Consultant (TVET school improvement planning expert)

Contract

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**OVERVIEW** Parent Sector : Education Sector (ED) Duty Station: Kabul Job Family: Education Type of contract : Non Staff Duration of contract : From 7 to 11 months Recruitment open to : Internal and external candidates Application Deadline (Midnight Paris Time) : 11-OCT-2020 UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism **OVERVIEW OF THE FUNCTIONS OF THE POST** Background and context As part of its mandate to lead and coordinate global efforts for Sustainable Development Goal 4 (SDG4), UNESCO is tasked with capacity development within the Capacity Development for Education (CapED) programme as one of its key operational responses to strengthen systems and assist countries to achieve national priorities in the context of SDG4. The programme focuses on three priority areas: sector-wide policy and planning, skills for life and work, and teachers. Since 2010, CapED has worked in close coordination with line ministries and other key stakeholders throughout all stages of programme planning, implementation, monitoring, and evaluation to develop capacity in the Technical and Vocational Education and Training (TVET) system at technical and policy levels and to strengthen coordination among different stakeholders in Afghanistan’s TVET system. UNESCO’s support is focuses on supporting government’s efforts to to achieve its strategic goals to expand and provide relevant and quality TVET opportunities to all citizens. In alignment with the aim of the new Afghanistan TVET Strategy (2020-2024) to delegate authority and responsibility for TVET provision beyond the central level and to enhance quality and relevance of TVET provision, UNESCO is supporting the TVET Authority (TVET-A) to develop a national toolbox on TVET school improvement planning and pilot the tools in selected TVET schools, coupled with concerned staff’s capacity building on school quality assessment, improvement planning, implementation, monitoring and evaluation as a complete quality loop. OVERVIEW OF THE FUNCTIONS OF THE POST The assignment should take into consideration lessons learned from UNESCO’s previous support to Vocational Training Centres (VTCs) on quality improvement in Afghanistan, and build on/fine-tune the Quality Matters Framework developed, as well as take into account the best international practice and specificities of Afghanistan’s context. The key pillars of assessment should cover organizational effectiveness, quality of provision, and training outcomes. The sub-parameters to examine can build on the Quality Matters Framework, and also incorporate more recent considerations such as capacity/levers to innovate and unleash innovation, and teachers’ capacities to implement distance learning strategies, use of new technologies etc. In the meantime, the outputs of the assignment should stress clear linkages with the new Afghanistan TVET Strategy and expected contribution to its implementation. Additionally, the assignment is expected to be linked with another UNESCO’s project in Afghanistan with a particular focus on transforming the Afghan-Korea Vocational Training Institute (AKVTI) into a national centre of excellence. The assignment will explore how the TVET school improvement planning methodology could be aligned with the AKVTI’s transformation into a national centre of excellence, so that the quality/excellence hubs are part of a coherent territorial strategy at central and state level. For instance, the pilot TVET schools could enhance their labour market linkages in cooperation with the AKVTI’s job center to be established, including from the data management perspective (tracers’ studies, etc.). Long Description Main duties and responsibilities Under the overall authority of the Director of the UNESCO Office in Kabul and Representative of UNESCO to Afghanistan, overall supervision of the Head of Education Unit and direct supervision of the CapED Programme Coordinator, the incumbent shall perform four main tasks below: **I. Development of a national toolbox on TVET school quality assessment, improvement planning, implementation and Monitoring and Evaluation (M&E)** - Devise a holistic methodology and a related workplan on TVET school quality assessment, improvement planning, implementation and M&E, with support of the TVET-A and in close consultation with UNESCO and other stakeholders such as teachers’ associations, provincial TVET authorities, TVET schools, labor market (Chambers of Commerce), Ministry of Labor and Social Affairs (MoLSA) and VTCs, etc. - Work closely with the TVET-A to develop a TVET school quality assessment framework and necessary instruments/templates/training materials to conduct TVET school quality assessment, with reference to the priority outcomes of the new Afghanistan TVET strategy, the quality standards defined in the 2017 Quality Matters Report, the innovation framework of [I-Hubs project](https://unevoc.unesco.org/i-hubs/i-hubs+-+Innovation+Framework) of UNESCO and other outputs from development partners active in the field of TVET school assessment and improvement planning, and with a linkage to the implementation of the new TVET Strategy. - Work closely with the TVET-A to develop school improvement planning, implementation and M&E tools/templates and guidelines. - Consolidate all the deliverables as mentioned above including the methodology, framework, tools and templates into a national toolbox and support its digitalization and integration into the TVET Management Information System (MIS) which will be carried out by the Education Management Information System (EMIS) team. Long Description **II. Leadership training on school quality assessment, improvement planning, implementation and M&E** - Work with the National Institute for Education Planning (NIEP) and the Department of Planning under the auspices of the TVET-A, to develop short leadership training courses and training materials on school quality assessment, improvement planning, implementation and M&E targeting provincial TVET staff and heads of TVET schools. - Develop training materials and train assessors including central, provincial TVET staff and TVET school heads to use the tools and follow the methodology to carry out school quality assessment and provide support for school improvement planning. **III. TVET school quality assessment and improvement planning** - Advise the TVET-A on the criteria of the selection of the pilot TVET schools. - Work with the assessors to conduct on-site school quality assessment and organize thematic workshops with pilot TVET schools on various dimensions of quality to support the development of the improvement plans. - Review, compile and consolidate assessment results and reports provided by assessors and develop them into one synthesis assessment report, so that this assessment review will be used for fine-tuning the methodology of the assessment and will draw lessons for further scale-up strategy. - Review and provide input to improve the school improvement plan and its M&E strategy developed by each pilot TVET school. Long Description **IV. Support to TVET school improvement plan’s implementation and M&E** - Conduct field visits to selected TVET schools to monitor the implementation and provide guidance. - Organize capacity building workshops and share knowledge and experience during and after the field visits. - Summarize lessons learnt on a brief note and discuss with national stakeholders on options for scale-up. - Prepare a final report and a corresponding presentation on the quality and innovation of TVET provision through the practice of recurring school quality assessment and improvement planning, implementation and M&E in Afghanistan. - Provide advice on the effective implementation of a socialization event of the school improvement planning and prepare and present the report at the event. - Share knowledge, experience and tools on school improvement planning with the project on transforming AKVTI into a national centre of excellence for TVET, and provide technical advice on the development of a master plan for the transformation of the national centre of excellence and creation of a network of innovation hubs to improve TVET quality in Afghanistan. - Ensure synergies with UNESCO Kabul Office’s education activities. Key Expected Deliverables The following key deliverables are expected to be submitted within a timeframe of eleven months starting from November 2020. - A holistic written methodology document on TVET school quality assessment, improvement planning, implementation and M&E. - A school quality assessment framework and necessary instruments/templates/training materials. - School improvement planning, implementation and M&E tools/templates and guidelines. - A script to facilitate the digitalization of the national toolkit on school improvement planning. - A syllabus of short leadership training courses on school quality assessment, improvement planning, implementation and M&E. - Knowledge and practice based training PPTs for training/capacity building workshops and audio-visual recordings of presentations. - Written feedback on the assessment report of each pilot TVET school and a synthesis assessment report. - Written feedback on the improvement plan of each pilot TVET school. - A brief note on summarizing lessons learnt with options for scale-up. - A final report and a corresponding presentation on the quality and innovation of TVET provision through the practice of recurring school quality assessment and improvement planning, implementation and M&E in Afghanistan. UNESCO, the TVET-A and the consultant will agree on a work plan including a deadline for each deliverable upon signing the contract. **COMPETENCIES (Core / Managerial)** Accountability (C) Communication (C) Innovation (C) Knowledge sharing and continuous improvement (C) Planning and organizing (C) Results focus (C) Teamwork (C) **-** For detailed information, please consult the [UNESCO Competency Framework](https://en.unesco.org/sites/default/files/competency_framework_e.pdf). **REQUIRED QUALIFICATIONS** Required qualifications Primary expertise required - Knowledge and experience in TVET policy and planning, preferably with a particular focus on school performance assessment and improvement planning. Education - Advanced university degree (Master’s or equivalent) in education, social sciences, development studies or related area. Work experience - At least ten years of professional work experience relating to TVET, with at least two years acquired at international level; and - A deep understanding of formal, non-formal and informal TVET in crisis and post-conflict contexts. Skills - Advanced cross-cultural communication skills; - Excellent time management skills; - Significant sensitivity and adaptability (cultural, gender, religion, race and nationality); - Highly competent computer skills and a proficient user of Microsoft Office software and online meeting tools; and - Excellent independent working skills with a desire for life-long learning. Language - Fluency in English. High-level drafting and presenting skills in English. **DESIRABLE QUALIFICATIONS** - Excellent understanding of key aspects of education policy and planning in Afghanistan is desirable; - Previous work experience in education in the government or international development cooperation sectors is an asset; - Work experience with the UN is an added advantage; and - Familiarity with the local context and language (Dari or Pashto) will be a plus point. Working modality The working modality will be a combination of remote and in-country work directly under the supervision of UNESCO Office in Kabul and close coordination with the TVET-A of Afghanistan. Remote work is envisioned through 2020 with a focus on the development of the methodology and tools/templates as well as on the preparation for training, school quality assessment and M&E framework. Although full-time in-country work is preferred in 2021, UNESCO is also open to the option of maintaining remote work with necessary missions to Afghanistan. **APPLICATION 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. No modifications can be made to the application submitted. Candidates are invited to submit an Employment History Form during online application. It is required to provide the information: - Details of work experience, including prior experience of similar and relevant work. - A list of past similar work or reports/publications written with hyperlinks to access such paper if they are available online or samples of such papers if they are only available offline. **(Insert the list in main achievements or at the end of the Employment History Form as it is not allowed to upload multiple documents in the system.)** - A brief proposal (1-2 pages) discussing the approach/methodology to undertake the assignment, key deliverables with a timeframe and proposed fees. **(Insert your proposal at the end of the Employment History Form.)** **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.