National consultant on development of Methodological Guidance to Regulations #530 on organization of inclusive education in preschool institutions and #957 on organization of inclusive educa

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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,

Recognition of inclusion is the key to achieving the right to education and is enshrined in the Convention on the Rights of Persons with Disabilities (CRPD), the first legally binding instrument to contain a reference to the concept of quality inclusive education. According to article 24 of the CRPD the realization of the right of persons with disabilities to education should be ensured through an inclusive education system at all levels, including pre-schools, primary, secondary and tertiary education, vocational training and lifelong learning, extracurricular and social activities, and for all students, including persons with disabilities, without discrimination and on equal terms with others.

According to the State Statistical Service of Ukraine, 2,703,006 persons with disabilities are registered in Ukraine as of January 2020, 163,886 of whom are children. Ukraine ratified the UN Convention on the Rights of Persons with Disabilities (CRPD) and its optional protocol in 2010, declaring the right of every child to access education. The recent Law of Ukraine on Education (2020) formally secures the right of children with disabilities and special educational needs (SEN) to receive education in mainstream settings, improves equity in access to quality secondary education in Ukraine and guarantees the enrolment of children in the most territorially accessible primary schools without any contests; opportunities for children with special educational needs to study in mainstream schools, according to their own learning trajectories; envisages greater financial autonomy of schools, extra payments to teachers; more rights for the student self-governance. Amplified by deinstitutionalization, the push for more inclusive schools has introduced to mainstream classrooms thousands of children with special needs.

According to the Ministry of Education, inclusive education is organized in almost 43% of Ukrainian schools and 638 Inclusive Resource Centres (IRC) are established. This is an important step forward but will require additional resources and monitoring to ensure practical application of the law throughout Ukraine. While Ukraine supports a rights-based approach to inclusion in principle, the shift away from the long-standing medical model will necessitate ongoing transformation in attitude, culture, policy, and traditional practices

Creating a barrier-free and inclusive learning environment is a leading initiative of UNICEF Ukraine Education Program and a shared priority of the Ministry of Education and Science (MoES) of Ukraine. UNICEF is strongly committed to strengthen safe, violence-free and inclusive environment in schools and promote quality inclusive education. The core of UNICEF’s approach to education is the believe that every child has a right to a quality education that promotes their dignity, ensures optimum development and prepares for adult lives. For decades the widely exercised “medical approach” to disability resulted in secluding thousands of Ukrainian children with disabilities in closed institutions and deprived them of basic rights including that of gaining quality education together with peers. Despite recent introduction of ICF (International Classification of Functioning) in Ukraine and some trainings on the subject, more should be done for the application of the new approach in practice.

How can you make a difference?

The purpose of the consultancy is to provide technical assistance to the Ministry of Education and Science of Ukraine (MoES) to develop Methodological Guidance to the Regulations of the Cabinet of Ministers #530 and #957 on the organization of inclusive education in pre-school and general secondary education institutions.

The Consultant will summarise the inputs from the MoES and working groups on Inclusive Education, draft the methodological framework and analytical overview, facilitate further discussions and consulting process with Civil Society Organizations (CSOs), Inclusive Resource Centres (IRC) and other relevant stakeholders working on issues of children with disabilities in inclusive education, and develop Methodological Guidance on organization of Inclusive Education and levels of support provision for children with special educational needs in pre-school and general secondary education institutions, taking into account inputs from all authors of methodological materials and relevant stakeholders.

The national consultant will work under the direct supervision of UNICEF Ukraine, and in close collaboration with the Ministry of Education and Science of Ukraine (MoES) and CSOs.

The specific objectives of the assignment are:

  • Desk review and research on issues, needs, trends concerning inclusive education in Ukraine
  • Review and analysis of legal and regulatory instruments, national laws, strategies, and policies related to education and inclusive education
  • Review and analysis Regulations #530 and #957 stipulating organization of inclusive education in pre-school and general secondary education institutions and levels of support provision for children with special educational needs during education process. Coordinate the work of all authors and consolidate methodological materials ensuring coherent approaches in the preparation of Methodological Guidance.
  • Consultations with Ministry of Education and Science, key stakeholders, parents and children with disabilities
  • Development of Methodological Guidance to the Regulations #530 and #957 on organization of Inclusive Education in pre-school and general secondary education institutions

To reach specific objectives, the Consultant will have to complete the following tasks:

  • Conduct desk review of prevailing national policies, strategies, standards and investment levels pertaining inclusive education and integrate the obtained results from analysis in the draft Methodological Guidance.
  • Analyse the experience and best successful practices of other countries (Finland, Portugal, Czech Republic, Great Britain and any other countries that are leaders in providing Inclusive Education for children with special educational needs (SEN).
  • Review and analyse the Regulations of the Cabinet of Ministers #530 and #957 on organization of inclusive education in pre-school and general secondary education institutions.
  • Analyse the implementation of Inclusive Education in pre-school and general secondary education institutions and realization of rights of children with special educational needs.
  • Analyse approaches used by teachers, headmasters, psychologists, and IRC specialist to the assessment of the children with special educational needs and their needs in the educational process.
  • Analyse existing monitoring mechanism for the quality of services rendered by IRC specialists and supervision system for all specialists involved in inclusive education.
  • Review and analyze the level of methodological support required for working with a child with SEN, in particular for assessing the child, taking into account age, gender, vulnerability, development and implementation of IDP (Individual Development/Learning Plan) and provide recommendations on development of tools to monitor the progress of a child with SEN during inclusive education (level of IDP implementation, level of mastering the academic material, successes, and achievements, etc.)
  • In cooperation with the Ministry of Education and Science organize meetings with experts of IRCs, schools and parents and facilitate communication and exchange feedback with them on development of Methodological Guidance to the Regulations of the Cabinet of Ministers #530 and #957 on organization of inclusive education and levels of support provision for children with special educational needs during education process.
  • Analyse International Classification of Functioning, Disability and Health (ICF) as for understanding and explaining children’s functional difficulties (physical, mental and social aspects).Develop draft Methodological Guidance on organization of Inclusive Education and levels of support provision for children with special educational needs in pre-school and general secondary education institutions.
  • Organize consultative meetings with Ministry of Education and Science, IRC experts, authors of methodological materials and relevant stakeholders working on Inclusive Education to get feedback on the developed Methodological Guidance.
  • Perform other tasks as may be requested by UNICEF or Ministry of Education and Science within the scope of this assignment.

Work Assignment Overview:

Tasks/Deliverables: Conduct desk review of prevailing national policies, strategies, standards and investment levels pertaining inclusive education and integrate the obtained results from analysis in the draft Methodological Guidance. Analyse the experience and best successful practices of other countries (Finland, Portugal, Czech Republic, Great Britain and any other countries that are leaders in providing Inclusive Education for children with special educational needs (SEN). Review and analyse the Regulations of the Cabinet of Ministers #530 and #957 on organization of inclusive education in pre-school and general secondary education institutions. Analyse the implementation of Inclusive Education in pre-school and general secondary education institutions and realization of rights of children with special educational needs. Analyse approaches used by teachers, headmasters, psychologists, and IRC specialist to the assessment of the children with special educational needs and their needs in the educational process. Analyse existing monitoring mechanisms for the quality of services rendered by IRC specialists and supervision system for all specialists involved in inclusive education. Analyse International Classification of Functioning, Disability and Health (ICF) as for understanding and explaining children’s functional difficulties (physical, mental and social aspects). Review and analyse the level of methodological support required for working with a child with SEN and provide recommendations on the development of tools to monitor the progress during inclusive education. Deliverable: Set of recommendations on the development of tools to monitor the progress of a child with special educational needs in inclusive education. Deadline: 29 December 2021 (10 w/days).

Tasks/Deliverables: Develop Methodological Guidance on organization of Inclusive Education and levels of support provision for children with special educational needs in pre-school and general secondary education institutions. Deliverable: Development of draft Methodological Guidance. Deadline: 10 January 2022 (5 w/days).

Tasks/Deliverables: In cooperation with the Ministry of Education and Science organize meetings with IRC specialists, Methodists, schools and parents and facilitate communication and exchange feedback with them on development of Methodological Guidance to the Regulations of the Cabinet of Ministers #530 and #957 on organization of inclusive education in pre-school and general secondary education institutions Deliverable: Minutes of the meeting and summary of consultations with the expert group on Methodological Guidance to the Regulations of the Cabinet of Ministers #530 and #957 on the organization of inclusive education in pre-school and general secondary education institutions; adapting the draft in accordance with inputs from consultations. Deadline: 17 January 2022 (5 w/days).

Tasks/Deliverables: Based on the findings and consultations, develop a final report and submit draft Methodological Guidance on organization of Inclusive Education in pre-school and general secondary education institutions. Deliverable: final report and draft Methodological Guidance endorsed by the Ministry of Education and Science. Deadline: 24 January 2022 (4 w/days)

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

Education: Master's degree in Pedagogy, Special Education or Psychology.

Professional experience: At least 10 years of relevant work experience in Education sector; At least 5 years of proven experience in Inclusive Education and demonstrated knowledge on topics related to inclusive education and disability; Experience of scientific or methodical work in the field of inclusive education; Strong knowledge of current legislation pertaining education (with focus on children with special educational needs and children with disabilities); Ability to analyze a large amount of information; Strong coordination and analytical skills and proven experience in development of methodological materials, recommendations on inclusive education; Experience in facilitating consultations with government representatives, CSOs, parents and children with disabilities and other stakeholders; Demonstrated knowledge and understanding of the roles and responsibilities of various education actors in Ukraine.

Language: English - Upper-intermediate [B2]; Ukrainian - Proficiant/Native [C2]

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 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.

Please fill in the form properly and indicate your daily fee, travel lump sum, and total fee to complete the assignment.

UNICEF has a zero-tolerance policy on sexual exploitation and abuse, and on any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.

Added 5 days ago - Source: unicef.org