Re-advert: National consultancy to develop and implement of learning assessment within the framework of ISDB/GPE project (for Tajik nationals only), 125 w/ds (deadline extended - 2 November

Consultant Teaching & Training Programme & Policy

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

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.

Quality and relevance of learning opportunities is a key concern in the Republic of Tajikistan for all students, particularly for girls. Despite, comparable data on learning outcomes is missing due to lack of standardized national assessment, low qualifications of teachers particularly in relation to active teaching methods, lack of ICT and promotion of 21st century skills constitute a major challenge impacting on the learning outcomes of children and adolescents, along with lack of conducive learning environments. According to current National Education Strategy 2021-2030, education reforms in the country are aimed at “upgrading of general education content on the ground of transfer from knowledge-based to competency-based education model”. The Mid-Term Education Plan 2021-2023 puts forward a theory of change that should result in all subjects in all grades being taught based on the new competency-based curriculum. In addition, all teachers should possess the skills required for the transition to the competency-based curriculum and new teaching, and learning materials supporting the implementation of the curriculum are to be developed and printed. Currently, the Government of Tajikistan continues to prioritize strengthening the competency-based approach in education through revision of the curriculum, strengthening of teacher professional development and support system and reforming the assessment system. In 2020, the Government of Tajikistan has also partnered with UNICEF within the framework of “Support to National Education Development Strategy for the period until 2030” project, jointly implemented with the Islamic Development Bank and Global Partnership for Education (herewith referred to as the project). This project is aimed at supporting the curriculum reform through the following activities: 1) stocktaking of current achievements; 2) introduction of blended learning to teacher preparation and professional development system and design of training courses for teachers and other education stakeholders; 3)revision of Math and Language curriculum and design of language materials, 4) introduction of new formative and summative assessment strategies, revision of end of grade examination 5) strengthening of in-classroom support system.

How can you make a difference?

The key objective of this assignment is to provide technical support to the MoES and affiliated agencies in mainstreaming inclusive assessment practices in various components of the ISDB/GPE project for the purpose of modeling and demonstration of best practices in assessment to support the implementation of the Concept of Learning Assessment in the following key areas:

• Provide technical support to the MoES in the process of the approval of the National Concept on Assessment and development of supporting documents (on formative and summative assessments with focus on end of grade examinations). Liaise with the MoES, affiliated agencies and other relevant government agencies to support the international consultant in the following tasks:
• Revision of existing formative and summative assessment practices, including end-of-year examinations with focus on Tajik Language and Math in secondary grades to ensure alignment with CBE
• Strengthening the capacity of key education stakeholders in understanding assessment for learning through capacity development events, ongoing support and design of blended learning course.

The national consultant is expected to work closely with international consultant on assessment and teams of international and national consultants working on other components of the project. He/She will specifically be responsible a) support the assigned task force under the MoES in responding to government institutions’ comments on National Concept on Assessment and development of supporting documentation through organization and finalization of meetings, liaison with development partners and MoES and b) for mirroring the international consultant in supporting the national working groups on curriculum, teacher in-classroom support and professional development in mainstreaming inclusive assessment practices within their respective components as well as engage the technical teams assigned by the MoES in the process of co-development of end of grade examination items/tools and blended courses on inclusive formative assessment practices for teachers, with specific focus on Math and Tajik in secondary grades. The consultant is expected to organize the capacity building process for all relevant teams in a way that will enable them to move towards independent completion of tasks listed in Section Deliverables of this ToR.

Duration: 125 working days, November 2022 – October 2023

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.

Reporting to: Education Specialist

Supervisor: Chief Education

The assignment will be carried out in 125 days, spread over a period ranging from November 2022 to October 2023. The final products of this consultancy will include the following deliverables:

#

Item

Deliverable

Number of days

Timeline

Payment schedule

1

Support the international consultant in conducting review of the assessment practices

Functional review of the current assessment practices (can be done in stages for each type of assessment practice depending on the priorities set by Curriculum Task Force)

10

20th December 2022

30 %

2

Support the international consultant in liaison with the assigned WGs and translation/contextualization of documents.

Recommendations to current approaches adopted by project teams working on Math and Tajik, including examples of inclusive assessment tools and practices to be included in the revised curriculum

8

15th January 2023

3

Support the international consultant in development of syllabus for BL course

Detailed course syllabus co-developed with the RITTI team, including at least 1 specific module for maths and one for Tajik language (in close coordination with subject experts)

8

20th January 2023

4

Support the international consultant in development of a framework for end of grade examinations

Finalized framework for end of grade examinations in line with competency progressions of Math and Tajik curriculum

10

10th March 2023

55

Support the task force in the process of approval of National Concept on Assessment

Final version of the Concept submitted for approval to government

4

15th March 2023

30 %

6

Support the MoES task force in development/finalization of supporting document on Formative assessment

SD on Formative assessment is submitted for approval by collegium

5

10th April 2023

7

Support the relevant institutions and international consultant in organization and facilitation of workshops

A number of workshops for Math and Tajik teams on development of formative and summative assessment tools items (in coordination with subject experts) (at least 2 3 day workshops)

5

10th May 2023

8

Support the international consultant in development of syllabus for BL course

Platform ready version of the course ready for testing

15

31st May 2023

9

Support the international consultant in liaison with the assigned WGs and translation/contextualization of documents.

Samples of criteria-based summative assessment tools/items to accompany at least 3 units developed by Math and Tajik teams, including a pilot plan for 30 schools ( 2 for each) (In close coordination with subject experts)

8

1st July 2023

30%

10

Support the relevant institutions and international consultant in organization and facilitation of workshops

A number of workshops on development and administering end of grade examinations in schools (at least 2 workshops 3 days)

7

10th July

11

Support the international consultant in liaison with the assigned WGs and translation/contextualization of documents.

At least 4 end of grade examination items and guidelines for their use for Math and Tajik in secondary grades (will include capacity building and co-development)

20

10th August 2023

12

Support the international consultant in development of syllabus for BL course

Pilot ready version of the course and prepared course facilitators (at least 20)

10

10th September 2023

13

Support the MoES task force in development/finalization of supporting document (to be determined)

Final document submitted for approval by collegium of the MoES

10

20th September 2023

10%

14

Submit final report

Final report

5

20th October 2023

125

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
• Frameworks (described in the tasks and deliverables section)
• Tools/items and detailed description of proposed approaches
• Blended Course materials Periodic reports on implementation of deliverables. Periodic reporting will be expected with detailed timeline to be determined by UNICEF, as a minimum quarterly reporting on conducted activities is expected as per template to be shared by UNICEF.

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, teaching and curriculum studies and other relevant fields

Work Experience: At least 6 years of work experience in a relevant field, with focus on curriculum development, assessment practices and teacher professional development

Technical Knowledge: Strong knowledge of curriculum and learning assessment, teacher preparation and professional development. Expertise in development of assessment tools at general secondary education level 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 English is required. Knowledge of Russian and/or Tajik 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.
3. Financial quote for the consultancy in TJS per deliverable, stating also the timeframe for completion of deliverable and/or daily rate in TJS dollars.
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 dushanbe@unicef.org with the subject line “NSED-Assessment Practices national (with extended deadline - till 2 November 2022)". Applications must be received in in the system by 2 November 2022 on our website.

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.

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