Consultancy to facilitate the development of a contextualised ICT CFT

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**OVERVIEW** ------------ Parent Sector : Education Sector (ED) Duty Station: Cairo Job Family: Education Type of contract : Non Staff Duration of contract : From 1 to 6 months Recruitment open to : Internal and external candidates Application Deadline (Midnight Paris Time) : 03-Mar-2022 UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism **BACKGROUND AND RATIONALE** ----------------------------- As the lead United Nations Organization for education, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) supports Member States in leveraging technology to accelerate progress towards achieving the Sustainable Development Goal for Education (SDG4). Through its network of institutes and field offices and in partnership with public and private sector organizations, UNESCO designs and implements initiatives seeking to harness information and communication technologies for education. UNESCO launched the Technology-enabled Open Schools for All Project, with a view to help build technology-enabled crisis-resilient school systems. It aims to assist Ministries of Education and key national stakeholders in designing, piloting, and scaling up Technology-enabled Open School Systems (TeOSS). This regional project covers Egypt, Ghana and Ethiopia. In Egypt, the project has as its main deliverable the establishment of a distance-learning centre under the umbrella of the Professional Academy for Teachers (PAT). The project has a specific focus on the continuous professional development of pre-university teachers, principals and supervisors, with special attention to those who are serving in marginalised communities. Emphasis will be placed on supporting target beneficiaries to integrate ICT in their professional practice and create digital teaching material. Core project interventions will blend elements of capacity building, institutional development and the dissemination of tools and best practices in distance learning and open educational resources (OER). One of the main outcomes of the project is the contextualisation of the ICT Competency Framework for Teachers to the Egyptian context. The UNESCO ICT Competency Framework for Teachers (ICT-CFT) seeks to help countries develop comprehensive national teacher ICT competency policies and standards and integrate these in overarching ICT in education plans. In 2008, the UNESCO ICT‐Competency Framework for Teachers (ICT‐CFT) project was launched to establish a universal terminology and competencies for ICT use in teacher development. The framework promotes a teacher development model for effective ICT integration across the six education system domains of Policy, Curriculum and Assessment, Pedagogy, ICT, Organisation and Administration and Teacher Development. Used by countries around the world, the UNESCO ICT-CFT highlights the role that technology can play in supporting the six major education focus areas across three phases of knowledge acquisition, knowledge deepening, and knowledge creation. - The ICT CFT Version 3 responds to the 2030 Agenda for Sustainable Development, adopted by the UN General Assembly, which underscores a prevalent global shift towards the building of inclusive Knowledge Societies. It addresses recent technological and pedagogical developments in the field of ICT and Education and incorporates inclusive principles of non- discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. The UNESCO ICT CFT framework identifies 18 ICT competencies to which teachers should aspire and subdivides these into 64 specific objectives. ICT competencies for teachers should be framed by a clear understanding of a country’s context and approach to ICT integration in education. The three main approaches are the following: - **a technology literacy approach** to develop a technology‐literate workforce to enhance national economic productivity and competitiveness. - **a knowledge deepening approach** to develop knowledge workers, or individuals who can apply knowledge to add value to the economy and society. - **and knowledge creation approach** to develop innovators and knowledge creators for the knowledge society. Contextualised competency frameworks should describe what teachers should know and be able to do with technology in education, including the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. The competencies should be relevant to both pre‐service and in‐service teachers and enable these teachers’ meaningful participation in ICT teacher development programmes. Outcomes are defined by performance indicators or descriptors of achievement at the different stages in a teacher’s progression path of competency development. Promoting the ICT CFT aligns with the national Digital Egypt strategy, which is anchored on sustained investment in ICT, including an uptake of digital solutions for education and training. Education 2.0 likewise places a strong importance on the uptake of digital technologies, consistent with Egypt’s long-term strategy to transform the country into a digital society. Successful reform, particularly in the context of Education 2.0, is dependent upon full use of computing, digital devices, high-speed internet connection, ICT training, and the effective planning and design of digital-based teaching and learning. Ultimately, strengthening teacher capacities in delivering ICT in education is key to expanding the use of technology in the classroom. In addition, the COVID-19 pandemic unmasked the need to provide more flexible and accessible solutions to continue supporting the continuous professional development of teachers, supervisors, and principals. It is against this background that the UNESCO Regional Bureau for Sciences in the Arab States – Cairo Office seeks to engage an individual consultant to lead the development of a contextualised Egyptian ICT CFT that addresses the needs and situations of teachers in the country. **Objective of the consultancy** -------------------------------- The objective of this consultancy is to facilitate the development of a contextualised ICT CFT and a curriculum map based on the localised ICT CFT. **TASKS AND RESPONSIBILITIES** ------------------------------- Under the overall authority of the Director of UNESCO Cairo Office and with direct supervision of the Programme Specialist for Education, and in close collaboration with the Unit for Technology and AI in Education (ED/FLI/ICT) at UNESCO Headquarters, the Contractor shall undertake the following tasks: A. Lead the development of Egypt’s ICT CFT that meets the demands of the local context and Teacher Development for the 21st Century, and is in accordance with the Education 2.0 initiative and Egypt 2030. To this end, the Contractor is expected to perform the following tasks: 1\. Facilitate stakeholder engagement and lead the convening of a national consultation workshop and interviews to support the development of the contextualised ICT CFT. The consultation workshop and interviews will provide a platform for the discussion of the competencies and objectives to form part of the Egyptian ICT CFT (i.e. a determination of what competencies are to be retained, contextualised, refined, or removed). The consultations will also help to identify additional competencies and objectives currently absent from the UNESCO Framework but should be included in the national framework. 2\. Undertake a desk review that will look at other national contextualised ICT CFTs, related national objectives and policies, global benchmarks, other local/regional ICT competency frameworks anchored on the UNESCO ICT CFT Version 3. 3\. Foster multi-stakeholder engagement and regularly communicate with the wide range of key stakeholders, including the Ministry of Education and Technical Education and the Professional Academy for Teachers. The Contractor shall lead the development and validation processes of the contextualised ICT CFT through stakeholder consultation meetings and a validation workshop. 4\. Conduct situational analysis/needs assessment/gap analysis of existing policy environment, ICT skills gaps and mapping of existing ICT training programmes for teachers. To this end, scan the ICT teacher development landscape by evaluating existing ICT teacher training policies, strategies, programmes, standards (if any), curriculum, content, delivery mechanisms, evaluation and assessment, inter alia, both at in‐service and pre-service levels. The methodology should include desk review and rapid mapping and analysis of existing policy environment, frameworks for ICT teaching training in Egypt and ICT skills gaps faced by teachers in Egypt. 5\. Develop an ICT Teacher competency Roadmap tool that will feed into the development of the contextualised ICT-CFT. The roadmap would analyse each of the aforementioned UNESCO competency development approach and system domains in accordance with the local context. A progression path to be mapped including key performance indicators and benchmarks to describe increasing levels of teacher attainment in the full implementation of each competency sub‐domain and approach. B. Based on the contextualised ICT CFT, develop a curriculum map of a course designed to capacitate educators integrate ICT effectively into their teaching and learning. The curriculum map is expected to identify the number of study units, the key competencies, learning objectives, training content to be covered and suggested learning activities. The curriculum map document shall also identify OERs that could be adapted and used in this regard. C. Based on the curriculum map, develop units of instruction, compiled into a course entitled the Egyptian ICT CFT Course (EICTCFT). This course should include a separate track for school managers and principals. All units should be designed using student-centric, competency-based principles, in which theory is seen to support the acquisition of a skill rather than to be an end in itself. In addition to the units, the following support mechanisms are to be developed: 1) a pre-test and survey designed to ensure that the selected participants possess the pre-requisite skills, knowledge, and access to ICT; 2) Content and activities to form part of the learning units, which are to be converted into a self-paced online course; 3) an electronic portfolio in which participants could store digital evidence of competencies mastered, and; 4) an assessment strategy that prioritises portfolio work. D. Based on the situation analysis, desk review, and contextualised ICT CFT, develop a report that takes stock of relevant existing knowledge resources and training material (related to the professional development of teachers, supervisors, and principals in Egypt particularly in relation to ICT) to be translated into Arabic and contextualised accordingly. The report should also identify knowledge and training gaps and tailored content and training that should be developed. E. Review the Egyptian teachers’ cadre and promotion system in accordance with the contextualised ICT CFT. Based on the review, develop a report outlining key recommendations for the consideration of MOETE and PAT. **The deliverables are to be reviewed and approved by UNESCO Cairo Office. Payment will be made upon satisfactory completion of the deliverables. The reports are expected to be submitted in Arabic. All reports should be single-spaced; A4 size page layout, and accurate citation of references and reference list** Expected Deliverable/Output --------------------------- **Item No.** **Deliverables** **Delivery Date** 1 - Situational analysis/ needs assessment/gap analysis - Between 15 to 25 pages in length 15 April 2022 2 - Report on the development of the contextualised ICT CFT and validation workshop report - Between 20 to 30 pages in length 15 May 2022 3 - Curriculum map - Between 5 to 10 pages in length 15 July 2022 4 - Egyptian ICT CFT Course - Between 30 to 40 pages in length 30 July 2022 5 - Report on the stock-taking of relevant existing knowledge resources to be contextualised and training gaps - Between 5 to 15 pages in length 30 August 2022 **COMPETENCIES (Core / Managerial)** ------------------------------------ Accountability (C) Communication (C) Innovation (C) Planning and organizing (C) Results focus (C) Teamwork (C) Building partnerships (M) Driving and managing change (M) Knowledge sharing and continuous improvement (C) Leading and empowering others (M) Making quality decisions (M) Managing performance (M) Strategic thinking (M) **-** ----- For detailed information, please consult the [UNESCO Competency Framework](https://en.unesco.org/sites/default/files/competency_framework_e.pdf). **Timeframe/total number of contract days** ------------------------------------------- The total number of contract days will be 100 calendar days over a period of five (5) months, from April to August 2022. **Level:** Senior Level Consultant **Required Experience and Qualifications** **Education** \- Advanced university degree (PhD or equivalent) in the field of education, teacher professional development, ICT in education, or related fields. **Work experience** - Over 15 years of specialised professional experience in working on ICT in education, teacher professional development, acquired nationally and internationally. - Experience working with international organisations and the Ministry of Education and Technical Education. - Excellent knowledge of the UNESCO ICT CFT and issues, trends, and developments in technology-enabled teacher professional development. **Skills/Competencies** - Proven skills in drafting strategic documents and reports. - Highly organised and self-motivated. - Tact and maturity to work with senior government officials. - Capacity to collaborate and engage with a range of partners and beneficiaries, including national/local authorities, as well as key stakeholders in civil society, national and international NGOs. - Demonstrated personal sensitivity and commitment to the values and principles of equity, gender equality and cultural diversity. - Excellent computing skills including MS Word, Excel, PowerPoint, Outlook and related MS office applications. - Prior UN experience is an asset. **Languages** Excellent oral and written skills in English and Arabic. Interested individual experts are invited to submit a proposal in English The proposal should contain the following: 1. Statement of interest 2. Current CV highlighting relevant experience and qualifications 3. Detailed work plan and financial proposal The proposal should be uploaded in the “Employment History” field of the online application **SELECTION AND RECRUITMENT PROCESS** ------------------------------------- Please note that all candidates must complete an on-line application and provide complete and accurate information. To apply, please visit the [UNESCO careers website.](https://careers.unesco.org/careersection/2/joblist.ftl) No modifications can be made to the application submitted. The evaluation of candidates is based on the criteria in the vacancy notice, and may include tests and/or assessments, as well as a competency-based interview. UNESCO uses communication technologies such as video or teleconference, e-mail correspondence, etc. for the assessment and evaluation of candidates. Please note that only selected candidates will be further contacted and candidates in the final selection step will be subject to reference checks based on the information provided. **Footer** ---------- UNESCO applies a zero tolerance policy against all forms of harassment. UNESCO is committed to achieve and sustain gender parity among its staff members in all categories and at all grades. Furthermore, UNESCO is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities, as well as nationals from non-and under-represented Member States [(last update here)](https://en.unesco.org/careers/geographicaldistribution) are equally encouraged to apply. All applications will be treated with the highest level of confidentiality. Worldwide mobility is required for staff members appointed to international posts. UNESCO does not charge a fee at any stage of the recruitment process.