International consultant to support UNICEF Albania and MOES for the development of classroom assessment framework

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, Inclusive education!

The Ministry of Education and Sports in Albania (MOES) has developed a comprehensive Education Strategy for the period 2021-2026. The vision of the Education Strategy is to establish an inclusive education system based on equality and lifelong learning. The aim is to provide quality education to all individuals, contributing to their personal well-being. One of the targets of the strategy is to improve the learning outcomes for children. Except for assessing learning through the national examinations and international ones like PISA, PIRLS, TIMMS etc., it is needed to invest also on regular assessment. Among the different types of assessment, classroom assessment has the greatest impact on student learning (Absolum et al., 2009[5]). It supports learning by regularly monitoring learning and progress; providing teachers with information to understand student learning needs and guide instruction; and helping students understand the next steps in their learning through the feedback their teachers provide. Effective classroom assessment requires the development of teachers’ assessment literacy. To use classroom assessment effectively, teachers need to understand how national learning expectations can be assessed. Teachers need to know what makes a quality assessment – validity, reliability, fairness – and how to judge if an assessment meets these standards Feedback.

Albania released an assessment framework which includes several elements intended to help improve the quality of teaching and learning and raise learning outcomes (AQAPUE). While the concepts outlined in the assessment framework are sound and in line with modern assessment frameworks, they have not been incorporated into classroom assessment practices. This is in part because teachers lack guidance on how to apply different assessment concepts in the classroom. Resources and support for making changes to classroom assessment practice are particularly important, as these innovative assessment practices can be challenging to implement. Capacity building for teachers on how to use assessment as part of the competency-based curricula is also not adequate. To that end, UNICEF in Albania is seeking an international consultant to support the MOES with further improving the assessment in the classroom.

How can you make a difference?

UNICEF Albania is seeking an international consultant who will assist MOES and UNICEF in developing a framework (policy practice and training) for improving classroom assessment in Albania. The consultant will work closely with the Education Specialist in UNICEF Albania office in Albania and authorities in the MOES. Main tasks and deliverables for this assignment are:

Deliverable 1:

Inception report drafted including a) a conceptual framework; b) a detailed methodology c) a desk review summary of relevant previous work in Albania and best international practices. Timeline: One month from signing the contact (End January 2024 - 10 working days

Specific tasks for this deliverable are:

• Conduct online meetings with UNICEF and MOES specialists, CSOs to discuss on current situation and precise further the expectations.
• Conduct a review of the national literature on quality of learning and assessment in Albania.
• Desk review of best international practices (are there any European Standards that are potentially linked to EU

Deliverable 2

A visit report delivered highlighting the directions of the assessment package. The report will: (a) Identify policy gaps; (b) Identify institutional gaps; (3) Identify capacity gaps; (4) Identify existing best practices, challenges in practices of classroom assessment. The recommendations and findings are validated with the stakeholders. Timeline: January-February 2024- 15 working days

Specific tasks for this deliverable are:

• Conduct 3 schools visit to observe how assessment is conducted, participate in focus group and interview discussion in each school with teachers, students and parents.
• Conduct Interviews with the key Education stakeholders such as MOES, the Agency for the Assurance of Quality in Preuniversity Education (AAQPUE), Center for Education Studies (CES), members, partners, Civil Society Organization and preservice of teacher training faculties.

Deliverable 3

A final classroom assessment package containing the items in the task section is delivered; A short policy document is prepared accompanied with a PPP for the main takeaways for this work for MOES and UNICEF to follow; A TOT training and a training report is prepared and delivered to UNICEF. Timeline: March-April 2024 - 6 working days

Specific tasks for this deliverable are:

• Develop a tool kit of improved classroom assessment containing: Policy direction; Classroom practice and tools (see below); Methodology for training teachers.
• Present the draft report to key stakeholders (students, teachers, parents MOES, CES, AAQPUE staff) discuss, and incorporate all comments. (PPP and summary)
• Deliver a TOT training on how to use the Tool kit in schools and deliver report with suggestions for rolling out (A formative assessment toolkit used in teacher training will include examples of how to adapt lesson plans based on assessment results, feedback templates and tools to implement diagnostic assessments, concrete examples of formative assessment used by other teachers. The package might include classroom video footage, samples of student work with teacher commentary, reflection tools and checklists for reviewing individual teacher and whole school assessment practice)

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

• An advanced university degree (Master’s) in human sciences, preferably education, pedagogy, psychology, sociology, or other humanities.
• Minimum 10 years of professional experience in education with a focus on assessment policy.
• Led/have firsthand experience in working with government on assessment reforms.
• Experience in education research will be an asset.
• Knowledge of the UN/UNICEF mandate and UN rules/procedures is an asset.
• Knowledge of the UN/UNICEF mandate and UN rules/procedures is an asset.
• Demonstrated flexibility creativity and problem-solving skills.
• Excellent communication and facilitation skills
• Ability to meet tight deadlines through excellent time management and organizing skills

What to submit:

1. Letter of interest, summarizing the educational background, the working experience that is relevant to the assignment, and the specific role the candidate will play
2. Proposed methodological approach and the approach the consultant is going to take.
3. Updated Resume
4. Financial proposal (daily fee in USD inclusive of all taxes)

As part of this assignment there will be one international travel and local travel as well. This will be decided with the MOES at another stage. The budget line for travel will be added in the contract. The consultant will be responsible for their travel and should submit to UNICEF the invoices for reimbursement of travel cost.

If you have any question related the TOR deliverables or other requirements do not hesitate to contact HR of Albania office at epernaska@unicef.org

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.