International Expert and Training Consultant for Establishing venues and programmes for experiential learning and teacher professional development in environment and climate change education

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, education

Climate change and environmental degradation undermine children’s rights across the world. Children are more susceptible to adverse environmental conditions and are more sensitive to the harmful effects on their lives now and in the future. UNICEF strives to support the government of North Macedonia in this regard by developing and implementing comprehensive environment and climate change education and creating more opportunities for young people to engage in skills-building activities that empower them to tackle climate change. The skills, knowledge and attitudes we nurture in students are the foundation of our collective resilience to climate change and sustainable development of our communities in the future. The aim of a comprehensive environment and climate change education also goes beyond skills building and prepares students to become active citizens in building our response toward climate change.

The education system in North Macedonia does not adequately serve young people’s learning needs, nor does it prepare them with skills to effectively enter the labour market. In terms of learning outcomes as measured by Programme for International Student Assessment (PISA) 2018, North Macedonia is among the lowest performing countries. The latest research from the World Bank shows that when years of schooling in the country (11.2) are adjusted for quality of learning, they become the equivalent of only 6.8 years of schooling. This means that young people learning in the country actually have a learning gap of 4.4 years when compared to their peers learning in other countries. This sets them behind in terms of local labour market expectations.

As noted in the OECD Review of Evaluation and Assessment in Education in North Macedonia, learning standards are comprehensive but fragmented. This means that different standards i.e. learning expectations on science, and therefore, environment and climate change education co-exist in the system. This leaves teachers without a common and consistent set of learning expectations for their students, ultimately resulting in an education that is not cohesive and lacks a clear reference point that identifies what they should be working towards.

In order to overcome these barriers, it is vital that teachers are continuously supported to advance their knowledge and teaching practices in environment and climate change education but also to foster a peer support and learning culture. It is equally important that schools’ compliment theoretical knowledge with practical, hands-on learning experiences. Currently, schools in North Macedonia lack the necessary resources to offer contemporary and exciting experiential learning, but they also lack guidance and advisory support considering the rapid advancement of science and technology. Finally, schools need to encourage active citizenship and participation of children and youth. By establishing linkages between the skills and knowledge acquired in school with the issues in the community, schools and the education system in general can nurture a sense of agency, belonging and responsibility in students. These preconditions make-up the foundation of community resilience, climate change mitigation and environmentally sustainable development.

How can you make a difference?

Under the supervision of the Education Specialist, and in close collaboration with other UNICEF colleagues, and the Implementing Partners of the program, the consultant will:

Conduct a desk research of existing models of science hubs and community science centres that support environmental and climate change education and develop proposed model for their establishment. The document should serve as a reference point in the establishment of science and technology education venues in the country in order to provide teachers and students with the practical experience of learning about the natural process of the earth, the science behind climate change and foster innovation and mitigation solutions. Best practices and strategies should be referenced against the local climate and ongoing government initiatives such as the reform of primary education initiated in 2020.

Design and implement training programme for strengthening the skills of teachers for introducing environment and climate change education through science from an early age and support in the development of STEM thinking and advance inquiry and investigations in teaching practices. At the end of the implementation an evaluation/needs assessment report should be produced outlining the key barriers and opportunities to sustainably support teacher professional development in this area.

Draft a strategy for a sustainable system of professional development and student/community engagement through establishing Professional Learning Communities and Science Hubs. Provide expert consultancy in developing strategic documents and programmes for the establishment of science hubs. This includes, but not limited to, programmes for pop-up science centres, coordinate initial exhibits with teachers and implementing partners and develop a sustainability and community outreach strategy.

Provide support in developing programme materials to support advanced environment and climate change education – Provide guidance to peer support teachers in crowdsourcing programme materials, teaching aides and educational resources, video lessons and tutorials etc.

The assignment intends to accomplish the following:

- Desk research of existing models of science hubs and community science centres and a proposed model for the Centre(s) in terms of operations, programme and strategy developed – Total of 15 (fifteen) days plus 2 days preparation – Due date: 10.04.2021

- Training programme and evaluation methodology for pre-school and primary school teachers developed in collaboration with the Bureau for the Development of Education – Total of 10 (ten) days - Due date: 10.05.2021

- Conducted at least 10 sessions with teachers within the training programme – Total of 12 (twelve) days - Due date: 15.05.2021

- Develop an evaluation/needs assessment report outlining the key barriers and opportunities to sustainably support teacher professional development – Total of 10 (ten) days - Due date: 30.06.2021

- Draft a strategy for a sustainable system of professional development and student/community engagement through establishing Professional Learning Communities and Science Hubs – Total of 15 (fifteen) days - Due date: 31.08.2021

Estimated duration of the contract: 64 consultancy days in total between 1 April 2021 –31 December 2021.

Consultant’s workplace and official travel

The consultant will work from home. He/she could be asked to travel to North Macedonia for the implementation of the teacher training programme should travel restrictions and conditions regarding the spread of Covid-19 permit. Travel costs (transportation, accommodation, and meals) will be paid by UNICEF Skopje.

Payment schedule

The payment of the consultancy fee will be upon the completion of the deliverables outlined above. Failure to deliver agreed content will result in reduction of the fee and/or cancellation of the contract.

To qualify as an advocate for every child you will have… - Advanced university degree (PhD) in science, education or another relevant field

- Minimum 10 years of progressively responsible professional work experience in educational program design and research, particularly in establishing education venues that promote professional development of teachers in the area of science and STEM at the national or international levels

- Has experience as a practitioner in educational institution working as teacher trainer and teacher.

- Able to develop training modules and materials, and able to deliver specialized trainings to the targeted audience

- Excellent analytical and writing skills

- Fluency in English (oral and written). Knowledge of another UN language is an asset.

- Knowledge of the country context is an asset

How to apply: Interested candidates should upload their most recent CV, Motivation letter, samples of their work and the financial proposal (gross daily fee in USD?.

For every Child, you demonstrate…

UNICEF's values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Communication, Working with People and Drive for Results.

The UNICEF competencies required for this post are...

[insert competencies]

To view our competency framework, please visit here.

Click here to learn more about UNICEF’s values and competencies.

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:

Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.

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.