Mid-level Research Consultant to support the Strategic Workforce Planning for Teachers in Ireland

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**OVERVIEW** ------------ Parent Sector : Education Sector (ED) Job Family: Education Type of contract : Non Staff Duration of contract : 9 months (full-time) Duty Station: Remote (with preference to be based in Ireland) Contract Start Date: 1 October 2024 Recruitment open to : External candidates Application Deadline (Midnight Paris Time) : 25-AUG-2024 UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism **IMPORTANT: APPLICATION PROCEDURES** In place of the **Employment History Form**, please upload the required documents listed below instead of the form. The whole package needs to be uploaded as a **single PDF document** (CV, Technical and financial proposal): 1\. An up-to-date curriculum vitae (CV). 2\. Cover letter detailing the applicant’s suitability for the role (1 page). 3\. A technical proposal including an approach and methodology for the assignment (1-2 pages). 4\. A financial proposal: The amount to be charged for the assignment, which should be quoted in EUR as a **monthly fee**. The financial proposal should also include the costing for travel expenses for two trips to Dublin (if a candidate is not based in Ireland). **Please submit your supporting documents in English. Only complete applications will be considered. Please apply by 25 August 2024 23h59. Applications received after this date will not be considered.** **OVERVIEW OF THE FUNCTIONS OF THE POST** ----------------------------------------- I. BACKGROUND Within the Division of Policies and Lifelong Learning Systems (ED/PLS), the Section for Teacher Development (TED) assists countries with the diagnostics and policy development to support teacher workforce planning and development. In this line of work, TED will work with the Department of Education of Ireland to generate evidence on the multiplicity of factors affecting teacher supply in the country. This includes demographic changes, teacher professional development, governance reforms, international teacher mobility, labor market trends and teacher allocation, among others. More specifically, the project will bring together stakeholders for a comprehensive review of the factors exacerbating teacher shortages to develop a set of actionable recommendations, accompanied by a roadmap, for effective workforce planning. This process will contribute to a consensus among different actors on a national strategy for a sustainable teaching profession. The technical support will be particularly beneficial in boosting Ireland’s capacity to achieve a coordinated action with sustainable results. At a strategic level, the project is expected to lead to changes in policies relating to teacher workforce planning in Ireland. PURPOSE OF THE CONTRACT UNESCO is seeking a professional with specialized quantitative and qualitative research expertise to play a pivotal role in the implementation of the project to support the Strategic Workforce Planning for Teachers in Ireland. More specifically, the consultant will perform the following duties, working closely with the UNESCO Section for Teacher Development. Long Description ---------------- II. DUTIES AND REQUIREMENTS • Conduct stakeholders’ mapping in the Irish education system and prepare an analysis based on desk research, interviews, and online consultations. • Conduct the review of factors impacting teacher supply in Ireland. This output will gather and assess existing information (including the data from the Department of Education) on the factors determining and influencing teacher supply and demand in Ireland. The analysis shall look at demographic trends as well as other possible intervening factors that may impact teacher supply like those related to education or governance reforms. It will also look at the impact of international teacher mobility and migration on teacher supply in Ireland. Detailed areas of analysis will be further specified in the inception report. However, the following themes may be considered based on the UNESCO/ Teacher Task Force Teacher Policy Development Guide (TPDG): number of graduates per profiles, teacher working conditions (including contract types and remuneration), diversity and allocation of the teaching force, urban/rural mobility trends, teacher recruitment, attraction/retention trends, projections for future teacher demand per profiles and geographical area, initial and continuous teacher education, teacher career pathways, teacher job satisfaction, social dialogue/collective agreements mechanisms, among others. • Develop a draft note (between 20-30 pages) on 4-5 relevant international practices in the field of teacher workforce planning that highlight examples relevant to the Irish system. The selection of good practices will be based on the review of policies, policy instruments, initiatives, programmes, strategies, financial incentives and other tools that tackle the teacher workforce planning. Finally, the analysis will highlight the elements that could potentially be replicated in the Irish system and, based on that, will provide a series of recommendations. The note will rely on the desk-research. Where relevant, it may be needed to request input and/or confirmation from relevant international authorities, and/or other relevant stakeholders, via email or by organizing virtual interviews. Long Description ---------------- III. TIMELINES AND DELIVERABLES • The first draft of the stakeholders’ mapping and analysis based on desk research, interviews, and online consultations (7-15 pages, 320 words/page) by October 16, 2024; • The final draft of the stakeholders’ mapping and analysis (7-15 pages, 320 words/page) by November 15, 2024; • A list of literature and quantitative data analysis files to inform the themes selected for the diagnostic report by December 9, 2024; • Analyzed interview transcripts (preferably with a qualitative analysis software) and the detailed annotated outline of the diagnostic report that reviews factors impacting teacher supply in Ireland (30-40 pages; 320 words/page) by January 20, 2025; • The first draft of the diagnostic report that reviews factors impacting teacher supply in Ireland (30-40 pages; 320 words/page) by February 10, 2025; • The second draft of the diagnostic report that reviews factors impacting teacher supply in Ireland (30-40 pages; 320 words/page) by March 17, 2025; • The final draft of the diagnostic report based on feedback from the WG and the AG (30-40 pages; 320 words/page) by April 30, 2025; • The first draft of an initial note on European and international 4-5 good practices (approved by UNESCO beforehand) in the field of teacher workforce planning that highlights examples relevant to the Irish system (20-30 page; 320 words/page) by May 15, 2025; • Final draft an initial note on European and international 5-6 good practices in the field of teacher workforce planning that highlights examples relevant to the Irish system (20-30 page; 320 words/page) and a draft agenda for an online peer-learning workshop with at least 3-4 countries representing relevant good practices for Ireland, and an introductory presentation to launch the event based on the note on good practices by June 20, 2025. **COMPETENCIES (Core / Managerial)** ------------------------------------ Accountability (C) Communication (C) Innovation (C) Knowledge sharing and continuous improvement (C) Planning and organizing (C) Results focus (C) Teamwork (C) Professionalism (C) **-** ----- For detailed information, please consult the [UNESCO Competency Framework](https://en.unesco.org/sites/default/files/competency_framework_e.pdf). **REQUIRED QUALIFICATIONS** --------------------------- **Education of expert(s)** • At least a master’s degree in social sciences, international development, education, data science, statistics, or any other related field. **Work experience** • A minimum of five years of progressively responsible professional work experience at national or international levels in the design and implementation of rigorous research, with country-level experience preferred. • Prior experience in data processing and/or data analytics in education. Experience in teacher number projections would be desirable. • Demonstrated ability to analyze and synthesize technical content, receive feedback from, and engage in dialogue with multiple partners. • Previous experience in quantitative and qualitative or mixed-methods research and methods, including data collection and analysis. **Required skills/Competencies** • Strong knowledge of the quantitative (e.g., STATA, SPSS, RStudio) and qualitative (e.g., NVivo) data analysis software. • Ability to summarize and provide concise and comprehensible reports using multiple and complex data sources. • Proficient English writing skills. • Proficient in using office productivity tools, such as Microsoft Office. **Languages** • Proficiency in written and oral English, with excellent writing skills and effective presentation skills are essential. **It would be desirable for the consultant to be based in Ireland. If not, travel to Dublin will be required throughout the assignment period.** **DESIRABLE QUALIFICATIONS** ---------------------------- **Desirable skills/Competencies** • Experience with international organizations. **SELECTION AND RECRUITMENT PROCESS** ------------------------------------- Please note that all candidates must complete an on-line application and provide complete and accurate information. To apply, please visit the [UNESCO careers website.](https://careers.unesco.org/careersection/2/joblist.ftl) No modifications can be made to the application submitted. The evaluation of candidates is based on the criteria in the vacancy notice, and may include tests and/or assessments, as well as a competency-based interview. UNESCO uses communication technologies such as video or teleconference, e-mail correspondence, etc. for the assessment and evaluation of candidates. Please note that only selected candidates will be further contacted and candidates in the final selection step will be subject to reference checks based on the information provided. **Footer** ---------- UNESCO recalls that paramount consideration in the appointment of staff members shall be the necessity of securing the highest standards of efficiency, technical competence and integrity. UNESCO applies a zero-tolerance policy against all forms of harassment. UNESCO is committed to achieving and sustaining equitable and diverse geographical distribution, as well as gender parity among its staff members in all categories and at all grades. Furthermore, UNESCO is committed to achieving workforce diversity in terms of gender, nationality and culture. Candidates from non- and under-represented Member States ([last update here](https://www.unesco.org/en/geo-distribution)) are particularly welcome and strongly encouraged to apply. Individuals from minority groups and indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the highest level of confidentiality. Worldwide mobility is required for staff members appointed to international posts. UNESCO does not charge a fee at any stage of the recruitment process.

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Added 4 days ago - Updated 9 hours ago - Source: careers.unesco.org