National Consultancy to support MOES in embedding inclusive education principles into curriculum and teacher preparation and professional development systems (for Tajik nationals only)

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Application deadline 1 year ago: Friday 5 Aug 2022 at 18:55 UTC

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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

The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programs, 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.

The human rights based intent of Inclusive Education is defined in the Salamanca Statement and represented in the 'recognition of the need to work towards 'schools for all' - institutions which include everybody, celebrate differences, support learning, and respond to individual needs'.

UNESCO defines inclusive education as ‘a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the state to educate all children’. Similar approach lies at the core of UNICEF rights based approach to education founded on the belief that every child has a right to quality education and necessary conditions should be created by states for providing access to quality mainstream education. Article 24 of the United Nations Convention on the Rights of People with Disabilities also reinserts that the state parties shall ensure that “c) Reasonable accommodation of the individual’s requirements is provided; d) Persons with disabilities receive the support required, within the general education system, to facilitate their effective education; e) Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion”. While UNCPRD refers specifically to children with disabilities, this statement holds true for all children in need of additional assistance.

The Ministry of Education and Science (MoES) of Tajikistan has adopted a number of key documents which reconfirm the country’s commitment to establishing a more inclusive education system, creating adequate conditions for every child’s equitable access to mainstream education. National Education

Development Strategy until 2030 prioritizes a number of key indicators to sustain and improve equitable access for all children. The NSED indicators include, but are not limited to a) ensuring physical accessibility through construction and rehabilitation of child-friendly schools b) revisiting the curriculum of teacher preparation, professional development and teacher support systems to ensure it trains inclusive teachers c) revising curriculum (standards and teaching and learning materials) to ensure they allow all students to achieve the learning outcomes of the programme. To further define these indicators and develop a pathway towards a more inclusive education system, the MoES together with development partners has drafted a Concept on Inclusive Education and 5 year Action Plan for its operationalization. MoES is need of further support to finalize, adopt and operationalize the Concept and Action Plan.

Together with UNICEF within the framework of Global Partnership for Education (GPE) and Islamic Development Bank project on “Implementation of National Education Development Strategy until 2030”, Ministry of Education has initiated activities in embedding inclusive education principles in revised curriculum (Tajik and Math for grades 5-8) and teacher preparation, professional development and support systems. In addition ot this UNICEF, Tajikistan within its EU funded project is supporting CSOs in development of digital resources for children with learning difficulties, including those with disabilities.

Therefore, UNICEF is seeking national consultant to further support the MoES in finalizing the National Concept on Inclusive Education and embedding inclusive education principles, differentiated learning into general secondary education and teacher preparation/professional development curricula.

How can you make a difference?

While Tajikistan has advanced in mainstreaming inclusive education in its key documents, such as National Development Strategy until 2030 (NDS), NSED until 2030 and Mid-Term Education Action Plan 2021-2023 (MTEAP), practical measures are needed to ensure that the priorities of these key documents are operationalized at national and school levels. The purpose of this assignment is support the MoES in putting into practice inclusive pedagogy principles by embedding them into curriculum and teacher preparation and professional development.

Duration: 194 working days

Location: Home-based in Dushanbe 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: August 2022 – September 2023

On-site: 100 w/d

Off-site: 94 w/d

Reporting to: Education Officer

Supervisor: Chief Education

The consultant is expected to work under overall technical guidance of the international consultant to achieve the following objectives:

  • Provide technical support to the inter-sectoral working group under the Ministry of Education and Science in finalization and approval of the National Concept on Inclusive Education through facilitation of consultative meetings, incorporation of received feedback and responding to comments and questions from key stakeholders.
  • Provide assistance to the international consultant on embedding inclusive practices into curriculum and teacher training systems through liaison and follow up with assigned task forces, organization of meetings and events, translation of key documents and provision of technical support.

The assignment assumes that the consultant will actively engage the MoES and other relevant agencies/task forces in the process of co-review of the existing drafts and documents, and co-development of the final Concept.

The key tasks of this assignment will include:

  • Review the draft of the National Concept on Inclusive Education and 5 year Action Plan and develop a detailed plan for finalization of the documents
  • Organize and facilitate Working Group Meetings, consultation discussions with CSOs and other key stakeholders
  • Facilitate the presentation of the final Concept to Local Education Group and incorporate received feedback
  • Support the MoES in submission of the Concept to other government agencies and incorporating feedback, responding to questions received.

Liaise with the MoES, affiliated agencies and other relevant government agencies to support the international consultant in the following tasks:

  1. Provide recommendations/feedback/ capacity building to Curriculum/TLM teams on embedding the principles of inclusive curriculum and teaching and learning materials (with focus on disability and gender).
  2. Develop a document guiding the adaptation of the curriculum and development of teaching and learning materials to the needs of students with special education needs (may include references to accommodations (such as specific teaching and assessment strategies, preferential seating, assistive technology, use of individual education plan and etc..)
  3. Review the existing templates for individual education plan, finalize IEP template to be used for additional support ( together with assigned MoES Working Group)
  4. Closely work with Assessment team on designing inclusive assessment practices (formative, summative and end of grade examinations) (provide recommendations/feedback/capacity building upon request from the team).

  5. Provide capacity building to the teacher professional development and support systems in understanding inclusive education pedagogy. Review the current approaches and provide guidance/vision on mainstreaming inclusive pedagogy in teacher preparation and professional development systems. Design blended learning course content on inclusive pedagogy to be used as a separate course or mainstreamed within other courses (at least 4 modules)

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

#

Task/milestone

Number of days

Timeline

Payment schedule

1

1. Situation Analysis

1.1 Conduct desk review of practices related to inclusive education/pedagogy (including draft of National Concept on Inclusive Education)

1.2 Development of a desk review report and detailed workplan

1.3 Conduct a detailed review of the teacher preparation and professional development systems to identify entry points for inclusive education

1.4 Develop detailed workplan for co-development of the approach on inclusive teacher development and courses

20

August – September 2022

2

2. National Concept on Inclusive Education (NCIE)

2.1 Develop detailed workplan on finalization of the Concept on Inclusive Education

2.2 Support the taskforce in finalizing the NCIE

2.3 Conduct at least 3 meetings to discuss and finalize the draft of the Concept, including with LEG members

2.4 Prepare final draft of the Concept (including feedback from LEG) submitted for comments to government agencies

20

October - December 2022

40%

3

3. Capacity building of MoES and RITTI

3.1 Conduct 3-day workshop for 30 people (agenda and list of participants) workshop for key MoES staff on Inclusive practices in Education (from policy to practice)

3.2 Conduct 3-day workshop for RITTI staff on “Training Inclusive teachers”

3.3 Capacity building events for curriculum and TLM writers, assessment teams on Inclusive curriculum and assessment

20

January – March 2023

4

4. Blended learning course on Inclusive Education

4.1 Design course syllabus for the blended learning course content on inclusive pedagogy to be used as a separate course or mainstreamed within other courses (at least 4 modules)

4.2 Develop the outline of a document guiding the adaptation of the curriculum and development of teaching and learning materials

4.3 Methodology and testing tools (co-developed) with the RITTI

30

April – July 2023

40%

5

5. Institutionalization of the IE Blended learning course

5.1 Facilitate embedding the blended learning course content on inclusive pedagogy within RITTI in-service system to be used as a separate/mainstreamed within other courses (at least 4 modules)

6. Submit Final report

10

August – September 2023

20%

Total

100

100%

Due to COIVD19, the work and deliverables are subject to change. Consultancy need to be flexible to adjust to any unforeseen adjustments that might occur during the implementation.

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

  • Detailed workplan
  • Workshop agendas and materials
  • Policy documents (described in the tasks and deliverables section)
  • Tools/items and detailed description of proposed approaches
  • Blended Course materials
  • Periodic reports on implementation of deliverables

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 policy, inclusive education, special needs education, teaching and curriculum design, assessment, social sciences

Work Experience: At least 7 years of work experience in a relevant field, with focus on above mentioned areas and education policy development, inclusive education and special education services

Technical Knowledge: Strong knowledge of inclusive education policies and practices, inclusive school structures and services, social services for children. Expertise in development of policy documents, training materials and conducting training/workshops 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 Russian and Tajik is required. Knowledge of English is an asset

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. Special attention should be paid to organizing the process of co-development and capacity building.
  3. Financial quote for the consultancy in TJS per deliverable, stating also the timeframe for completion of deliverable
  4. Examples of previous, relevant work related to the deliverables.
  5. Applications without a financial quote will not be considered.

Queries can be sent to [email protected] with the subject line “Inclusive Education Curriculum and Assessment National”. Applications must be received through electronic application form on our website by 5th August 2022.

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 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.

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