Re- Advertised Education Program Consultant- Afghan Nationals Only

Teaching & Training

Overview

Conduct landscape review of SEL programs to inform new program design.

You have:

• 5-7 years of experience in the related field.
• Master’s degree in the field of Psychology or relevant fields, PhD is preferred.
• Experience in psychology and educational psychology.
• Experience in curriculum development or review.
• Experience in CBE/INGO/NGO content development or review.
• Experience with primary data collection (FGDs) and analysis.
• Experience in education context in Afghanistan.
• Experience working in Afghanistan and knowledge of education and child protection actors and systems in Afghanistan.
• Experience with local working languages of Afghanistan (Dari & Pashto).
• Written and spoken English skills.

Job Description

The IRC Afghanistan has been implementing the Sweden-funded SIDA program since April 2021, including support for Education programs in Logar and Helmand Provinces. This program includes support for formal schools to handle learning loss due to COVID 19, schools closure and the new influxes of learners due to conflict and displacement, and challenges of the current context focusing on children’s social-emotional wellbeing, and exploring innovations to bring learning into households as access restrictions increase and in particular girls are deprived of education across Afghanistan. Social Emotional Learning (SEL) is a relatively new concept for the Afghanistan context. SEL includes the skills required for success in life, both in the classroom and outside, and can include skills such as self-awareness, self-control and interpersonal skills. A standard global definition of SEL is as follows: Social Emotional Learning (SEL) is an integral part of education and human development. SEL is the process through which young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. SEL can be delivered both in an integrated fashion (incorporated into national school curricula) or in an explicit fashion (dedicated content developed for teachers and learners, apart from the national curriculum).

In addition, the education department has developed some teacher training manuals under the Afghanistan Teachers in Crisis Contexts (A-TiCC) project which includes training content for teachers on Teacher and Student Wellbeing which are required to have additional local contextualization, based on the findings from the landscape.

Objective:

The overarching goal of this consultancy is to undertake a landscape review of current and existing Social Emotional Learning (SEL) programs and practices in the Afghanistan context to inform the design of a new SEL program for conflict affected children in Afghanistan. This landscape review will be essential in informing new program design, with the goal of understanding what content has already been created by key actors, what has worked well in the Afghanistan context, and what requires improvement for impact for children. This landscape review will include both a secondary desk review as well as primary data collection with key stakeholders to help inform new program development. Also the consultant is expected to do an analysis of the A-TiCC teacher training manual on teacher wellbeing (already developed) after the landscape review to provide feedback on the appropriateness and relevance of the A-TiCC content, along with suggestions for improvement.

Specific Tasks:

The consultant will work together with the IRC’s Afghanistan’s technical team and Technical Advisors for the production of the following deliverables:

Tentative Deliverables (total 35 working days)

- Secondary Landscape Survey of existing SEL (integrated government curricula for basic education) - Secondary Landscape Survey of existing SEL (explicit, dedicated SEL content developed by INGOs, NGOs or other CSO stakeholders) - Analysis of Strengths and Weakness of existing SEL approaches (integrated and explicit) - Primary Data Collection with teachers or master teachers (3-4 focus group discussions) & analysis of findings - Primary Data Collection with parents or shura members (2-3 focus group discussions) & analysis of findings

Report Development:

- Feedback and Finalization of Report - Presentation of Final Report - Review and analysis and feedback on ATiCC manuals

Qualifications

- 5-7 years of experience in the related field - Master’s degree in the filed of Psychology or relevant fields, PhD is preferred - Experience in psychology and educational psychology - Experience in curriculum development or review - Experience in CBE/INGO/NGO content development or review - Experience with primary data collection (FGDs) and analysis - Experience in education context in Afghanistan - Experience working in Afghanistan and knowledge of education and child protection actors and systems in Afghanistan - Experience with local working languages of Afghanistan (Dari & Pashto) - Written and spoken English skills

Apply now

Potential interview questions

Added 4 years ago - Updated 1 year ago - Source: rescue.org