International Consultancy to support Ministry of Education and Science, Tajikistan in implementation of learning assessment within the framework of ISDB/GPE project, Tajikistan, 135 days

Consultant Teaching & Training Programme & Policy

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,

The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programs, in advocacy and in operations. The equity strategy, emphasizing the most disadvantaged and excluded children and families, translates this commitment to children’s rights into action. For UNICEF, equity means that all children have an opportunity to survive, develop and reach their full potential, without discrimination, bias or favoritism. To the degree that any child has an unequal chance in life — in its social, political, economic, civic and cultural dimensions — her or his rights are violated. There is growing evidence that investing in the health, education and protection of a society’s most disadvantaged citizens — addressing inequity — not only will give all children the opportunity to fulfill their potential but also will lead to sustained growth and stability of countries. This is why the focus on equity is so vital. It accelerates progress towards realizing the human rights of all children, which is the universal mandate of UNICEF, as outlined by the Convention on the Rights of the Child, while also supporting the equitable development of nations.

Quality and relevance of learning opportunities is a key concern in the Republic of Tajikistan for all students, particularly for girls. Despite, comparable data on learning outcomes is missing due to lack of standardized national assessment, low qualifications of teachers particularly in relation to active teaching methods, lack of ICT and promotion of 21st century skills constitute a major challenge impacting on the learning outcomes of children and adolescents, along with lack of conducive learning environments.

According to current National Education Strategy 2021-2030, education reforms in the country are aimed at “upgrading of general education content on the ground of transfer from knowledge-based to competency-based education model”. The Mid-Term Education Plan 2021-2023 puts forward a theory of change that should result in all subjects in all grades being taught based on the new competency-based curriculum. In addition, all teachers should possess the skills required for the transition to the competency-based curriculum and new teaching, and learning materials supporting the implementation of the curriculum are to be developed and printed.

Currently, the Government of Tajikistan continues to prioritize strengthening the competency-based approach in education through revision of the curriculum, strengthening of teacher professional development and support system and reforming the assessment system. In 2020, the Government of Tajikistan has also partnered with UNICEF within the framework of “Support to National Education Development Strategy for the period until 2030” project, jointly implemented with the Islamic Development Bank and Global Partnership for Education (herewith referred to as the project). This project is aimed at supporting the curriculum reform through the following activities: 1) stocktaking of current achievements; 2) introduction of blended learning to teacher preparation and professional development system and design of training courses for teachers and other education stakeholders; 3)revision of Math and Language curriculum and design of language materials, 4) introduction of new formative and summative assessment strategies, revision of end of grade examination 5) strengthening of in-classroom support system.

The project components are aimed at addressing different areas of the CBE reform, but are closely interlinked with each other and together provide a holistic approach to implementation of the CBE. While international and national expertise has been mobilized to work on some of the components of the project, UNICEF is seeking international expertise to provide support in ensuring that learning assessment practices are in line with the competency-based education practices and support the implementation of other components of the project.

In 2021, the Collegium of the MoES approved the National Concept on Learning Assessment to support the establishment of effective learning assessment practices at all levels and promote a culture of evidence based planning. The Action Plan of the Concept details the activities which will have to be prioritized in the next three years to enable for targeted approach to improved learning outcomes. The key priorities include development of new regulations, tools and approaches to formative and summative assessments, revision of key documentations, including curricula to ensure they are in line with new approaches in assessment, building the capacity of teachers and key education staff in assessment for learning and assessment for planning purposes. The main objective of the consultancy is expected to support the implementation of the National Concept on Learning Assessment in the areas defined below.

How can you make a difference?

The international consultant is expected to work closely with national consultant on assessment and teams of international and national consultants working on other components of the project. He/She will specifically be responsible for supporting the national working groups on curriculum, teacher in-classroom support and professional development in mainstreaming inclusive assessment practices within their respective components as well as engage the technical teams assigned by the MoES in the process of co-development of end of grade examination items/tools and blended courses on inclusive formative assessment practices for teachers, with specific focus on Math and Tajik in secondary grades. The consultant is expected to organize the capacity building process for all relevant teams in a way that will enable them to move towards independent completion of tasks listed in Section Deliverables of this ToR.

Duration: 135 working days

Location: Home-based and missions to Dushanbe, Tajikistan with possible travels to target districts. The consultant might have in-country travels to understand assessment practices at district education departments and school level. Additional permissions from the Ministry of Education and Science will be obtained by UNICEF, Tajikistan. Therefore, the consultant is required to submit an advance request for obtaining formal permission at least one month before the actual visit.

Period: 10th June 2022– 30th May 2023

On-site: 40 days

Off-site: 95 Days

Reporting to: Education Specialist

Supervisor: Chief Education

The key objective of this assignment is to provide technical support to the MoES and affiliated agencies in mainstreaming inclusive assessment practices in various components of the ISDB/GPE project for the purpose of modeling and demonstration of best practices in assessment to support the implementation of the Concept of Learning Assessment in the following key areas:

• Revision of existing formative and summative assessment practices, including end-of-year examinations with focus on Tajik Language and Math in secondary grades to ensure alignment with CBE
• Strengthening the capacity of key education stakeholders in understanding assessment for learning through capacity development events, ongoing support and design of blended learning courses.

The key tasks of this assignment will include:

• Conduct a review of current formative and summative assessment practices and end of grade examinations with specific focus on Tajik and Math in secondary grades.
• In close collaboration with key affiliated agencies review assessment approaches (assessment guidance) proposed for Tajik language and Math curricula revised within the framework of the project, and provide recommendations, including examples of inclusive assessment tools and practices to be included in the revised curriculum.
• In close collaboration with key consultants responsible for Curriculum develop inclusive sample criteria-based summative assessment tools/items to accompany the units developed by Math and Tajik teams. This task will require ongoing review and recommendations on produced documents, capacity building events and support to the teams, collaboration with international and national experts facilitating the work of these teams.
• Develop, test and finalize an inclusive framework and items for end of grade examination in line with competency progressions established by Maths and Tajik teams groups to be piloted at the end of the school year 2022-2023
• Together with the established working group at Republican In-service Teacher Training Institute develop a blended course on inclusive formative assessment and test it with teachers in pilot schools (30). The course might include generic modules and at least two subject-specific modules that situate the approach in the context of Math and Tajik curriculum.
• Provide technical assistance to the Task Force working on in-classroom methodology and mentoring course in understanding proposed approaches to formative and summative assessments, including provision of capacity building for mentors in targeted schools.
• Provide ongoing capacity building to various working groups and affiliated agencies in the area of assessment (includes workshops, mentoring, online and offline meetings and discussions)
• Deliver presentations to Donor Coordination Council/Local Education Group on the approaches to assessment.
• Provide monthly and quarterly updates of completed activities in line with UNICEF reporting framework.

KEY DELIVERABLES/TIMEFRAME/PAYMENT SCHEDULE:

The assignment will be carried out in 135 days, spread over a period ranging from June 2022 to May 2023. The final products of this consultancy will include the following deliverables:

#

Deliverable

Number of days

Timeline

Payment schedule

1

Functional review of the current assessment practices (can be done in stages for each type of assessment practice depending on the priorities set by Curriculum Task Force)

12

20th August 2022

30 %

2

Recommendations to current approaches adopted by project teams working on Math and Tajik, including examples of inclusive assessment tools and practices to be included in the revised curriculum

10

15th September 2022

3

Detailed course syllabus co-developed with the RITTI team, including at least 1 specific module for maths and one for Tajik language (in close coordination with subject experts)

8

20th September 2022

4

Finalized framework for end of grade examinations in line with competency progressions of Math and Tajik curriculum

10

10th November 2022

5

A number of workshops for Math and Tajik teams on development of formative and summative assessment tools items (in coordination with subject experts) (at least 2 3 day workshops)

10

10th January 2023

30 %

6

Platform ready version of the course ready for testing

25

30th January 2023

7

Samples of criteria-based summative assessment tools/items to accompany at least 3 units developed by Math and Tajik teams, including a pilot plan for 30 schools ( 2 for each) (In close coordination with subject experts)

10

1st March 2023

30%

8

A number of workshops on development and administering end of grade examinations in schools (at least 2 workshops 3 days)

10

10th March

9

At least 4 end of grade examination items and guidelines for their use for Math and Tajik in secondary grades (will include capacity building and co-development)

20

10th April 2023

10

Pilot ready version of the course and prepared course facilitators (at least 20)

15

10th April 2023

11

Final report with recommendations

5

20th May 2023

10%

135

100%

Upon completion of the deliverables, the following documents shall be developed and submitted to the UNICEF Learning Section in soft copy:

• Detailed work plan
• Workshop agendas and materials
• Frameworks (described in the tasks and deliverables section)
• Tools/items and detailed description of proposed approaches
• Blended Course materials Periodic reports on the implementation of deliverables. Periodic reporting will be expected with a detailed timeline to be determined by UNICEF, as a minimum quarterly reporting on conducted activities is expected as per the template to be shared by UNICEF.

Performance indicators for the evaluation of results

The evaluation 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 meetings with the stakeholders);
3. Quality of work (quality of documents submitted);
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 field of education, teaching and curriculum studies and other relevant fields

Work Experience: At least 10 years of work experience in a relevant field, with focus on curriculum development, assessment practices and teacher professional development

Technical Knowledge: Strong knowledge of curriculum and learning assessment, teacher preparation and professional development. Expertise in development of assessment tools at general secondary education level is required.

Competencies: Strong coordination skills, analytical and conceptual thinking. Ability to work with large teams and guide policy discussions. Excellent writing, communication, and presentation skills with stakeholders. Ability to work under pressure and commitment to work to tight timeframe.

Language: Fluency in English is required. Knowledge of Russian and/or Tajik is an asset

REQUIREMENTS:

Qualified candidates are requested to submit:

1. Cover letter/application/CV.
2. A technical proposal with proposed approach to managing the consultancy deliverables, showing understanding of tasks.
3. Financial quote for the consultancy in US Dollars per deliverable, stating also the timeframe for completion of deliverable and/or daily rate in US dollars.
4. Examples of previous, relevant work related to the deliverables.
5. Applications without a financial quote will not be considered.

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.

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. The candidate may also be subject to inoculation (vaccination) requirements, including against SARS-CoV-2 (Covid).

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