Terms of Reference Local Consultant Civil Engineer

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Kyrgyz Republic

Enhancing Resilience in Kyrgyzstan Project «ERIK»


Component 2 – Improving Safety and Functionality of School Infrastructure

Terms of Reference

Local Consultant Civil Engineer



Kyrgyz Republic (further – Kyrgyzstan) due to its geographic location is highly vulnerable to natural disasters. According to the Ministry of Emergency Situations (MoES), the country suffers from both recurrent and high-intensity disasters with over 200 emergencies taking place each year. Among the recurrent disasters, the Kyrgyz Republic is exposed to inter alia floods, landslides, mudflows, avalanches, windstorms and rise of sub-soil waters. The country is also exposed to catastrophic damages and losses from high intensity-low frequency events such as earthquakes.

Since 1990, over 2.3 million people were affected by 29 major disasters. On average, the disasters in the Kyrgyz Republic cause annual financial, economic and social damage of around USD 30 – 35 million (or 1.0 – 1.5% of GDP). A recent probabilistic seismic risk assessment supported by the Bank estimated that a magnitude 7.3 earthquake generated by the Issyk-Ata fault and the earthquake of 7.5 magnitude in the Fergana valley can lead to significant destruction, loss of life and economic loss. For example, in the Ferghana valley, the number of deaths among teachers and students of schools can reach a maximum of 11,400, and the amount of economic losses will be more than USD 268 million.

In this regard, the Government of the Kyrgyz Republic and the World Bank have agreed to allocate funds (No. __ credit) for the implementation of the  Enhancing Resilience in Kyrgyzstan project (hereinafter the ERIK project). The Ministry of Finance (MOF) is the recipient of funding, and the Ministry of Emergency Situations (MoES) is the implementing agency of the ERIK project. The implementation of the ERIK project will be carried out by the Project Implementation Unit (PIU) under the Ministry of Emergency Situations of the Kyrgyz Republic and will be carried out in close coordination with other ministries and departments of the project participants. One of the components (Component 2) of the project is Improving Safety and Functionality of School Infrastructure. This component provides for construction work related to improving seismic safety, improving the functionality and energy efficiency of schools. The implementation of this Component will be carried out with the support of the Ministry of Education and Science (MEaS) and the State Agency for Architecture, Construction and Housing and Communal Services under the Government of the Kyrgyz Republic (SAACHCS). To support the activities under this Component, the services of a Local Senior Civil Engineer are required.



The goal of the Enhancing Resilience in Kyrgyzstan Project (ERIK) is to support the Government of the Kyrgyz Republic in strengthening its capacity to manage the natural disaster risks.  in strengthening its capacity to respond to disasters, in providing safer and improved learning environment for children, and in reducing adverse financial impacts of natural hazards on the government budget and population.

Component 2 of the Enhancing Resilience in Kyrgyzstan Project (ERIK): Improving Safety and Functionality of School Infrastructure.

The objective of this component is to improve the safety and functionality of existing state school infrastructure by supporting the Government in the implementation of the State Program “Safe Schools and Pre-schools in the Kyrgyz Republic in 2015-2024′ approved by the Resolution of the Government of the Kyrgyz Republic No.551 dated July 31, 2015. Specifically, Component 2 aims to: (i) Maximize the number of school children protected from earthquakes by implementing cost-effective interventions which are primarily intended to protect life safety; (ii) Reduce economic losses and minimize disruptions in the normal operation of schools and the education service caused by earthquakes; (iii) Improve functional conditions and learning environment of schools, including water and sanitation and energy efficiency; and (iv) Develop capacity in the education sector to take implementation of the State Program on Safer Schools to scale. To achieve these objectives, interventions designed and implemented under Component 2 are intended to upgrade school facilities to at least a seismic performance objective of life safety.1

 The project will finance the following main activities under the Component 2:

  • Civil works to improve safety and functionality of existing priority school facilities. Besides other additional activities this activity will include: (i) feasibility studies and detailed design of interventions including on-site inspection of facilities; (ii) building works and construction supervision; and (iii) To minimize disruptions in the normal operation of schools during building works, the project will consider alternative solutions as for example a construction of temporary classrooms. Two main lines of intervention will be implemented (Table 2): (i) replacement of existing buildings by new safer buildings; and (ii) seismic retrofitting of existing buildings.
  • Table 2. Lines of intervention to be financed under Component 2
Lines of intervention Objectives Application Complementary interventions
1. Replacement of existing buildings and systems


Reduce seismic vulnerability (improve seismic performance up to a minimum of life safety), and improve functional conditions and quality of learning environment If seismic retrofitting is not viable from a safety and/or economic viewpoint Construction of new classrooms (as needed)
2. Seismic retrofitting of existing buildings If current seismic performance of existing school building does not meet life safety Functional rehabilitation:

–   water and sanitation

–   energy efficiency (e.g. insulation of building envelope, replacement of windows/doors)

–   Capital repairs

Construction of new classrooms

Seismic retrofitting will be accompanied by functional rehabilitation of the school buildings, while both replacement and seismic retrofitting might include construction of additional classrooms to cover current or future needs.

  1. Capacity building in the education sector to take implementation of the State Program on Safer Schools and Preschool institutions to scale. This activity will support the preparation of a long-term national intervention and investment plan, which will enhance the capacity of the Government to implement the State Program. This plan will include: (i) an intervention strategy to improve the safety and functionality of school infrastructure countrywide; (ii) an investment strategy to finance the implementation of the plan; and (iii) explicit prioritization criteria to maximize the benefits of the investment with clear short to long term goals. This activity will also contribute to creating the enabling environment needed to implement the State Program by designing and delivering a capacity building program for key stakeholders in the country.
  2. Design and integration of school infrastructure module in management information system. This activity will support the development and creation of web module “school infrastructure”, as well as its integration into the existing information system to assist the MoE and other relevant departments in the management of school assets and monitoring of the implementation of the State program on safe schools and preschool educational institutions.


Priority schools to be financed under Component 2 will be selected through a transparent risk-informed decision-making process established by the recipient in close consultation with relevant stakeholders and supported by World Bank technical assistance. To ensure that objectives are met and that the selection process is transparent, a risk-informed decision-making process will be applied in the school selection. This process involves the definition of selection criteria, such as school location in highest seismic risk areas, vulnerable school building types, minimum number of students, and school occupancy, among others. From the group of schools that meet the selection criteria (eligible schools), prioritization criteria will be applied for defining the final group of schools for intervention. Prioritization criteria will aim to maximize safety benefits, cost-efficiency, and social equity Both selection and prioritization criteria are endorsed by the relevant agencies and must be approved by the Coordination Committee.

The Methodology for the design and implementation of Component 2 will become basis for scaling up project activities across the country. Through the GFDRR grant, the World Bank provides technical assistance and support in engineering and analytical work to provide information needed for the selection of priority schools and activities to build the capacity of key stakeholders in the country to carry out seismic performance–based assessment, seismic retrofitting, and cost-efficiency analysis.


The purpose of this assignment is to support the PIU in conducting engineering and technical activities within the Component 2.



The Consultant will work under the guidance of the PIU Director, in close cooperation with the Component 2 Coordinator and the PIU personnel of the ERIK project. This is a full-time contract position. The responsibilities of the Consultant include the following:

Stage 1: Support the PIU in the process of tendering and contracts for consulting services, construction and installation works, technical supervision and monitoring over retrofitting or construction of new schools.

  • Preparation of terms of reference (ToR) for consultants on preparation of feasibility studies (FS) and design and estimate documentation (DED) and author supervision for contractors on construction and installation works and consultants on technical supervision and monitoring;
  • Assisting in the technical evaluation of tender proposals submitted by bidders;
  • Assisting and providing support for members of the tender commission on conducting a technical evaluation jointly with the PIU staff;
  • Participation in pre-tender meetings with bidders (as required);
  • Preparation of expert evaluation of tender proposals on the technical part;
  • Participation in the meetings of the Tender Commission as an expert, conducting explanatory works to the Tender Commission regarding the technical evaluation,
  • Assisting the PIU in preparation of requests to bidders as necessary;
  • Assisting the PIU Component 2 Coordinator in the preparation of technical evaluation report;
  • Other duties related to the assessment of tender proposals (preparation of responses to the World Bank or bidders on the evaluation results);
  • Assisting the PIU in preparation of a preliminary contract;
  • Assisting the PIU in conducting negotiations on the contract with a winning bidder;
  • Assisting the Component 2 Coordinator in the preparation of minutes of negotiations;
  • Assisting in preparing a final contract following the negotiations with a consultant;
  • Assisting the PIU in preparing responses to the requests of bidders on the results of contract award;
  • Preparing an overview information for the Component 2 beneficiaries on the content of the contract jointly with the Component 2 Coordinator;


Stage 2: Participate in field visits to the selected schools:

  • Planning and participation in field visits to the selected schools within the Component 2, including a preparation of a field audit report;
  • Preparing field audit reports and collected data;
  • Assisting the PIU in carrying out activities to inform the local government and the public about the project objectives in accordance with the communication strategy;
  • Assisting the PIU in keeping records and archiving documentation on the Component 2



Stage 3: Support the PIU in the review of a technical documentation:

  • Study and analysis of feasibility study reports (results of the survey of technical conditions of school buildings, specifications, bills for the work volumes, estimates, etc.) submitted by consultant;
  • Providing expert evaluation and recommendations for improvement;
  • Visit all facilities together with the PIU specialists to study and evaluate the proposed feasibility studies and other documents provided by the consultants (if needed);
  • Based on the results of documentation review, provide the PIU with recommendations for acceptance of the results or alternative actions;
  • Study and analysis of the reports provided on the preliminary design documents for retrofitting and/or construction of school buildings.
  • Reviewing consultants’ reports, conducting expert evaluation and preparing recommendations;
  • Discussing submitted design and estimate documentation (DED) with a consultant and preparing proposals on improving the draft DED;
  • Study and analyse the provided reports on detailed design documentation for retrofitting and/or construction of school buildings.
  • Reviewing consultants’ reports and conducting expert evaluation and preparing recommendations;
  • Assisting the PIU in discussing the DED with the beneficiaries of the final DED;
  • Making amendments to the DED together with the consultant following the discussions with beneficiaries and its re-submission;
  • In addition to the above-mentioned official reports on the study of design and estimate documentation, it is expected that the consultant will be also responsible for communication and correspondence (e -mails, letters, etc.) with the PIU, the project organization and, if necessary, with other parties to support the process and performance of tasks and specific scope of work set out in this Terms of Reference.
  • Review and evaluate the final detailed design documentation, conducting the necessary technical and environmental expertise in accordance with the local requirements;
  • Support the PIU when coordinating documents with Gosstroy and other organizations;
  • Preparing final recommendations;

Stage 4: Support the PIU in monitoring the performance in supervising construction works:

  • Conducting field visits as required upon request of the PIU;
  • Receiving daily information on the ongoing construction work from the consultants for technical supervision and monitoring;
  • Review and analysis of reports provided by consultants;
  • Study and analysis of the results of laboratory testings, hidden work acts, and certificates of construction materials received from consultants;
  • Monitor the implementation of the approved construction schedule, take the necessary steps to ensure the implementation of the work schedule;
  • Ensure a compliance with the provisions on social and environmental safeguards during the construction phase together with a Safeguards Specialist;
  • At the stage of completing modernization and construction works on buildings of each school, provide assistance to consultants in conducing necessary inspections, in identifying and supervising any work on the elimination of revealed defects, and after their completion, assist the consultants in conducting final testings and inspections.
  • The consultant shall prepare a work completion report for each school and submit it together with all details, including the resources used and the approved drawings.


  • The consultant shall submit monthly reports;
  • All submitted reports will be studied and reviewed by the Component 2 Coordinator and approved by the PIU Director;


Content of reports:

Consultant reports should be presented in a meaningful form, with a detailed description of the work performed. All related documents should be enclosed with the reports.


The consultant will be busy 8 hours a day during the five-day working week (from Monday to Friday). The duration of the contract is tentatively calculated for 12 months with a possibility of extension in case of satisfactory performance. The working hours must be strictly observed and it is expected that the Consultant may have to work for additional hours depending on the workload or requests of the World Bank. The contract will be signed with a three-month probation period


  1. a) Higher engineering education or master in the field of design, construction, urban and industrial civil engineering infrastructure;
  2. b) At least 10 years of experience in the field of design and construction from which at least 2 years of work experience as a consultant in civil engineering in donor organizations (World Bank, Asian Development Bank and other international organizations) on design and construction of social facilities;
  3. c) Knowledge of international standards and local valid Construction Norms and Regulations (SNiPs) for design and construction work;
  4. d) Availability of a qualification certificate for the provision of relevant engineering services;
  5. e) Presence of a qualification certificate for inspection of buildings and structures is an advantage;
  6. f) Experience in conducting technical and environmental expertise of infrastructure or social projects, at least 2 social facilities;
  7. g) Fluency in Kyrgyz, Russian, English (preferably);
  8. h) Working skills with software programs MS Office, WORD, EXCEL, Outlook, Internet Explorer, AutoCAD and graphics programs.

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