International – 2 consultancies (For life-skills curriculum development), Home-based with up to six missions to Libya/Tunis, for a period of 11.5 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: OPPORTUNITY!

Purpose of Activity/Assignment:

UNICEF is recruiting two to three international consultants to provide technical expertise and leadership in the development and implementation of this programme. There are two parallel programmes. The first is to lead and support the Ministry of Education to develop a life-skills framework of core skills that young Libyans need for school and work (for example, critical thinking skills, problem solving, creativity etc). Then the consultants will lead a mapping of the current curriculum to identify gaps and areas to embed life-skills. This will lead to subject syllabi development and teacher education programmes on student centred pedagogy. The consultants will work in close collaboration with the MoE in Libya through capacity building workshops. The second parallel work is to develop two core life-skills programmes and extension modules for adolescents and youth in UNICEF’s youth and Baity centres. This includes basic literacy and numeracy programmes and identified life-skills programmes. Extension modules, including a youth champions progamme for outreach to communities will also be developed. The initial contract with the consultants will be 11.5 months and it is expected that this will be a two year programme.

How can you make a difference?

Scope of Work:

Under the day to day supervision of the Chief of Education, Libya, the international consultants will work in close collaboration with the MoE teams and the UNICEF national consultants to plan, implement and monitor the life-skills programmes. This is a substantial task with five main components and includes leading the identification of life-skills for Libyan children, adolescents and youth, the development of a content map for a curriculum and/or embedding life-skills across the curriculum, contributing to the development of all the programmes (including overseeing the quality of content from other consultants) and capacity building. It also includes the day-to-day technical oversight of all the programmes developed. The team will also comprise a national team leader who the international consultants will collaborate closely with both at strategic and operational level, and 1-2 other international consultants and 2-4 national consultants.

At the end of this phase of the programme development, it is envisaged that through a series of collaborative workshops, there will be a life-skills handbook developed by and with the Ministry of Education, a roadmap for embedding life-skills across the curricula and capacity building workshops for MoE staff and some teachers. Work on embedding life-skills across the curriculum into specific subject areas will also be initiated.

In addition, life-skills programmes will be developed for adolescents and youth including basic literacy and numeracy programmes. These will be delivered in youth centres and Baity community centres. The development work includes two core packages of life-skills. The life skills programmes will each be 50 hours in total, consisting of two sessions of 2 hours per week for 10 weeks. The programmes will initially be delivered by a third party provider though youth centres in five municipalities in the South of Libya. Five extension modules will be identified and developed and delivered after the core programmes. Two core packages of basic literacy and numeracy programmes will also be developed.

In the second stage of the programme, UNICEF, in collaboration with the MoE, will develop a comprehensive teacher training package to train teachers in embedding life-skills in the curriculum. There will be a focus on student-centred teaching and learning pedagogical skills development as a way of embedding the life-skills across the curriculum. In addition, it is envisaged that the life-skills programmes will be available as online versions.

The specific scope of work includes:

In consultation and collaboration with key stakeholders and national consultants, the international consultants will oversee and contribute to:

Development of a roadmap for embedding life-skills into the Libyan school curriculum

1. Conduct a series of high level technical workshops with MoE and other Government stakeholders to develop the strategy for embedding life-skills across the curriculum
2. Produce a handbook of the identified life-skills with definitions and examples
3. Produce a roadmap for the MoE to embed life-skills in selected areas of the curriculum. This includes:

• Mapping of key components of the current curriculum to the life-skills and identify key gaps
• A needs assessment of the current methodology/pedagogy used in teaching and learning and recommendations for improvements to support life-skills teaching and learning

Development of resource materials and capacity building for teaching life-skills in selected schools Conduct awareness building workshops with senior MoE and other Government officials, and the curriculum staff on ways to embed life-skills in and across the curriculum. This is envisaged as student-centred pedagogical practices such as pair work, group work, inquiry based learning, project based learning to link with life-skills such as teambuilding, problem solving, critical thinking and communication.

Development of core youth life-skills packages

1. Develop a life-skills competency framework
2. Develop a content map for two core life skills programmes based on the identified life-skills; 10-13 years and 14-18 years.
3. Conduct a one day workshop for senior Ministry of Education staff to share the content maps and discuss the core life-skills programmes for the youth programmes.
4. Produce two core life-skills programmes including a youth workbook of activities, facilitator notes and resources kits
5. Develop a train the trainer handbook for the core life-skills programmes
6. Conduct a train the trainer training to selected trainers and facilitators on the core life-skills programmes
7. Conduct small group coaching sessions during the delivery of the core life-skills programmes to address emergent needs
8. Conduct a five day workshop on life-skills with selected CSOs to build their capacity to facilitate life-skills training with youth, particularly in the south of Libya.
9. Review the core life-skills packages and update/refresh where needed

Development of extension life-skills modules and online versions of modules

1. Develop a content map for five extension life-skills modules, each of 25 hours of teaching materials. These will include a youth leadership module (connected to the Champions programme), a peacebuilding module, and three further modules identified with the facilitators and youth.
2. Create a template for facilitators and other organizations to develop their own extension modules
3. Quality assure extension modules submitted by facilitators and organizations

Development of Basic Literacy and Numeracy packages for OOSC youth

1. With key stakeholders, review the current remedial packages for literacy and numeracy and make recommendations for additions/edits. This includes packages developed by the MoE and for Baity centres
2. Develop a content map for the development of basic literacy and numeracy packages for target groups (7-9, 10-13, 14-18). This would be 100 hours of training per year per target group. These packages will lead towards an accelerated curriculum for OOSC and refugees/migrants and addressing learning losses of Libyan children
3. Conduct a one day workshop for senior Ministry of Education staff to share the content maps and discuss the basic literacy and numeracy programmes
4. Produce the basic literacy and numeracy programmes including workbooks, facilitator notes and resources kits
5. Develop a train the trainer handbook for the literacy and numeracy programmes
6. Conduct a train the trainer training to selected trainers and facilitators on the literacy and numeracy programmes
7. Conduct a five day workshop on basic literacy and numeracy programmes with selected CSOs to build their capacity to facilitate literacy and numeracy training, particularly in the south of Libya
8. Conduct small group coaching sessions during the delivery of the literacy and numeracy programmes to address emergent needs
9. Review the literacy and numeracy packages and update/refresh where needed

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

• An advanced university degree (Master’s or higher) in Education or related subjects such as social sciences and (Ten-years of experience and Bachelor degree can be considered in lieu of Masters degree).
• Minimum of 10 years relevant work experience as a teacher, teacher trainer and curriculum developer.
• Minimum of 10 years in managing and coordinating education programmes internationally.
• Proven track record in system strengthening in education with Ministries of Education in developing contexts including teacher training and curriculum development.
• Excellent knowledge of Education in developing contexts (Libya experience an advantage).
• Proven track record in developing life-skills programmes.
• Fluency in English is required. (Arabic an advantage but not required).
• Previous experience in working with UN agencies including UNICEF is an advantage.
• Previous experience in working in emergency contexts and willingness to travel to Libya for regular missions is an advantage.

For every Child, you demonstrate…

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

To view our competency framework, please visit here.

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 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:

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 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.

Candidates meeting the minimum requirements should apply with a detailed CV, Cover Letter and an all inclusive financial proposal as well as a technical proposal. Applications WITHOUT these will NOT BE ACCEPTED.