Work Arrangement:

Job Description

1. BACKGROUND

The International Rescue Committee (IRC) responds to the world’s worst humanitarian crises and helps people to survive and rebuild their lives. Founded in 1933 at the request of Albert Einstein, the IRC offers lifesaving care and life-changing assistance to refugees forced to flee from war or disaster. At work today in over 40 countries and 22 U.S. cities, we restore safety, dignity and hope to millions who are uprooted and struggling to endure. The IRC delivers education programs in 22 conflict-affected or post-conflict countries around the world. The IRC’s educational interventions strive to help children and youth gain valuable skills and knowledge that will increase their opportunities and life chances and contribute to their well- being and livelihood. The IRC supports formal and non-formal learning activities that lead to tangible learning outcomes and promotes the protection and psychosocial well-being of conflict-affected children and youth.

With funding support from SIDA and The Arnold Foundation, the IRC is strengthening EdTech Innovation by continuing to leverage on USAID funded OTL opportunity to advance EdTech based solutions that can deliver meaningful impacts for crisis-affected people, especially those whom we find it hard to reach with the conventional means of education service delivery. This initiative is conducting multi-pronged research projects that will result in the piloting and testing of EdTech solutions and delivery of a sprint toolkit for IRC country programs.

Teacher well-being is a critical factor in student learning outcomes. The well-being of teachers has a significant impact on the quality of education that pupils receive. Research has shown that teacher wellbeing affects pupil performance, with positive teacher wellbeing leading to improved pupil learning outcomes. The socio-emotional well-being of teachers is crucial to their performance and overall job satisfaction, as well as their risk for burnout. Teachers who experience high levels of stress, anxiety, and emotional exhaustion are more likely to report lower job satisfaction and reduced performance in the classroom. Burnout can also lead to increased absenteeism and turnover rates, ultimately impacting pupils' quality of education.

The impact of teachers' socio-emotional well-being extends beyond their own personal and professional lives, affecting the classroom environment and pupil engagement. Teachers who exhibit positive socio-emotional competencies, such as empathy, self-awareness, and emotional regulation, are more likely to foster a supportive and inclusive classroom culture that can lead to increased pupil engagement and motivation and improved learning outcomes.

1.1 PURPOSE OF ENGAGEMENT

To determining the impact of teacher training investments involving literacy and numeracy teaching skills and improving socio-emotional well-being on learning outcomes of pupils, with the view of ascertaining the scaling of those training in the schools’ systems for enhanced quality of education.

1.2 KEY OBJECTIVES

a) To identify and segregate schools with maximal benefit from teacher training involving literacy and numeracy teaching skills and socio-emotional wellbeing from those with less training.

b) To compare cognitive and non-cognitive learning outcomes of pupils from schools with maximal teacher training and those with less training.

c) To determine the significance of teacher training in improving pupils’ cognitive and non-cognitive learning outcomes.

d) To suggest ways to consolidate and sustain training investments from development partners by Government Stakeholders for improved quality of education.

2. SCOPE OF THE STUDY

The study is to be carried out in Borno State and covers an investigation into training investments by non-governmental partners in literacy, numeracy, and the socio-emotional well-being of teachers and how that translates to pupils’ learning outcomes, both cognitive and non-cognitive. The study is limited to lower-basic formal schools in the state.

3. DELIVERABLES

The deliverables expected from the consultancy are:

· Comprehensive work plan with a timeline aligned to the research duration.

· An inception report detailing the commencement of the research process.

· A progress report indicating preliminary findings from data and trajectory into the research outcome.

· Comprehensive research report- findings supported by graphics, tables, and pictures, recommendations.

PAYMENT RATE AND SCHEDULE

a) Initial Advance upon Commencement: Percentage: 40% of total contract amount

Upon: Contract signing and initiation

Deliverables:

o Comprehensive work plan with a timeline aligned to the research duration.

o An inception report detailing the commencement of the research process.

b) Second Tranche - Submission of draft report

Percentage: 30% of total contract amount

Deliverables:

o A progress report indicating preliminary findings from data and trajectory into the research outcome.

c) Final Submission of Research Report:

Percentage: 30% of total contract amount

Upon:

o Incorporation of feedback.

o Final edits and approval by the IRC education team.

Deliverables:

o Comprehensive research report- findings supported by graphics, tables, pictures, and recommendation.

Qualifications

5. REQUIREMENTS

a. Qualifications and Experience:

· Advance degree: MSc, M.Ed., or PhD qualification in the field of education or its equivalent.

· Proven teaching experience (minimum of 10 years) with at least 5 years’ experience of conducting research in the field of education.

· The consultant should provide a detailed financial proposal, work plan, and evidence of work done in the past. In the financial proposal, the consultant should account for their trip to field sites.

b. Technical Proficiency:

· Expertise in data collection (qualitative and quantitative), transcribing and data analysis.

· Expertise in report writing.

· Good analytical skills

c. Interviewing Skills:

· Demonstrable experience in conducting interviews, preferably with diverse stakeholder groups.

· Ability to elicit engaging, authentic, and comprehensive responses from interviewees.

d. Cultural Sensitivity:

· Experience working in diverse cultural settings, preferably in the region or area of the project's implementation of Borno State.

· Awareness and respect for local customs, traditions, and practices.

· Ability to speak English (Hausa and Kanuri will be an added advantage).

e. Communication and Collaboration:

· Strong written and verbal communication skills in the primary language of the project (and preferably other local languages).

· Demonstrated ability to collaborate closely with project stakeholders, incorporating feedback and ensuring alignment with project goals.

f. Time Management:

· Proven ability to adhere to timelines and deliver outputs as per the agreed schedule.

· Experience in managing complex projects with multiple deliverables.

g. Flexibility and Problem-Solving:

· Ability to adapt to unexpected challenges or changes in the project's scope.

· Demonstrable skills in troubleshooting and finding solutions to potential roadblocks.

h. Ethical Considerations:

· Knowledge of ethical considerations related to research, especially with minors or vulnerable populations, teachers, and government stakeholders.

· Previous adherence to consent protocols and respectful content gathering practices.

i. References:

· Provision of at least two professional references from previous clients or employers that can vouch for the consultant's quality of work, professionalism, and reliability.

Reporting line: The consultant will report to the IRC Education Coordinator.

Mailing Address : NGHR.ConsultantsApplications@rescue.org