership for Education (GPE) System Transformation Grant (STG), which supports targeted interventions to improve learning outcomes and strengthen system-level delivery.
The Teaching at the Right Level (TaRL) approach has been identified as a priority intervention under the STG.
TaRL is an evidence-based methodology that focuses on assessing learners based on their actual competency levels, regrouping them accordingly, and providing targeted instruction to accelerate foundational learning.
The implementation plan is informed by a feasibility study conducted in late 2025, which confirmed the relevance of the TaRL approach within the Lesotho context and identified key operational, institutional, and pedagogical requirements for implementation.
This has been complemented by a preparatory phase during which key programme elements were established, including:
• Contextualisation and design of teaching and learning materials.
• Training of Master Trainers and mentors to support implementation.
Building on this foundation, the Government of Lesotho, in partnership with UNICEF, is implementing a structured TaRL programme across 300 primary schools.
The implementation phase will be delivered through two consecutive phases:
• Phase 1 (August–December 2026): Pilot implementation and model refinement.
• Phase 2 (January 2027–January 2028): Consolidation and preparation for scale.
This assignment will provide the technical assistance required to support implementation, ensure programme quality, and generate the evidence necessary to inform sustainability and scale-up within the national education system.
Scope of Work
The assignment will provide technical assistance to support the effective implementation of the Teaching at the Right Level programme across participating schools.
The contractor will:
• Support the delivery and quality assurance of the training cascade.
• Work alongside Master Trainers, mentors, and Ministry structures to ensure teachers are adequately prepared to apply the TaRL methodology.
• Supervise training processes and provide structured feedback.
• Deliver targeted refresher support based on identified gaps.
At school level, the contractor will:
• Provide ongoing implementation support through structured mentoring.
• Conduct regular field visits and classroom observations.
• Reinforce the correct application of key TaRL practices, including learner assessment, grouping, and targeted instruction.
• Identify and address implementation challenges in a timely manner.
The contractor will also:
• Support programme monitoring, learning, and evaluation.
• Supervise baseline, midline, and endline assessments.
• Ensure quality and consistency of assessment processes.
• Validate collected data.
• Facilitate structured review processes to support evidence-based programme adjustments.
Additional responsibilities include:
• Supporting the operationalisation and effective use of programme data systems.
• Ensuring accurate data capture and use by government counterparts.
• Supporting coordination and technical advisory processes for the Ministry of Education and Training and UNICEF.
• Supporting programme refinement and documentation of key decisions.
• Contributing to the development of a scale-up and sustainability strategy.
Objectives
The overall objective is to provide technical assistance to support the effective implementation of the Teaching at the Right Level (TaRL) programme in Lesotho, in line with the priorities of the GPE System Transformation Grant.
Specific objectives include:
• Ensuring high-quality and consistent delivery of the TaRL approach across participating schools.
• Strengthening the capacity of the Ministry of Education and Training and decentralized structures to implement, monitor, and sustain the programme.
• Supporting the establishment and effective use of assessment and data systems to inform instructional practice and programme management.
• Facilitating evidence-based programme refinement through structured monitoring and review processes.
• Generating operational evidence and lessons learned to inform the development of a scalable and sustainable model for improving foundational learning outcomes.
Programme Implementation Phases
Phase 1: Implementation, Testing and Model Refinement (August–December 2026)
The first phase will focus on operationalising the TaRL approach across participating schools and establishing a functional implementation model adapted to the Lesotho context.
Key activities include:
• Supervising programme rollout.
• Supporting trained Master Trainers and mentors.
• Supervising teacher training at school level.
• Observing training sessions and providing structured feedback.
• Delivering targeted support where gaps are identified.
The contractor will establish and operationalise a digital data platform that will:
• Capture, visualise, and support the use of programme data.
• Track learner assessment results and implementation fidelity.
• Support adaptive management, reporting, and evidence generation.
• Be compatible with DHIS2 and aligned with government data systems.
The contractor will also:
• Train key users at national and subnational levels.
• Support baseline assessment implementation and quality assurance.
• Conduct classroom observations and mentoring.
• Document implementation challenges and corrective actions.
• Facilitate a baseline review process.
• Monitor programme delivery throughout the phase.
At the end of Phase 1, the contractor will:
• Support endline assessment supervision.
• Facilitate an end-of-cycle review.
• Identify lessons learned and recommendations for refinement.
• Deliver refresher training where required.
Phase 2: Consolidation, Scale Readiness and Institutional Strengthening (January 2027–January 2028)
Phase 2 will build on lessons learned from Phase 1, with a focus on strengthening implementation quality, consistency across schools, and readiness for scale-up.
Key activities include:
• Supervising baseline assessment activities for Phase 2.
• Integrating improvements identified during Phase 1.
• Facilitating baseline review processes.
• Continuing regular mentoring and classroom-based support.
• Strengthening mentoring systems and Ministry capacity.
The contractor will:
• Supervise the midline assessment.
• Facilitate a structured mid-phase review.
• Identify persistent gaps and support programme adjustments.
• Monitor implementation fidelity and effectiveness.
• Promote data-driven decision-making.
Additional responsibilities include:
• Supporting coordination and stakeholder engagement processes.
• Participating in coordination meetings.
• Documenting key decisions and actions.
• Strengthening government ownership of the programme.
At the conclusion of the project, the contractor will:
• Supervise the final endline assessment.
• Facilitate a comprehensive programme review.
• Consolidate evidence from both implementation phases.
• Document lessons learned and success factors.
• Convene a stakeholder workshop.
• Support the development of a scale-up and sustainability strategy for national integration and expansion.
Activities, Deliverables, Timeline and Payment Schedule
Payments will be made upon satisfactory delivery and approval of outputs and submission of invoices, in accordance with UNICEF policies.
Activity 1: Programme Mobilization and Launch
Deliverables:
• Inception and implementation workplan.
• Teacher training supervision report.
• Programme mobilization brief.
• Data platform.
Timeline: August 2026
Payment: 10%
Activity 2: Phase 1 Implementation, Monitoring and Review
Deliverables:
• Baseline assessment supervision report.
• Programme adjustment note.
• Consolidated monitoring and mentoring report.
• Endline assessment supervision report.
• Refresher training report.
• Phase 1 implementation and review report.
Timeline: August–December 2026
Payment: 25%
Activity 3: Phase 2 Restart and Programme Adjustment
Deliverables:
• Baseline assessment supervision report (Phase 2).
• Programme adjustment note.
Timeline: January–February 2027
Payment: 15%
Activity 4: Phase 2 Implementation, Monitoring and Midline Review
Deliverables:
• Consolidated monitoring and mentoring report (midterm).
• Midline assessment supervision report.
• Coordination and stakeholder engagement summary.
Timeline: February–August 2027
Payment: 25%
Activity 5: Final Evaluation and Scale-Up Strategy
Deliverables:
• Endline assessment supervision report (Phase 2).
• Final programme implementation and review report.
• Lessons learned documentation.
• Scale-up and sustainability strategy.
Timeline: September 2027–January 2028
Payment: 25%
Deadline: 28 July 2026