Learning Continuity Technical Advisor for Pacific Island Countries (14 Countries)

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, education

UNICEF Pacific serves 14 Pacific Island countries toward the outcome that more pre-primary, primary and lower secondary school aged and school-aged children particularly the most vulnerable, are in school and learning. The programme includes support to education systems on early childhood education, inclusive and equitable learning, system strengthening and disaster risk reduction and resilience.

Although learning outcomes vary across the Pacific, regional aggregates from the most recent (2018) Pacific Islands Literacy & Numeracy Assessment show that learning improved in Grade 4 literacy between 2015 and 2018, but that progress is slow. In 2018, 52.7 per cent (60 per cent F, 46 per cent M) performed at or above the expected minimum proficiency level in literacy, compared to 46.4 per cent (52.2 per cent F, 40.5 per cent M) in 2015. There was a slight decrease in numeracy results, with 83.3 per cent (86.5 per cent F, 80.1 per cent M) of students achieving at or above expected levels in 2018, compared to 86.2 per cent (88.2 per cent F, 84.2 per cent M) in 2015. This is to note that there are some promising trends for education and learning in the Pacific, but also some existing challenges that are aggravated by shocks to education systems and communities.

The Pacific is highly exposed to adverse natural hazards, such as tropical cyclones, earthquakes, tsunamis, and volcanic eruptions. These hazards sometimes result in disasters that prevent continuity of schooling due to damage to schools and communities. School closures in the Pacific have also been required during measles or dengue outbreaks as well.

While only Fiji, Solomon Islands and Vanuatu are among the few Pacific Island countries that have recorded COVID-19 cases, 12 of 14 countries in the region implemented unplanned school closures in 2020 for varying periods of time. Most closures lasted only a few weeks. Fiji implemented the longest school closures in the Pacific in 2020, for a period of over three months, and closed all schools again on 20 April 2021 due to a second wave of COVID-19 with significant community spread. Schools remain closed across Fiji as of September 2021. While schools are currently open elsewhere in the Pacific, short term closures have occurred during 2021 in either specific centers or whole countries during 2021 and COVID-19 remains a continued threat to countries.

Combined with the expected risks of cyclones, sea surge, drought and other environmental impacts and regardless of the status of COVID-19 and school closures, almost universally across the Pacific there has been a dawning realization of the vulnerability of education systems to pandemics and other risks, and a heightened commitment to reimagine education systems as resilient and ready to provide quality and equitable learning, This is particularly in the event of school interruptions due to COVID-19 or other future emergencies, including for the most vulnerable, and for any circumstance which may impact on a young person’s ability to attend school for a period of time.

In working with countries, UNICEF Pacific is guided by country priorities in education and, along with its focus on quality and equity, has a long history of supporting education in disaster and emergency situations. The impact of COIVD 19 and responses being developed have realized an opportunity to think differently. Although, in many circumstances, these conversations such as use of technology and pedagogical shifts to student-centered learning were already in play, the impact of COVID 19 and partner support to responses has created an opportunity to accelerate these, not only during the time of COVID or other closures but as part of the standard education system.

As part of existing partnerships with the 14 Pacific Island countries, UNICEF has supported remote learning initiatives in Fiji, the Federated States of Micronesia (FSM), Kiribati, Samoa, Republic of the Marshall Islands (RMI), Solomon Islands, Vanuatu and Tuvalu, ranging for immediate response to longer-term system capacity building. These include: · In Fiji, development of remote learning resources, monitoring of remote learning, and provision of guidance and support to assist teachers, parents, and student to adapt to remote learning. · In Vanuatu, FSM and RMI, development of paper-based distance learning materials to be distributed to children in remote islands. In RMI, a parent/teacher guide for the distance learning materials is also being developed and distributed, and trainings on distance learning held for teachers, PTA, and community members. · In Kiribati, development and piloting of radio and video lessons for core subjects, development of remote learning materials and guidance for parents for children with disabilities, and development of online learning platform. · In both Tuvalu and Kiribati, holding workshops for teachers on how to write remote learning resources and producing learning support kits for the most vulnerable homes to support continuity of learning. · Teachers in Tuvalu are also being supported to develop the skills to identify gaps in children’s learning brought about through the school closures and how to respond to these through scaffolded programmes – particularly in areas of literacy and in lower secondary programmes. · In Solomon Islands, revision of existing learning packages to support remote learning at ECE, primary and secondary levels, and maintaining online resources platform to disseminate learning packages and monitor their use. · In Samoa, teachers are also receiving training on using the Moodle learning management system (LMS) for remote learning.

While many of the early COVID-related initiatives responded to urgent needs related to current/expected school closures, the overall aim and requirement as shared by countries is to create change in schooling systems and processes to better support inclusive teaching and learning under any circumstances, including but not limited to school closures. Indeed, as schools in many countries in the Pacific have not yet closed since the above were developed, systems are planning for how they can be integrated into standard teaching practice. Other opportunities can also be imagined such as supporting students who cannot attend school for a period e.g. receiving medical or other care, or accompanying parents to stay, perhaps in a larger center than their home. It is worth noting that, like elsewhere in the world, much of the attention on remote learning focused on internet-based options, and while this remains a priority for development in many Pacific Island countries, the limitations in access preclude internet-dependent approaches from serving as the core of remote learning strategies. To that end, some countries adopt mixed-model approaches and others are presently focusing on paper-based options only, though some of these in parallel are working to expand tech-based options over the long-term including the sustainability of such options and supporting staff capacity development.

At the Pacific regional level, UNICEF is a core partner within the Pacific regional education infrastructure, including the Pacific Regional Education Framework (PacREF) and Pacific Education Cluster (PEC), which presents a critical opportunity and responsibility to ensure complementarity of and synergistic support to Pacific Island countries with that from other partners. UNICEF has committed to supporting monitoring, evaluation, and learning (MEL) of remote learning initiatives (including when schools are open) in multiple countries across the Pacific so that this experience and evidence base can further inform system improvements into the future.

How can you make a difference?

The purpose of the assignment is to provide expert technical support on design, setup, implementation and monitoring of programmes, activities and resources to ensure the continuity of learning, before, during and following school interruptions at national, school or individual level.

Scope of Work The Consultant will work as part of the UNICEF education team, providing technical support and guidance, coordinating with partners and other cluster members as relevant and drawing on available global, regional and national literature, as well as key stakeholder guidance and engagement, to build capacity of Pacific education systems to “reimagine education” to ensure equitable and inclusive learning under any circumstances, including but not limited to school closures, including: 1. Developing remote and hybrid learning approaches and pathways, including (but not limited to) digital, and expanding access to diverse platforms as relevant 2. Strengthening teaching and teacher support to address existing challenges for learning outcomes 3. Engaging parents and communities in support to learning, including traditional knowledge 4. Strengthening and leveraging data on education and learning outcomes, particularly for more marginalised children, to better target interventions 5. Building long-term systems strengthening capacity to plan, innovate, be flexible and improve equity and learning, including during emergencies.

Given the current travel restrictions in place, the consultant is expected to start work remotely, connecting with UNICEF colleagues (including HQ and EAPRO colleagues as relevant), Ministry officials and partners through virtual means. If and when feasible, the consultant would be expected to be physically present in the Pacific to provide direct support and monitoring to the learning programmes developed.

As part of the UNICEF Education team, the consultant will necessarily need to flexibly define workplans and schedules, ensuring timely support to countries in accordance with a constantly changing situation. As well as collaborating with team members, the consultant is also expected to collaborate with other partners in the Pacific region to ensure coordination and cross-country learning on education response and continuity of learning within the Pacific.

The expected duration of this consultancy is 11.5 months, during which time the consultant will develop, update and implement quarterly workplans for support to country- and regional-level initiatives in discussion with the Chief of Education and education team.

To access the detailed Terms of Reference use this link: TERMS OF REFERENCE .docx

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

• An advanced university degree (Master’s or higher) in Education or related field.
• Minimum of 10 years’ experience related to education, education, education in emergencies or related areas.
• Demonstrated experience with education planning and delivery, particularly teaching and learning.
• Experience planning and delivering education programming and teacher training, including in emergencies and/or other remote/distance learning options.
• Familiarity with remote learning technologies, including common connectivity, learning platform and other options preferred.
• Excellent writing and communication skills.
• Demonstrated cross-cultural skills and ability to adapt to different political and cultural dynamics.
• Demonstrated ability to coordinate multiple complex activities and take a collaborative approach in achieving success.
• High level communication and relationship building/management skills, including with colleagues, partners and counterparts, and ability to support team building and stakeholder engagement.
• Proven ability to nurture development of new technical skills and knowledge among non-experts, while also securing context and culture-specific guidance critical to ensuring relevance and feasibility of the designed programmes.
• Commitment to champion gender equality and social inclusion issues in planning, practices and in support of service delivery.
• Experience and commitment to working effectively to provide remote technical support flexibly and agilely depending on country circumstances and needs.
• Experience in the Pacific is preferred

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.

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:

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.