International consultancy to provide technical support in developing capacities for designing and implementing transition programmes for children who have missed school and do not speak scho
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Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.
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For every child, support
Background:
In Uzbekistan, more than 50% of students who complete primary education do not have the required foundational & transferable skills according to the recent UNICEF and Ministry of Public Education (MOPE) study. Analysis shows that curriculum and syllabi for most subjects and grades are focused on what is taught, not on what is learnt, mostly describing knowledge and omitting skills or attitudes. De facto, textbooks play a role of both syllabi and teacher’s guides, and overall teaching approach could be named as “textbook-centered”. This prevents teachers from seeing a holistic picture of progressive curriculum attainment, which shapes and nurtures children’s cognitive, social and personal development. Students are expected to learn the same content at the same time with limited opportunities for multiple ways of engagement. There is little or no use of formative assessment to support different learning needs. No pre-service and in-service teachers’ training programme exist on adaptive teaching and addressing learning losses, remedial and catch-up programmes. Though Uzbekistan is extremely multilingual, multiethnic, and multicultural country, there is no pre-service and in-service teachers’ training on multilingual education and addressing needs of students who speak different language at home.
There are also significant regional disparities in the school attendance rates and learning outcomes. Surkhandarya is one of the regions lagging behind others in learning achievement. This region has the largest ratio of teachers without a graduate/bachelor’s degree (18,6 %), with the highest proportion of schools working in double shifts (87%). This situation is further exacerbated by the arrival of citizens of Afghanistan after the upsurge of violence across the country in 2021. While the border to Afghanistan was closed in August 2021, many of those Afghan citizens, including families with children, who arrived in Uzbekistan before, do not want to return to their home country.
Contributing to the overall enhancement of the quality of education and the strengthening of the resilience of the population in the Surkhandarya region of Uzbekistan, UNICEF is implementing the EU supported project on “Ensuring enhanced access to inclusive education, social services, and legal aid in the Surkhandarya region”.
Specific project activities related to school education include introducing formal and non-formal inclusive (multi-lingual) education for school-age Afghan and host community children with a particular focus on girls by developing new working modalities, methodology, teacher training and offering classes in the mother tongue and transitions to mainstream language while addressing learning losses.
The purpose of this consultancy is to provide technical support focused on introducing transition programmes for children who have missed school and do not speak the school language in the communities with a focus on ethnical minorities (Afghans).
Objectives of the assignment:
Develop a conceptual framework, contextualized tools and an action plan for introducing transition programmes for children who have missed school and do not speak the mainstream school language.
Develop and implement capacity development programme for teachers and methodologists to deliver Multi Lingual Education (MLE) and accelerated learning, remedial, catch-up, and bridge programmes.
Timeline & Deliverables:
1. Inception phase (home based) - 10 days - by the end of January 2023
Tasks:
a. Introduction with a commissioning team (UNICEF and Ministry of Preschool and School Education) on the assignment
b. Prepare detailed planning of tasks to implement the ToR
c. Desk review of existing legislative and normative frameworks, current programmes, national statistics, conceptual frameworks, studies and evaluations related to MLE and addressing learning losses provided by UNICEF & Tashxis team with the Ministry.
d. Conducting online meetings with key counterparts to clarify expectations, scope and methodology as well as existing challenges from perspective of different stakeholders.
Deliverables:
(1) Inception Report, including the following:
a. background information of the situation with regards to MLE and addressing learning loss;
b. outline for the conceptual framework and tools;
c. detailed planning of tasks
2. Development of conceptual framework, contextualized pedagogic tools and an action plan for introducing transition programmes for children who have missed school and do not speak mainstream school language (first visit to Uzbekistan + home based) - 30 days - by the end of April 2023
Tasks:
e. Conduct meetings and a workshop with key stakeholders to develop draft conceptual framework, pedagogic tools and an action plan for introducing transition programmes for children who have missed school and do not speak mainstream school language
f. In collaboration with local specialists, pre-test and finalize tools
Deliverables:
(2) Workshop’s report with inputs for the draft conceptual framework, tools and an action plan obtained at the workshop
(3) Draft conceptual framework
(4) Action plan
(5) Tools for teachers
3. Capacity development programme for teachers and methodologists to deliver MLE and accelerated learning, remedial, catch-up, and bridge programmes (second visit to Uzbekistan + home based) - 25 days - by the end of October 2023
Tasks:
g. Prepare methodological guidelines, training materials, handouts, training evaluation forms and agenda of the training on delivery of MLE and accelerated learning, remedial, catch-up, and bridge programmes employing UDL approach among others
h. Train and technically support teachers and methodologists at least during two months through consultancy on delivery of MLE and accelerated learning, remedial, catch-up, and bridge programmes as will
Deliverables: (6) Methodological guidelines, training materials, handouts, training evaluation forms and agenda of the training (7) Training report (8) Outlines of consultative meetings with teachers and methodologists
4. Finalization and reporting phase - 5 days - by the end of November 2023
Tasks:
i. Based on analysis of testing, finalize conceptual framework and pedagogic tools for transition programmes for children who have missed school and do not speak mainstream school language
Deliverables:
(9) Finalized conceptual framework and tools for teachers, a ppt explaining the conceptual framework for general information purposes
(10) Final report of the assignment with documenting the process and lessons learnt
Total days: 70
Management:
International Consultant will work under direct supervision of Education Specialist and in close cooperation with National Consultant on developing capacities for designing and implementing transition programmes for children who have missed school and do not speak school language. The International Consultant will be working in consultation with national and development partners and government officials.
Resource requirements:
According to UNICEF policy, the final fees will be set up based on the “best value for money” principle. Total seventy (70) working days are allocated for accomplishment of all tasks and deliverables within the period of January-November 2023.
Payment will be made upon satisfactory completion of the assignment and provision of reports of accomplished tasks and deliverables approved by the supervisor.
The candidates are requested to submit their financial offer consisting of fee for the services to be provided and travel costs (including airfare, terminal expenses, and daily subsistence allowance) indicated as all-inclusive fee.
The Consultant will receive direct payment to his/her indicated bank account.
To qualify as an advocate for every child you will have…
- At least 10 years of professional and relevant experience in education, preferably in school education, including work related experience in inclusive education, multi-lingual education, and teacher training systems. Work experience in Uzbekistan CEE/CIS countries would be an asset (validated by CV and interview).
- Expert knowledge in designing curricula, teaching and learning materials, with a focus on student-cantered pedagogy and UDL; Good analytical and writing skills (verified by examination of evidence from previous assignment deliverables).
- Excellent written and spoken skills in English, knowledge of Russian will be an asset (verified in interview).
Procedures and Working Conditions:
UNICEF will reserve copy right of all developed materials and own primary data collected through this assignment. The materials cannot be published or disseminated without prior written permission of UNICEF. UNICEF will be free to adapt and modify materials produced at any time.
The consultant must clearly identify any potential ethical issues arising from the fulfilment of her/his tasks and duties in the framework of this assignment and ensure that s/he performs the assignment in a manner that does not expose UNICEF to any such risks. This last sentence contains a very important point.
The Consultant is expected to work independently and respond to feedback from the supervisor in a timely and professional manner, to be results driven, and to have the ability to work under pressure and meet required deadlines. You again used parallelism (to work/to be/to have) to connect your ideas.
UNICEF undertakes no liability for taxes, duty or other contribution payable by the consultant on payments made under this contract.
Reservations:
UNICEF reserves the right to withhold all or a portion of payment if the performance is unsatisfactory, if deliverable(s) are incomplete, not finalized or for failure to meet deadlines. UNICEF will reserve copyright of all developed materials and own primary data collected through this assignment. The materials cannot be published or disseminated without prior written permission of UNICEF. UNICEF will be free to adapt and modify them in the future. The contractor must respect the confidentiality of the information handled during the assignment. Documents and information provided must be used only for the tasks related to these terms of reference.
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:
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.
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Source:
unicef.org
