International Consultancy to develop teaching capacity of the national in-service teacher training system on digital competencies, Dushanbe, Tajikistan

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,

The national in-service teacher training system delivers limited retraining opportunity for only 20% of all teachers across the country on yearly basis through their central and regional institutes and the curriculum focuses on provision of subject specific trainings, lacking flexibility both in the way they are designed and in terms of their delivery platforms. The institute uses traditional retraining (6 and 12 days) modality does not create opportunities for continuous professional development, including learning, mentoring and reflection, hence failing to measure and track impact of trainings on quality of pedagogy.

Teacher Competency Framework (MoES endorsed in 2020) determines required professional values, knowledge, and skills of teachers to deliver quality education to all children. It also outlines the competencies of the teachers which guide their continuous professional development. These include ability to read and critically engage with professional literature, educational research and policy, engagement in reflective practice to develop and advance career-long professional learning and expertise, being updated with educational research. Under the current teacher training and retraining policy framework it is expected to develop and promote teacher professional development using distance and blended learning (BL).

Quality and relevance of learning opportunities is a key concern in the Republic of Tajikistan for all students, particularly for girls. Despite high rates of enrolment, comparable data on learning outcomes demonstrates poor learning outcomes across grades and subjects highlighting issues in implementation of competency-based curriculum. This mostly relate to outdated curriculum and teaching and learning materials, low qualification of teachers, lack of professional development opportunities and adequate support for teachers. The COVID-19 pandemic further highlighted the challenges related to limited access to technology and connectivity, as Tajikistan was among the countries where the education system was not able to ensure interactive distance learning. Teachers’ inability to use technology, unavailability of technological solutions and lack of ICT skills among students also raised the need for digital transformation of the education system to promote 21st century skills.

Building on best international practices, UNICEF Tajikistan is supporting the MoES in introducing digital learning to address the challenges the country is encountering including in relation to access to and quality of education with financial support from European Union (EU) and Islamic Development Bank/Global Partnership for Education funding (ISDB/GPE). Within the framework of LearnIn initiative launched by UNICEF ECARO, UNICEF will assist the MoES to leverage and scale up existing digital learning activities to support the education system in providing stable, flexible, effective, inclusive and safe learning opportunities for pre-primary, primary and secondary school-aged children, especially the most vulnerable. These will include: 1) accessible online and offline learning platforms; 2) quality, curriculum-aligned, relevant, and competency-based content; 3) teacher upskilling and ongoing support to strengthen quality, inclusive, and personalized pedagogy; 4) internet connectivity and device procurement to expand access to quality learning, even when schools are closed; and 5) support to learners and engagement of youth. While there is no intention that digital learning will fully replace the traditional way of learning in different settings, it is hoped that its introduction will initiate conversations about the use various innovative modalities for learning and professional development.

Together with the MoES, UNICEF within the framework of EU and ISDB/GPE funded projects, has initiated the following interventions: a) provision of adequate equipment of MoES and its affiliated agencies to ensure connectivity and promotion of digital learning; b) development of digital content and platforms to provide offline and online access to resources for teachers, students and parents; c) introduction of blended learning into teacher preparation and professional development systems.

To further support the MoES in promotion of digital learning, UNICEF is looking of international expertise to strengthen the technical capacity of the branches of the Republican Institute of Inservice Teacher Training to develop blended courses to build the digital competencies of teachers of pre-school and general secondary education across subjects.

How can you make a difference?

The international consultant will be expected to develop teaching capacity of 15 preschool and 15 school trainers of in-service teacher training institutes (including central and regional branches) in development and delivery of BL content and b) closely work to mentor trained staff of ITTI system in using BL approach as an alternative to traditional delivery of trainings.

DUTY STATION/DURATION:

Estimated duration**: 150 working days (1 May 2022 – 31 March, 2023)

Duty station**: Home-based, given ongoing COVID-19 restrictions, with scope for in-country travel if restrictions are lifted. (tentatively two in-country visits between June-September 2022 and Jan-Feb 2023 subject to confirmation based on detailed workplan)

On-site working days: 60 days

Off-site working days: 90 days

Supervisor: Chief Education

Reporting to**: Education Specialist, UNICEF Tajikistan

This assignment will further build on the work currently undertaken by Republican Institute for In-service Teacher Training (RIITT on introduction of blended learning as a additional modality for delivery of courses with support from UNICEF through ISDB/GPE project. Blended Learning is expected to improve the quality of the courses provided by RIITT and allow for more cost effective teacher professional development system covering more teachers on ongoing basis. Within the framework of this project, the RIITT trainers capacity is strengthening in the areas on basic ICT skills, on development of blended learning courses and revision of the policy to mainstream blended learning.

It is expected that this assignment will build on the initiated work and further support the RIIT branches – Institutes for Inservice Teacher Training (IITT) to strengthen their capacity in development and delivery of blended learning courses and training teachers in mainstreaming the use of technology in their classrooms. This will be done through face to face and online workshops, provision of regular support to and engaging relevant staff in the process of co-development and delivery of two courses with focus on pre-primary and general secondary teachers’ digital competencies. The assignment will include guiding the process of development, testing and pilot of the courses in selected early childhood education centers (ECEC) and schools (approximately in 150 ECEC and 100 schools covering 300 ECE teachers and 150 school teachers grades 5-9).

The assignment will further build on the work undertaken by the Republican Information Technology Communication Center (RITCT) supported by UNICEF through financial support provided by European Union on development of accessible learning platforms for teachers, parents and students. At this stage, the Learning Passport (Microsoft supported platform) adopted by Tajikistan for pre-primary level has been finalized and is expected to be launched in April 2022. It includes variety of resources for teachers and parents to be used in different environments for early childhood education purposes. Maktab Mobile, a customized platform developed by the MoES with UNICEF (EU funding) support to expand primary and secondary teachers, students, as well as their parents access to additional quality resources and enable blended learning in the classroom is expected to be finalized and launched by September 2022. The courses developed through this assignment are expected to provide teachers with required competencies to use the platforms and resources made available through them in the classroom through incorporating blended learning. It is important to note, that the platforms are inclusive of students’ with disability needs and the Blended Courses must provide teachers with skills to design and deliver blended learning approaches in their classrooms.

The assignment will also build on the work undertaken by Academy of Education with UNICEF (ISDB/GPE project) on revision of curriculum and assessment. The course will have to embed references to the new standards, teaching and learning materials, and assessment practices for grades 5-9 and build teachers to use technology in relation to delivery of the new curriculum and implementation of new assessment strategies.

Key tasks of consultants will include:

• Conduct a thorough review of the existing approaches (including those currently promoted within UNICEF supported projects, but also by other development partners) to development of teachers’ and students’ digital competencies;
• Support in producing number of practical digital interactive content for the specific ECE and general secondary subjects (subjects for confirmation by the consultant)
• Conduct mentoring support to preschool and school teachers on introducing BL pedagogy teacher training.
• Participate in and if needed facilitate advocacy events to introduce BL as one of the most efficient and effective ways of building the competencies of teachers and provide recommendations on scaling up the approach.
• Develop and deliver a comprehensive capacity building programme for IITTs trainers (shall include at least 3 face to face workshops, online meetings, ongoing support to at least 30 trainers and a clear plan for co-development of two courses)
• Develop tools for testing and piloting the courses with at least 150 ECEC and 100 schools. Guide the process of testing and piloting, and provide a comprehensive report on the results of piloting.

KEY DELIVERABLES/TIMEFRAME/PAYMENT SCHEDULE:

The assignment will be carried out in 150 days, starting on 1 May 2022 and ending on 31 March 2023. The final products of this consultancy will include the following deliverables:

#

Deliverable

Number of days

Timeline

Payment schedule)

Location

1

Inception report (includes review of best practices and training packages of BL pedagogy, including in-country resources)

20

May 2022

30%

Home-based

2

Detailed workplan for provision of capacity building of at least 30 trainers of IITTs.

10

June 2022

Home-based

3

Finalized training package for building the capacity of 30 trainers of IIITTs

20

June - July 2022

Home-based

4

At least 3 face to face workshops, 10 online sessions and ongoing feedback to IITT trainers resulting in development of two courses

50

November 2022

50%

In-country

5

Finalized methodology and tools for testing and piloting the course in 150 ECEC and 100 schools with embedded guidance

25

February 2023

In-country

6

Final report on piloting course with recommendations on further scaling of the course

25

March 2023

20%

Home-based

150

Performance indicators for the evaluation of results:

The documentation of the results will be based on:

1. Technical and professional competence (quality of the products delivered to UNICEF);
2. Scope of work (e.g. no of products developed, number of people trained, no of workshops and meetings held);
3. Quality of work (quality of drafts of all above-mentioned products and incorporation of feedback provided by UNICEF, LEG and MoES affiliated agencies);
4. Quantity of work (completing the tasks indicated in the table above within the set timeframe)

In addition, such indicators as work relations, responsibility, drive for results, and communication will be taken into account during the evaluation of the Consultant’s work.

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

Education: Advanced university degree in the fields of education, with focus on teacher preparation and professional development, use of open – source digital interactive content creation tools, blended-learning approaches. PhD level in relevant field is an asset.

Work Experience: At least 8 years of work experience in a relevant field, with focus on teacher preparation and professional development and blended learning approaches.

Technical Knowledge: Strong knowledge of technology in education, with specific focus on teacher preparation and professional development

Competencies: Strong ICT skills, analytical and conceptual thinking. Excellent writing, communication and presentation skills with stakeholders. Ability to work under pressure and commitment to work to tight timeframe. Good writing skills.

Language: Fluency in English, knowledge of Russian is an asset.

Qualified candidates are requested to submit:

1. Cover letter/application/CV.
2. A technical proposal with the proposed methodology/approach to managing the project and work plan, showing understanding of tasks
3. Work plan
4. Financial quote for the consultancy, including fees in USD per day and estimates for travel to the country.
5. Examples of previous, relevant work related to the deliverables.
6. At least two references
7. Applications without technical and financial proposals will not be considered.

Queries can be sent to: dushanbe@unicef.org with the subject line “International Consultancy to develop teaching capacity of the national in-service teacher training system on digital competencies and development of blended learning courses with the use of open–source digital interactive content creation tools for preschool and school-level teachers” by April 25, 2022****.

For every Child, you demonstrate…

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

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 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.

Apply now

Added 2 years ago - Updated 1 year ago - Source: unicef.org