Consultant Teaching & Training Programme & Policy

Contract

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Background

Turkmenistan’s on-going education sector reform, aimed at continuity and enhanced quality of education in line with the international standards and SDG 4 commitments, is a key state priority.

In support of the above priority, the Government of Turkmenistan – UNICEF partnership programme for 2021-2025 prioritizes strengthening continuity and quality of education in line with the international standards which also includes a specific emphasis on promoting competency-based approach in education. One of the important tasks is the curriculum transformation with focus on development of core competencies for a life-long learning process which enhances social inclusion, active citizenship, and personal development of the learners. These core competencies will also support self-sustainability, as well as competitiveness and employability of the learners as they enhance their ability to perform a job’s specific tasks.

Importantly, UNICEF technical support to the Ministry of Education (MoE) for a comprehensive review of the existing curricula and teaching methods in primary and secondary education in 2020 resulted in elaboration of a set of agreed recommendations towards development of competency-based education system in Turkmenistan. These recommendations propose specific actions to reform quality aspects in education including state education standards and curriculum, instructional materials, inclusive teaching and learning methodologies as well as learning outcome measurement system towards the best international standards and benchmarks.

In follow up to the above recommendations UNICEF is seeking an international expert to provide technical assistance to the MoE for foundational capacity development for the key education stakeholders and core group of education professionals to further lead the work on the competency-based curriculum in the country.

Purpose of the assignment

Provide technical assistance to the MoE for foundational capacity development for the key education stakeholders and professionals to further lead the work on the competency-based curriculum in the country.

Specific Tasks

• Conduct a desk review of relevant education policy curriculum related documents.
• Develop a profile for a dedicated group of professionals from the Ministry of Education and relevant education stakeholders to lead the work on the competency-based curriculum in the country.
• Facilitate a series of on-line professional development workshops for the newly created group. The workshops must have a module structure and deal with all the key areas of curriculum development. Each module should include the theoretical background, examples of international best practice and practical assignments that will help the team adapt the ideas for the context of Turkmenistan.
• Facilitate the selection of 3 pilot schools and, if possible, undertake a visit to Turkmenistan to review the teaching methods and use of instructional materials in schools in Turkmenistan through on-site discussions, observation, data collection and analysis, and overall evidence-based practice. Or facilitate an on-line review of the teaching methods and use of instructional materials in schools in Turkmenistan.
• Facilitate a series of on-line workshops for the teachers and leadership in the above 3 pilot schools to familiarise them with the key ideas of the competency-based approach.
• Provide a draft final report with recommendations for further steps in competency-based curriculum and education development. Finalize the report based on the comments from UNICEF and MoE.

Workplan and deliverables

The consultancy duration is 88 working days, covering the period of 15 May 2021 – 30 Nov 2021. The distribution of days by tasks and corresponding deliverables is suggested below. The consultant is expected to work home-based most of the time (70 days home-based) undertaking one country visit (18 working days in-country) during the consultancy period. In case, the above planned visit is not feasible due to the on-going COVID related limitations, the relevant tasks and deliverables under the visit will be ensured by the distance modality. The below timeline provides the estimated deadlines for completing the deliverables, considering the period that will be needed for translation, sharing of document and receipt of feedback. Depending on the progress and needs, more than 2 reviews of the documents reviewed/revised/developed may be required, which may affect the timelines.

Tasks

Days

Deliverables and target delivery dates

specific delivery dates and details as to how the work must be delivered (e.g. electronic submission, hard copy), subdivided into “milestones” where appropriate

1. Conduct a desk review of relevant education policy curriculum related documents.

Hold skype call(s) with UNICEF and appropriate stakeholders as required.

3 days (home based)

20 May 2021

Desk review report

2. Develop a profile for a dedicated group of professionals from the Ministry of Education and relevant education stakeholders to lead the work on the competency-based curriculum in the country

Facilitate a skype call to discuss feedback and inputs from UNICEF, the Ministry of Education and other education stakeholders to further finalize the draft profile

2 days (home-based)

25 May 2021

Draft profile

30 May 2021

Finalized profile

3. Facilitate a series of 8 on-line professional development workshops (5 half-days per workshop module) for the newly created group. This will include preparatory work, development of training programmes and materials, provision of feedback to colleagues, and running the training sessions.

The workshops must have a module structure and deal with all the key areas of curriculum development. Each module should include the theoretical background, examples of international best practice and practical assignments that will help the team adapt the ideas for the context of Turkmenistan. A preliminary list of modules is as follows:

Module 1. Structure of a modern curriculum

Module 2. Cross-curricular competencies.

Module 3. Subject competencies and their connection to cross-curricular competencies.

Module 4. Learning outcomes: benchmarks and achievement levels.

Module 5. Examples of subject curriculum: language arts

Module 6. Examples of subject curriculum: mathematics

Module 7. Types of assessment and their presentation in the curriculum

Module 8. Inclusive education and differentiated learning.

Hold skype call(s) with UNICEF and appropriate stakeholders as required.

40 days (home-based)

1 June-15 September 2021

Workshop programme, materials; Workshops delivered, workshop report

4. Facilitate the selection of 3 pilot schools and, if possible, undertake a visit to Turkmenistan to review the teaching methods and use of instructional materials in schools in Turkmenistan through on-site discussions, observation, data collection and analysis, and overall evidence-based practice.

Subjects to be studied: mathematics and language arts for grades 5-9.

OR

Facilitate the on-line review of the teaching methods and use of instructional materials in schools in Turkmenistan.

18 days (in-country)

OR

18 days (home-based)

3-24 October 2021

Meetings, visits to the selected school in Ashgabat and Akhal velayat, interviews, focus group discussions, report on the deliverables

5. Facilitate a series of 4 on-line workshops (5 days per workshop module) for the teachers and leadership in the above 3 pilot schools to familiarise them with the key ideas of the competency-based approach.

The workshops should aim at helping the teachers to improve the quality of the learning process and include the following modules:

1. Lessons types and structure in competency-based education. Role of teachers and pupils in a modern classroom

2. Use of different types of assessment

3. Modern instructional materials

4. Continuous professional development for teachers

Each workshop should include specific assignments to help teachers improve their practice and share examples with colleagues across the country.

Subjects to target: mathematics and language arts for grades 5-9

Hold skype call(s) with UNICEF and appropriate stakeholders as required.

20 days (home-based)

26 October-19 November 2021

Workshop programme, materials; Workshops delivered, examples of “good practice, workshop report

6. Provide a draft final report with recommendations for further steps in competency-based curriculum and education development.

Finalize the report based on the comments from UNICEF and MoE.

3 days (home-based)

2 days (home-based)

23 November 2021

Draft final report with recommendations for further steps in competency-based curriculum and education development.

28 November 2021

Finalized final report based on the comments from UNICEF and MoE.

Please find the details under the planned consultancy as per the ToR: UNICEF Turkmenistan_ToR_Foundational capacity development on competency-based education_final.docx

To view our competency framework, please visit here.

Click here to learn more about UNICEF’s values and competencies.

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.

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:

Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.

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.

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Added 3 years ago - Updated 2 years ago - Source: unicef.org