Foundation Phase Initiative Consultant, Pretoria, South Africa, 20 months

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.

For every child, EDUCATION.

In recognition of the understanding that in order to teach and assess 21st century skills to young children, there needs to be a paradigm and pedagogical shift towards active teaching approaches that are aligned to how they learn. The learning through play agenda has been widely endorsed by the Department of Basic Education (DBE) and is consistent with the Sustainable Development Goals, the National Development Plan, and the Basic Education Sector Plan. The DBE has been engaging with UNICEF and the LEGO Foundation on various initiatives to systemically strengthen the important of play-based learning in early learning programmes (ECD through the NCF) and the Foundation Phase.

The Foundation Phase Initiative (FPI) aims at strengthening capacity of pre-primary (Grade R) and primary education (Grades 1 to 3) workforce to deliver play-based learning through manipulatives and has been initiated with full government (DBE) endorsement at national and provincial levels. The rationale of the FPI is to expand the current support towards the implementation of play-based learning in the foundation phase through a more comprehensive initiative that focuses on the implementation of manipulatives in Grades R, 1, 2 and 3. The programme is in direct support of the Action Plan to 2024: Towards the realisation of Schooling 2030. Though it will have a long-term impact on most of the goals of the mentioned action plan, it in particular focuses, through curriculum enrichment of the Curriculum and Assessment Policy Statements (CAPS) for Grades R to 3 on various goals including: Goal 1: Increase the number of learners in Grade 3 who, by the end of the year, have mastered the minimum language and numeracy competencies for Grade 3, as well as Goal 11: Improve the access of children to quality early learning and development opportunities (ECD) below Grade 1.

This full-time consultancy will contribute to the implementation of work plan priorities through direct technical support to the DBE. The consultancy will be based on a full-time basis with the DBE.

Education | UNICEF South Africa

How can you make a difference?

The purpose of this assignment is to provide technical and related support on the implementation play-based learning through the Foundation Phase Initiative within the Directorate: Curriculum Implementation and Quality Improvement of the DBE under the supervision of the Director: Curriculum Implementation and Quality Improvement (GET) and Education Specialist (UNICEF).

Objectives:

(a) To provide technical support for the implementation of the FPI, with particular emphasis on the use of play-based pedagogies in the implementation of the Curriculum and Assessment Policy Statements (CAPS). (b) To support the integration of the FPI into the wider work and initiatives in the Foundation Phase. (c) To provide technical support to the staff in the Curriculum Implementation and Quality Improvement Directorate on the implementation of the FPI and the P.L.A.Y. online in-service training for Grades R to 3. (d) To provide technical support to the Curriculum Implementation and Quality Improvement Directorate on implementation, quality assurance and monitoring of play-based learning in the Foundation Phase. (e) To assist Director: Curriculum Implementation and Quality Improvement (GET) at the DBE in the preparation of technical reports for submission to the HEDCOM, CEM and Parliament on the areas mentioned above.

Activities and tasks:

- The consultant shall execute the assignment under the close supervision Education Specialist (Early Learning at UNICF and the Director: Curriculum Implementation and Quality Improvement (GET) at the DBE and the Education Specialist at UNICEF with a focus on the following in relation to the objectives spelled out above.

(a) Support the Directorate in the development and implementation FPI national work plan. (b) Assist the Directorate in liaising with the relevant persons in the Provincial Education Departments on the implementation of the FPI (c) Support the Directorate in overseeing, supporting and monitoring the implementation of the FPI in all provinces. (d) Provide technical assistance to the Director: GET on the Foundation Phase Initiative National Steering Committee to be held two times per year. (e) Assist the Directorate in establishing linkages and synergies between all other initiatives in the Foundation Phase and FPI, especially on how the latter support the facilitation of play-based pedagogical methodologies in the implementation of the CAPS. (f) Technical support on the implementation of the P.L.A.Y online in-service training for Grades R to 3. (g) Assist the Directorate in providing technical support on the implementation and monitoring of the active use of play-based approached on the implementation of CAPS across all subjects in the Foundation Phase. (h) Support the Directorate in engaging with Provincial Departments of Education to render professional assistance in capacity building related to the used of play-based approaches in learning, teaching and assessment in Grades R to 3 in the implementation of CAPS. (i) Provide technical assistance to the Directorate in reviewing, amending and/or creating materials in support of play-based learning in Grades R to 3 subjects in line with CAPS. (j) Assist the Director: GET with any research requirements that arise to answer policy relevant research questions in relations to play-based learning in the Foundation Phase. (k) Provide technical and monitoring support to the Director: GET in relation to play-based learning in the Foundation Phase. (l) Assist Director: GET by providing key inputs and feedback on technical documents, reports, policies, frameworks, etc. on the area of quality education and early learning in the foundation phase, including preparation for critical meetings and inputs to the HEDCOM CEM and Parliament. (m) Participate in planning and monitoring on matters pertaining to the technical assistance to be provided through this assignment to identify and analyse bottlenecks; recommend courses of action to the supervisor and assist where necessary to implement recommendations in relation to play-based learning. (n) Data and knowledge management on matters pertaining to the assignment. This shall include updating information on programme/project financial and administrative status for analysis and report purposes. Analyses programme/project status, and recommends appropriate adjustments. (o) Any other duty that may be assigned by the supervisors related to the purpose of this assignment.

Work relationships:

- The contract will be managed by UNICEF and the day-to-day work of the consultant will be supervised by the Director for GET. - UNICEF and DBE are jointly responsible for the monitoring of the implementation of this assignment and shall execute this in a professional and consultative manner throughout the term of the contract. - The consultant shall have no expectation for the extension of this contract nor for any continuation of the work associated with this assignment through part-time or full-time employment by the DBE or UNICEF.

To qualify as an advocate for every child you will have…

• A minimum of an advanced degree or equivalent in education, early childhood education, basic education, social sciences or related technical fields
• Minimum of three years relevant professional work experience related to the objectives of this assignment in early learning, basic education, programme management in an education field, preferably in curriculum as well as sound analytical and policy experience.
• Knowledge of early learning and development and the basic education sector in particular, the Foundation Phase in South Africa is a requirement.
• Sound knowledge of current developments in the field of early learning and basic education, including a clear articulation of play-based learning across the education curriculum (NCF and CAPS for the Grades R to 3).
• Good skills in MS Word and MS Excel as well as excellent and concise writing skills.
• Excellent interpersonal skills.
• Willingness to travel and a valid driver’s license.
• Proactive and energetic approach to work, ability and commitment to work under tight timeframes.
• Developing country work experience and/or familiarity with emergency is considered an asset.
• Fluency in English is required. Knowledge of another official UN language (Arabic, Chinese, French, Russian or Spanish) or a local language is an asset.

For every Child, you demonstrate…

UNICEF's values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).

To view our competency framework, please visit here.

UNICEF is here to serve the world’s most disadvantaged children and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, age, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, or any other personal characteristic.

UNICEF offers reasonable accommodation for consultants/individual contractors with disabilities. This may include, for example, accessible software, travel assistance for missions or personal attendants. We encourage you to disclose your disability during your application in case you need reasonable accommodation during the selection process and afterwards in your assignment.

UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.

Remarks:

The Consultancy is open to South African nationals only.

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.

The selected candidate is solely responsible to ensure that their health insurance required to perform the duties of the contract is valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.