Consultancy for Development of a Teacher Professional Development Framework (TPD)

Contract

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UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

And we never give up.

TERMS OF REFERENCE

Background

According to UNHCR (September 2020), Kenya is home to 499,2019 (49% female) refugees and asylum seekers with 53% (267,872) of them children. Having hosted asylum seekers for about four decades now, the Government of Kenya has endorsed the Comprehensive Refugee Response Framework (CRRF) that aligns with the Global Compact on Refugees, where an inclusive and developmental approach in refugee management is emphasized. This approach led to the development of integrated socio-economic development plans for Garissa and Turkana Counties where UNICEF is providing critical technical support and leadership on education and child protection components.

UNICEF is the lead United Nations agency promoting the rights of children worldwide. To ensure that no child is left behind, UNICEF advocates and supports the realization of the rights of children to education, health, water, sanitation, nutrition, safe and protective environment. In Kenya, UNICEF works with the Government and stakeholders to improve the lives of children and their families, reaching those in the vulnerable, hard to reach communities and those facing multiple deprivations. In Emergency refugee settings, UNICEF works closely with UNHCR and other humanitarian agencies in ensuring quality access to education for refugee children through provision of accessible learning spaces, improving WASH facilities, teacher support and capacity development, provision of education supplies etc.

UNICEF, in collaboration with UNHCR and partners with oversight leadership of the Ministry of Education at national and county level provide direct education service delivery in all schools in Dadaab, Kakuma Refugee Camp and Kalobeyei Settlement benefiting over 150,000 children (40% female). UNICEF’s priority interventions have included, building the capacity of education personnel through teacher recruitment/trainings/deployment and mentorship or supervisory and support, provision of infrastructure (permanent and semi-permanent classrooms, staffrooms, kitchens and gender sensitive WASH facilities), renovations and provision of tents for safe learning, and essential teaching and learning materials such as Education kits, desks, textbooks, play materials and recreational materials, teacher guides, early childhood development kits among others. Above all, UNICEF has and continues to lay more emphasis on upstream advocacy and systems strengthening to create an enabling environment for equitable and inclusive access to quality education for all children on the move including those in hosting communities who are vulnerable based on their status and other factors.

Justification

In the Kenyan refugee settings, UNICEF as well as other Education Stakeholders recognize the absence of a harmonized approach to teacher professional development (TPD) as espoused by the field-based Education Working Groups in Dadaab and Kakuma refugee camps. Close to 80% of the teachers in the camps are either under trained or unqualified, creating challenges in recruitment and retention of teachers in refugee schools. There are also few female teachers in schools to act as role models for girls’ students that aspire to be future professional teachers. In some instances, teachers tend to adhere to teacher-centered and rote-learning methods, as they often have not been exposed to child-centered, child-friendly alternatives or other appropriate teaching pedagogies. While teachers are committed, their practice in the classroom needs to be strengthened through continuous professional development. As teaching quality is the primary determinant of education quality, there is a clear need for effective and sustained teacher professional development (TPD) and linkages to government systems. Refugee schools are characterized by highly congested classrooms posing challenges to teachers who are ill-trained to manage large classrooms and adequately respond to individual learner needs. But despite the challenges, refugee children have been overtime performing well in national examinations compared to their counterparts in the local host communities. There is also need for a harmonized remuneration for refugee and national teachers across different partners implementing education programs in Kakuma/Kalobeyei and Dadaab.

Agencies tend to implement their own trainings to fill the TPD gaps. These are frequently short-term and involve ‘training of trainers’ who are then expected to train teachers. However, some models of teacher development have moved on to long-term coaching or mentorship-based models or structured communities of practice. Although a range of different TPD programs are offered, most agencies report gaps in supporting teachers to apply what they learn in classrooms.

There is a need to link humanitarian development nexus efforts so that teaching quality is improved systematically. The pool of teachers, from which teachers of refugee communities are drawn, are likely to remain teaching throughout and after the crisis, and then will serve refugee, host and returned communities. Integrated continuous teacher professional development (CPD) is therefore a priority, rather than disconnected and discontinuous one-off trainings, often given by different actors. TPD projects should therefore complement and strengthen existing structures and programs. TPD is mainly the responsibility of the Ministry of Education, and so it is intended to work closely within Ministry of Education (MoE) structures to build the capacity of the system sustainably, thereby ensuring a steady supply of highly skilled teachers throughout the Turkana County.

UNICEF with support from ECHO and in coordination with other development partners, plans to support development of a harmonized approach to Teacher Management and Professional Development in Kakuma/Kalobeyei and Dadaab. An expert consultant will be retained to lead engagements and consultations with critical stakeholders e.g. the MoE, KICD, TSC, KISE etc from the government side, the UN partners especially UNHCR and WFP, EWGs, CSOs and the implementing partners on the ground (both in Dadaab and Kakuma) to identify key issues that will inform the process of developing a harmonized TPD framework.

Scope of Work

The overall objective of this assignment is to develop a Teachers’ Professional Development framework and comprehensive database for refugee teachers in Kakuma and Dadaab.

The consultant will work under the overall supervision and technical guidance of UNICEF’s Chief of Education and the Immediate supervision of the Education in Emergencies manager based in Nairobi. The execution of this assignment will entail in-depth consultations with the Ministry of Education and its relevant departments including the Teachers Service Commission (TSC), Kenya Institute of Curriculum Development (KICD) at national and County levels, relevant teacher training Institution and Universities, UNHCR and other education partners in Dadaab and Kakuma.

Linkages to the United Nations Sustainable Development Cooperation Framework (UNSDCF)

This assignment is aligned to UNSDCF’s Strategic Result Area (SRA) on Human Capital Development, Outcome 2.1: Education and contributes to two outputs below:

Output 2: By 2022, boys, girls, men and women have increased access to gender-sensitive, inclusive, equitable, quality and relevant learning opportunities and facilities from ECD through primary, secondary, TVET/Tertiary, University, ACE & non-formal education for the acquisition of relevant skills and competencies for sustainable development.

Output 4: By 2022, government and non-government partners have increased capacities to adopt and mainstream risk-informed approaches to conflicts, crisis and climate change issues through preparedness, planning and response in the education system.

Linkages to UNICEF RWP

This assignment is aligned to UNICEF Kenya Country Program Outcome 2: Improved Early Learning and Education: An increased proportion of children aged 0 to 18, especially girls from most disadvantaged counties, informal settlements and those affected by humanitarian crisis, access quality, gender- sensitive ECD and education services, with increased transition to secondary education. It is also linked to the RWP two outputs below:

Output 2.1: Increased enrolment and retention of girls and boys in pre-primary, primary and secondary education, particularly in the ASAL counties and informal settlements, targeting parents, teachers, communities and other partners to support children Output 2.3: MoE has improved capacity to plan, budget, Implement and Monitor Equitable Education. Output 2.5: Government and non-government partners adopt risk-informed approaches to emergency preparedness, planning and response to humanitarian needs of the education sector.

Activities and Specific Tasks:

Specifically, the individual consultant will: 1) In coordination with the implementing partners, carry out mapping of the levels of training for teachers, both National and Refugee (incentives) in the refugee camps, capacity needs and existing interventions 2) Develop an excel based data base on the national and refugee teachers indicating their level of qualifications and certifications 3) The consultant will also perform an in-depth desk review to understand current practices from reports, data and other studies documenting the needs, challenges, and gaps towards achieving a harmonized TPD in the past years. Present the TPD framework and teachers’ database in stakeholder validation workshops to be convened in Nairobi, Garissa and Turkana Counties 4) Outline structured pathways for teachers to receive on-going professional development and coaching. 5) Build on Ministry of Education, Teachers Service Commission’s systems and procedures. 6) Conduct stakeholder engagements which include remote FGDs where possible considering the COVID 19 situation with partners, learners, parents & teachers. 7) The consultant will develop the draft framework that will be subjected to validations both in Dadaab and Kakuma and at the national level, especially with MoE/KICD/TSC and other government institutions for sustainability and alignment with existing host government policies/guidelines. 8) Establish a comprehensive database for all teachers (both national and incentives) working in the refugee camps indicating their different levels of academic and professional qualifications as well as training needs/gaps. 9) Prepare a draft Harmonized Teacher Professional Development Framework/Guideline 10) Finalize and submit final consultancy report to UNICEF Kenya (with 3 final hard copies of final TPD product & soft copy).

Work Relationships

The consultant is expected to be available during the entire duration of the assignment. Within UNICEF Kenya Country Office, the consultant will work closely with the EiE Manager/Officer and field-based Education Specialists (Dadaab & Kakuma) and engage with critical MoE departments such as KICD, TSC, KISE, KNEC, CSOs among others. And since the main task for the consultant is to develop a TPD guideline for implementation in the refugee set up, he/she will be required to undertake actual field visits ad focused group discussions with education stakeholders in Kakuma and Dadaab.

The consultant will have access to the required documents to complete the assignment. The consultant will develop tools for all the tasks and guide the entire process. The plan of the travel arrangements will be incorporated in the work plan and travel costs as agreed in the contract. The Ministry of Education contacts will facilitate the required support to implement the consultancy with required approvals and access to relevant education directorate, SAGAs and Agencies.

Outputs/Expected Deliverables and Timelines:

Tasks/Milestones

Deliverable/Output

Timeframe

Briefing and introductory meetings and linkages to MoE personnel and agency staff that are critical to the assignment

List of Key Informants (i.e. Relevant MoE departments and CSOs and SAGAs)

1 Week

Review of existing literature, reports and resources on Teacher Professional Development and Management in the refugee contexts and development of Assignment workplan

Desk review report & Assignment Work Plan

2 weeks

Development of appropriate tools for Interviews, FGDs, Key informant questionnaire or guidelines

Set of tools for the assignment

1 week

Field Visits (MoE Nairobi, Dadaab and Kakuma)

List of key informants reached/interviewed (agencies, MoE, SAGAs etc)

4 Weeks

Develop a comprehensive data base of all teachers working in the refugee camps indicating their different levels of academic and professional qualifications and training needs

Teachers’ database with profiles & professional competencies/qualifications for teachers in refugee settlement areas (Kakuma and Dadaab)

3 weeks

A Draft Harmonized Teachers’ Professional Development Framework/strategy for Dadaab and Kakuma for review and validation by MoE, KICD, UNICEF, UNHCR and other partners/stakeholders.

Draft 2 Harmonized TPD framework and validation report

3 Weeks

Organize stakeholder’s validation workshop of the TPD framework and teacher’s database

Stakeholder validation workshop report summarizing key inputs to the draft TPD framework & teachers’ database

1 week

Engagement of government agencies and Ministry of Education on finalization of draft TPD framework

Final TPD framework and teacher’s database

2 Weeks

Minimum Qualifications required:

A minimum advanced university degree (Master’s or higher) in relevant discipline (Education, Social Sciences, Teacher Education etc.)

Knowledge/Expertise/Skills required:

1) Overall hands on experience in Education programming. 2) Experience with Education in Emergencies, working in a refugee and/or other humanitarian settings preferred. 3) At least 5 years relevant experience in education field and preferably teacher training and development. 4) Previous experience as a consultant preferably on Teacher Professional Development or Teacher Management Strategy development or Teachers training curriculum design. 5) Understanding of national and international education targets, the Teacher Training Systems and Education system. 6) Experience working with national and sub-national governments 7) Experience in data analysis and strategy development 8) Demonstrated skills in networking, building inter-agency consensus and conducting focus group interviews.

How to Apply

Interested candidates should apply online using the button below. As part of their application, candidates should provide:

1. A cover letter that specifies how you meet the desired competencies, technical background and experience (no more than 2 pages)
2. A short CV (no more than 4 pages)
3. A fee structure that should include: daily rate in USD and total fee

UNICEF is committed to diversity and inclusion within its workforce and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.