ICT in Education Master Plan Consultant for the Solomon Islands and Republic of the Marshall Islands (90 days)

Consultant Teaching & Training Programme & Policy

Contract

This is a Consultancy contract. More about Consultancy contracts.

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.

We operate in the Pacific, specifically in the Cook Islands, Fiji, Kiribati, Marshall Islands, Federated States of Micronesia, Nauru, Niue, Palau, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu, and Vanuatu. These 14 Pacific islands countries are home to 2.3 million people, including 1.2 million children and youth. They inhabit more than 660 islands and atolls that stretch across 17.2 million square kilometers of the Pacific Ocean. This area is comparable to the combined size of the United States of America and Canada. Kiribati, Marshall Islands, Federated States of Micronesia, Solomon Islands, and Tuvalu are classified as Fragile States according to World Bank/OECD criteria.

All 14 Pacific Island countries and territories have ratified the UN Convention on the Rights of the Child. However, only a third are on track with reporting obligations. You can explore the different areas of our work at the link provided here: www.unicef.org/pacificislands .

Background of Assignment:

The potential use of technology to improve the education system and learners’ access to education has been acknowledged in various policies, plans and reports across the Pacific region in recent years. Countries acknowledge the opportunity that technology can provide but are also pragmatic about challenges and risks, including in the considerable financial investment required, equity issues, maintenance and repair, effective pedagogical uses of technology in learning, digital skills, capacity to effectively utilise collected data to inform decisions about different digital learning strategies and options. Two countries in the region, the Solomon Islands and the Republic of the Marshall Islands (RMI) are wanting to review their current enabling environments (including planning) for technology in education to make informed decisions about next steps.

Each country has their own particular context and are at different places in formulating responses both to technology infrastructure and digital learning. The Solomon Islands Ministry of Education and Human Resources Development (MEHRD) had a 5-year (2019-23) Education ICT Master Plan as a guiding document to achieve the vision of ensuring “children in the Solomon Islands are equipped with the skills and confidence to thrive into the 21st century” 1 with emphasis on how ICT can support improved equity in access to quality, relevant education. MEHRD has acknowledged that the ICT in Education Master Plan was very ambitious, so a review to re-prioritize and re-structure for the next 5 years (2024-2029) is timely. This will also need to align well with whole-of-government centralised ICT systems through the Information Communication and Technology Support Unit (ICTSU) under the leadership of Ministry of Finance and Treasury (MoFT). This review will culminate with recommendations for and drafting of a revised ICT in Education Master Plan through the period 2024-2029.

How can you make a difference?

Under the supervision of the UNICEF Education Specialist (Solomon Islands/North Pacific as relevant) and in coordination with relevant department staff and team of the Ministry/PSS and MEHRD/ISD. The consultant is expected to work first of all toward the high-level national vision for education, with a clear eye to how ICT can be an enabler of teaching and processes that lead toward that vision, rather than an end to itself. The consultant is further expected to work in line with the national vision for ICT in education, providing authoritative technical guidance based on own experience as well as an assessment of systems and capabilities in each context, including past ICT in education plans and initiatives, drawing on all of the above to advise on technically solid and contextually relevant options and plans, with an emphasis on effectiveness, sustainability and relevance. The consultant is expected to also work in a collaborative and consultative fashion, drawing effectively on the many perspectives and realities in each context, providing advice – but also being advised – and ultimately work with each government in developing a plan that is relevant and fully owned locally.

For the Solomon Islands:

The objective and scope of the consultancy in the Solomon Islands is to draft a new Education ICT Master Plan for a period of five years (2024-2028) for the Solomon Islands Ministry of Education and Human Resources Development. The development of the new plan will be aligned with national education priorities (NEAP 2022-2026), the new Education Act (2023), and the fifteen-year Education Strategy Framework (ESF) 2016-2030 and whole-of-government plan of digital technology to ensure the ICT in education master plan is part of country's long-term vision and goals in technological advancement.

For RMI

The objective of this consultancy for RMI is to draft, validate and finalise a scoping paper on ICT infrastructure and Digital learning, with options and recommendations for taking ICT in education forward. The scoping report should particularly outline the infrastructural, financial and human resource requirements and options in consideration of the use of technology to:

• Enhance access to education;
• Improve learning outcomes through the effective uses of technology in learning;
• Support equity and inclusion;
• Facilitate teacher professional development;
• Promote digital literacy across all stakeholders.

Summary of key functions/accountabilities:

The consultant will deliver the following specific deliverables through this contract:

1. 1. Inception Report a. Develop a single inception report to cover approaches, programme timelines, risks and mitigations for both RMI and the Solomon Islands. The inception report should include the findings on an initial desk review of relevant data and documents for both the Solomon Islands and RMI on education ICT and digital as appropriate to the identified scope of work for both countries. The inception report can be broken up into a preliminary (pre-travel) planning and sharing of initial thoughts and timelines and a later version that reflects a complete view of background, approach and proposed consultations/meetings.
   2. For the Solomon Islands:

• 1. Stakeholder Consultation

• Consult with focal points in the MEHRD and other key SIG Ministries, stakeholders including the Private Sector ((Telekom, B-Mobile), NGO, CSO and teachers' training providers to understand the ICT plan and its essential components and desired outcomes, as well as practical options for reviewing the master plan, cognizant of the day-to-day realities in education infrastructure, available resources and gaps in education digital learning, and ongoing reforms and efforts, in line with the Ministry’s current vision towards improving capabilities in education technology

• Facilitate the stakeholder consultations and field visits as relevant, to ensure the review process is inclusive and consultive to provide voices and views from teachers, learners, school leaders and education providers are heard and featured in the new ICT master plan

• During the consultation, carefully consider how the proposed activities and changes in the ICT master plan are resourced and what training and capacity-building support are required to implement and ensure capacity and sustainability successfully.
• Provide a brief synthesis in the form of a Consultation Report.

b. Drafting a new education ICT Master Plan (2024-2028)

1. Based on the feedback from the stakeholder consultation workshop and in ongoing collaboration with the MEHRD ISD team and relevant divisions, review and develop a new ICT master plan (2024-2028).

c. Education ICT Master Plan (2024-2028) validation

1. Once the new ICT plan is drafted, convene a validation workshop with partners to validate the proposed component, priorities and platform included in the latest ICT master plan and provide feedback and comments regarding the new ICT master plan
2. Integrate proposed changes and feedback received from the validation workshop and share with the MEHRD Senior Management Team (SMT) for review and endorsement.

d. Submission, finalisation, and endorsement

1. Support MEHRD through the process of finalisation and endorsement of the final ICT master plan (2024-2028)

2. 3. For RMI

• 1. Stakeholder Consultation

• Consult with focal points PSS, schools and other stakeholders including relevant government agencies, development partners and the NTA to understand the current landscape and enabling environment for technology supported learning and education support in line with the PSS’s current vision towards improving capabilities in education technology.

• Facilitate the stakeholder consultations and field visits as relevant, to ensure the review process is inclusive and consultative to provide voices and views from teachers, learners, school leaders and education providers are heard and featured in the report.

• During the consultation, carefully consider how the proposed options and recommendations could be sustainably resourced and what training and capacity-building support are required to implement and ensure capacity and sustainability successfully.
  2. Drafting the Report

1. 1. Based on the feedback from the stakeholder consultation and in ongoing collaboration with the relevant PSS team members draft the scoping report with findings, options and recommendations.

c. Report validation, finalisation and submission

1. Once the scoping report is drafted, convene a validation workshop with PSS and relevant stakeholders to review the findings.
2. Integrate proposed changes and feedback received from the validation workshop.
3. Submit the final report.

Please refer to the ToR ( TOR- ICT in Education Consultant.pdf) for further information on the deliverables and the timelines.

GUIDANCE FOR APPLICANTS:

• This consultant is for individual consultants only. Candidates are requested to submit a brief technical proposal and CV.
• Candidates are asked to submit a separate financial offer along with their application. The financial proposal should be a lump sum amount for all the deliverables and should show a breakdown for the following as applicable:
• Monthly / Daily fees: based on the deliverables in the Terms of Reference above.
• Travel: economy air ticket where applicable to take up assignment and field mission travel
• Living allowance: where travel is required.
• Miscellaneous: to cover visa, health insurance (including medical evacuation for international consultants), travel insurance, communications, and other costs

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

Education:

• A master's degree in a relevant field, such as computer science, information systems, or education technology, is typically required. However, a first degree with a combination of relevant other postgraduate certificates/diplomas and experience would also be considered.

  Experience and Skills:

• Minimum of 8 years of professional work experience in educational technology, digital learning, ICT planning.

• IT Skills: Proficiency in relevant technologies and tools used in educational settings.
• Analytical Mindset: Ability to analyse data and make informed decisions.
• Experience in research and analysis including previous experience of supporting education ICT plans.
• Proven ability to be innovative, think differently and engage others in transformation.
• Experience working with Ministries of Education and development partners.
• Proven ability to produce high-quality and strategically oriented education ICT plans and accompanied implementation plan, monitoring and reporting progress.
• Familiarity with Pacific education systems, contexts and cultures is highly desirable.
• High level interpersonal and relationship-building skills
• Ability to communicate effectively with persons of various cultures and disciplines.
• Ability to determine and review priorities and meet deadlines.
• Diplomatic skills to liaise with counterparts and different stakeholders.
• Good analytical, negotiating, and advocacy skills.

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

To view our competency framework, please visit here.

Remarks:

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.

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 the visa (applicable) and health insurance required to perform the duties of the contract are 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.

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

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Added 4 days ago - Updated 1 hour ago - Source: unicef.org