Equitable Learning (Inclusive & Non-Formal Education) Specialist

Volunteering Teaching & Training

Overview

Support equitable access to quality education for children in Sierra Leone.

You have:

• Minimum five years of professional experience in programme planning, implementation, and management in education.
• Strong technical knowledge of inclusive education approaches, including disability inclusion, removal of barriers to access, and equity-focused programming.
• Knowledge and some experience of inclusive pedagogy and classroom strategies, including development of teacher support packages.
• Knowledge of alternative and accelerated learning pathways.
• Experience supporting professional teacher development, including training materials development, design and/or coordination of in-service training.
• Understanding of pre-service teacher education systems and experience working with teacher training institutions (TTIs) is an asset.
• Practical experience supporting or coordinating curriculum adaptation and development of teaching and learning materials (TLMs) is an asset.
• Familiarity with early identification/referral pathways, and disability screening and support mechanisms is an asset.

Contract

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UNICEF Sierra Leone’s Education Programme under the Country Programme 2025–2030 aims to ensure that more children and adolescents—especially the most disadvantaged—have equitable access to quality education and acquire skills for the future.

The Education Section delivers results through three pillars: (i) systems strengthening, (ii) improved access, and (iii) quality education. This UN Volunteer assignment will be based in the Education Section in Freetown and will primarily support implementation under the Improved Access pillar, with a focus on inclusive education and Non-Formal Education (NFE) to advance equitable access for the most vulnerable and marginalized children.

In 2025, UNICEF Sierra Leone developed an Inclusive Education Strategy and advocacy and communication plan, in line with the Government’s Radical Inclusion policy and Comprehensive School Safety Policy, informed by evidence on barriers facing children with disabilities, girls, and other intersecting vulnerabilities, and outlining a Theory of Change and implementation roadmap for 2025–2030. The UNV will support implementation of priority activities under these strategy and plan, including coordination, advocacy and rollout actions related to inclusive education, such as curriculum adaptation, early identification/screening and referral strengthening, inclusive teaching and learning support through teacher education.

In addition, the UNV will support work on NFE, including conducting a situation analysis of NFE, supporting the design of an accelerated learning/non-formal education programme for out-of-school adolescents—particularly marginalized girls—supporting curriculum development, and contributing to implementation planning and piloting.

Under the guidance and general supervision of the Education Specialist, P-3, the UN Volunteer will actively support the planning, implementation, monitoring, and evaluation of education projects, with a strong focus on system strengthening and improving the quality of education. The UN Volunteer will be responsible for the following tasks:

1. Inclusive education coordination and stakeholder engagement

- Support UNICEF and MBSSE (Ministry of Basic and Senior Secondary Education) to strengthen coordination mechanisms for inclusive education, including convening and documenting meetings, follow-up of action points, and ensuring meaningful engagement of key stakeholders, including Organizations of Persons with Disabilities (OPDs) and relevant ministries. - Represent UNICEF in stakeholder coordination meetings related to inclusive education. - Support implementation and coordination of priority Inclusive Education Strategy activities as well as UNICEF Sierra Leone’s Inclusive Education Communication and Advocacy Strategy, including planning, stakeholder coordination, follow-up, and documentation of progress (in close collaboration with Education, SBC/Communication colleagues, OPDs, civil society and media actors). - Support the organisation of advocacy initiatives such as stakeholder roundtables, policy dialogues and monitoring/tracking discussions to strengthen accountability for implementation of inclusive education policies.

2. Curriculum adaptation and inclusive learning materials

- Support planning and coordination of curriculum adaptation of foundational learning teaching and learning materials developed under Global Partnership Education, ensuring inclusive and accessible approaches. - Facilitate technical consultations with OPDs, MBSSE, MTHE and TTIs (teacher training institutions) to support drafting, review, piloting/validation and quality assurance of adapted materials. - Support development of practical teacher guidance/briefing packs on low-cost inclusive teaching strategies linked to adapted materials, including accessibility considerations.

3. Teacher development (in-service and pre-service)

- Support coordination of in-service teacher training on inclusive education, linking to curriculum adaptations above. - Support collaboration with MTHE/TTIs and relevant institutions to embed inclusive education and adapted learning materials into pre-service teacher education curricula and training packages.

4. Strengthening early identification, referral systems and disability data

- Support activities related to early identification of disabilities and strengthened referral pathways, including coordination with district-level structures (e.g., SQAOs and data officers). - Support technical inputs to improve disability-related education data collection and use (e.g., disability questions within Annual School Census / EMIS-related processes), where relevant.

5. Non-formal education (NFE) and accelerated education programme (AEP) for marginalized girls

- Support the situation analysis of NFE services, gaps and barriers affecting out-of-school children and adolescents, with a focus on marginalized and vulnerable girls and in alignment with the Radical Inclusion policy. - Support design of an equity-focused AEP/NFE programme, including curriculum/materials development and planning for piloting, monitoring and documentation. - Represent UNICEF in NFE technical working group.

6. Documentation, reporting and knowledge management

- Support preparation of technical briefs, presentations, success stories and lessons learned related to inclusive education and NFE to inform UNICEF planning, partner coordination and donor engagement. - Document communication/advocacy implementation progress, including maintaining activity trackers and drafting summary updates for UNICEF and partners. - Conduct programme monitoring and manage record of progress of the activities.

☒Adaptability and Flexibility ☒ Building Trust ☒ Client Orientation ☒ Commitment and Motivation ☒ Commitment to Continuous Learning ☒ Communication ☒ Ethics and Values ☒ Integrity ☒ Judgement and Decision-making ☒ Knowledge Sharing ☒ Planning and Organizing ☒ Professionalism ☒ Respect for Diversity ☒ Self-Management ☒ Technological Awareness ☒ Working in Teams

Minimum five years of professional experience in programme planning, implementation, and management in education, with a focus on learning and teacher quality, as well as system strengthening at both national and international levels.

• Strong technical knowledge of inclusive education approaches, including disability inclusion, removal of barriers to access, and equity-focused programming.
• Knowledge and some experience of inclusive pedagogy and classroom strategies, including development of teacher support packages.
• Knowledge of alternative and accelerated learning pathways.
• Experience supporting professional teacher development, including training materials development, design and/or coordination of in-service training.
• Understanding pre-service of teacher education systems and experience working with teacher training institutions (TTIs) is an asset.
• Practical experience supporting or coordinating curriculum adaptation and development of teaching and learning materials (TLMs) is an asset.
• Familiarity with early identification/referral pathways, and disability screening and support mechanisms is an asset.

The UN Volunteer will be based at UNICEF’s Sierra Leone Country Office in Freetown with periodic travel to districts. Freetown is classified by the United Nations as Family duty station and living conditions are generally good.

The UN Volunteer will be responsible for covering the costs of their own accommodation and other related living expenses while based in Freetown. Travel costs incurred in the performance of official duties will be covered in accordance with UN standards. UNDSS clearance to ensure adherence to minimum safety standards is required and will be facilitated by the Office.

Freetown is the capital city of Sierra Leone, situated on the Atlantic coast of West Africa. Sierra Leone is generally safe, the security level is low, and the society is very religiously tolerant. Freetown is a family duty station. Floods and mudslides have been identified as the two main risks in the country in terms of emergency, in addition to epidemics including Ebola Virus Disease (EVD) outbreaks (2014-2016), COVID-19 outbreaks and recent Mpox outbreak.

The cost of living for expatriates is generally fair or high, especially for imported items, and there are good supermarkets, restaurants and hotels available. There are good communication services, including mobile and internet services, available with a fair price. Local and regional banks deal in both local and foreign currencies. ATMs are available, and credit cards are accepted in some establishments. However, this is generally a cash economy.

Freetown has a tropical climate, with very high rainfall in the rainy season, Sierra Leone boasts the finest beaches in West Africa, within easy reach of Freetown, with excellent seafood, surfing and sunshine.

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Potential interview questions

Added 3 months ago - Updated 3 months ago - Source: unv.org