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UNICEF is a UN organization mandated by the UN General Assembly to advocate for the protection of children’s rights, to help meet their basic needs and to expand their opportunities to reach their full potential. In Lao PDR, UNICEF is working with its partners to support the Government to realize children’s rights on survival, development, protection and participation.

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, support

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UNICEF in Vientiane, Lao PDR is looking for an An Individual international Consultancy for Development of Pedagogical Advisory Support Program****. This assignment starting from 19 September 2022 to 28 February 2023. The Consultant will be working in the MoES DTE office and UNICEF in Vientiane Lao PDR as needed. It is expected that the consultant will travel to the field to collect information and monitor training of the pedagogical advisors.

Summary of key functions/accountabilities:

The consultant under this contract will support the Department of Teacher Education and Department of General Education of the Ministry of Education and Sports (MoES) to update/revise the Pedagogical Advisory Upgrading Program course for primary education. The consultant is expected to work closely with MoES colleagues to develop a strategic note on PA systems strengthening and to identify key strategic training targets in the new system. The consultant will then review and revise the course outline, the training package (including training facilitation manual, participant books and other training materials (video, supervision and monitoring tools, etc.) and materials for final assessment for accreditation. The consultant will support conducting refresher training of the trainers. The PA Upgrading Course is proposed to be blended and divided into three modules and each module is combined with training in person in the training center, digital based self-guided learning and field practice. The consultant will also support MoES to design a demand driven, cost-effective and contextually applicable model of cluster/school based pedagogical support for further field testing and scaling up.

The consultant will be required to provide an inception report. The final specific details will be agreed among MoES/DGE-DTE, UNICEF and other relevant stakeholders. During the consultancy period, the consultant is expected to conduct the following tasks:

TASK 1: QUICK SITUATION ANALYSIS OF THE EXISTING PEDAGOGICAL ADVISORY SUPPORT SYSTEM FOR CONTINUOUS TEACHER PROFESSIONAL DEVELOPMENT

The purpose of this exercise is to get a picture of the current situation of the teacher professional support system which pedagogical advisory system supports. The specific objectives of this task are 1) to learn to what extent pedagogical advisory support effectively contributes to CPD for teachers; 2) to identify key knowledge and skills that Pedagogical Advisors will need in order for them to effectively provide the technical and professional support for the teachers and school principals to improve the quality of teaching and learning as well as implementation of school and cluster-based supervision. The exercise will also provide a clear picture of how the cluster/school- based teacher professional support works and what needs to be improved to make it applicable, demand driven and cost-effective. The quick analysis will be conducted on the home-based basis. During this period, the consultant can have online meetings with relevant MoES staff or development partners to seek for information or opinions. UNICEF could help connecting with concerned people as needed.

Key activities will include:

1. (REMOTE) Conduct a desk review of relevant documents: existing relevant teacher education policies, other documents (INSET framework, CPD plan, teaching standards, primary education curriculum, existing pedagogical advisory support system with focus on cluster/school based pedagogical support) and relevant literature on effective in-service teacher professional support system, policies and practice in regard with pedagogical advisory support. Such documents are to be provided by MOES/UNICEF as well as sourced by the consultant.
2. (REMOTE) Review existing PA training package to identify what changes need to be made to the update the training package, including objectives/expected outcomes of the course, course structure, contents (what to be amended or added), delivery modality and methods, etc).
3. (IN COUNTRY) Work with MoES to map new pedagogical support structure at national, district and school/cluster level and identify key individuals to receive additional training using the revised training package.
4. (IN COUNTRY) Based on results of the activity 1 to 3, the consultant will develop a strategic note on pedagogical support including a revised course outline.

TASK 2: REVISION OF PA TRAINING COURSE MATERIALS.

Following review and approval from MoES on strategic note and draft revised course outline, the consultant will work with MoES to revise the training package, including 1) finalization of the course outline and 2) three module package materials, including trainer facilitation manual and PA books, videos, etc.

Key activities will include:

1. (IN-COUNTRY) Conduct a consultation workshop to share the quick analysis findings and recommendations, proposed PA training course outline and the rough proposed design of the cluster/school- based teacher professional development with MoES concerned stakeholders (Department of Teacher Education (DTE), Department of General Education (DGE), Research Institute for Educational Sciences (RIES), TTCs and local staff) and other development partners including DFAT BEQUAL, JICA and other INGOs. Feedback and recommendations from the quick analysis and consultation workshop will be used for the training package revision.
2. (IN-COUNTRY) Based on results of the consultation workshop, revise the training materials. Due to time constraints for the rollout, module-based revision will be applied, starting from revision of module 1, followed by module 2 and 3 step. (The work plan with clear timeline will need to be agreed with the MoES). The revision process will be participatory. The consultant will work closely with the MoES core assigned staff to come up with the realistic revision plan. The core trainers will closely work with the consultant along the process to make sure that all proposed changes and amended are fully addressed. Regular consultation/discussion meetings will be conducted as necessary.

TASK 3: REFRESHER TRAINING FOR THE MOES TRAINERS

The consultant will be required to conduct a refresher training for key trainers from key line departments on the revised package based on the agreed plan.

Key activities will include:

1. (IN-COUNTRY) Conduct a refresher training for the trainers on the revised PA course materials, especially the amended, updated parts for module 1.
2. (IN-COUNTRY) Conduct a day refresher training for the trainers on the revised PA course materials, especially the amended, updated parts for module 2.
3. (IN-COUNTRY) Conduct a day refresher training for the core trainers on the revised PA course materials, especially the amended, updated parts for module 3.

Remarks: Refresher training can be flexible. It can be done module by module or combined module 1 and 2, or all three modules at the same time based on the agreed work plan and timeline.

TASK 4: DESIGN A DEMAND DRIVEN AND COST-EFFECTIVE CLUSTER/SCHOOL BASED PEDGAGOGICAL SUPPORT FOR TEACHERS.

Key activities include:

1. (IN-COUNTRY) Conduct in-depth study of cluster/school based pedagogical advisory support for CPD of teachers. In addition to the quick analysis findings and recommendations, the consultant will conduct further consultation with concerned stakeholders, especially at district, cluster and school levels. With this purpose, the consultant will need to conduct a field visit to selected districts and schools.
2. (IN-COUNTRY) Based on the quick analysis findings and recommendations and results of the field visit, draft a proposed model of cluster/school based pedagogical advisory support for teacher professional development. The proposed model is to be demand driven and cost effective that is linked to the FQS based school development and school block grant utilization. The model will also need to be simple and contextually applicable as part of their daily work, but not put extra burden for the school principals and teachers.
3. (IN-COUNTRY) Conduct a consultation workshop to 1) share the draft proposed model concept and to seek for feedback and agreement for further refinement.
4. (REMOTE) Based on the consultation results, finalize the draft model for further field pilot. The consult is required to develop the tentative pilot plan and monitoring tools and guidelines.

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

Qualifications or Specialized Knowledge/Experience Required:

• A master or advanced degree in pedagogy, teacher education or related fields.
• 8 years of work experience in teacher education or similar, preferably in the area of in-service teacher education and in developing country context
• Proven experience in developing and delivery of in-service teacher training programs
• Practical experience in classroom teaching practice, preferably in primary education
• Experience in training or workshop facilitation
• Ability to work in multi-cultural and diverse context. Experience in Lao PDR and South East Asia an asset.
• Effective communication skills, both orally and in writing, in English

Submission of applications:

Interested candidates are kindly requested to apply and upload the following documents to:

• Letter of Interest (cover letter)
• CV or Resume
• Performance evaluation reports or references of similar consultancy assignments (if available)
• Financial proposal: All-inclusive lump-sum cost, including a breakdown of travel costs, fee and living allowance, for this assignment as per work assignment.

The deadline for applications is 5 September 2022.

Assessment Criteria:

As part of the evaluation and selection, a Cumulative Analysis Method (weight combined score method) shall be used for this recruitment. This involves a technical evaluation and an assessment of the financial proposal:

a) Technical evaluation of the candidates’ qualifications, experience and expertise (max. 100 points) weight 70%:

Qualifications (20 points)

• A master or advanced degree in pedagogy, teacher education or related fields (20 points).

Experience and expertise (80 points)

• Demonstrate of proven 8 years of work experience in teacher education, preferably in the area of in-service teacher education and in developing country context (20 points).
• Demonstrate of proven experience in developing and delivery of in-service teacher training program (20 points)
• Practical experience in classroom teaching practice, preferably in primary education (10 points)
• Experience in training or workshop facilitation (10 points)
• Ability to work in multi-cultural diversity and context. Experience in Lao PDR and South East Asia as asset (10 points).
• Effective communication skills, both orally and in writing, in English (10 points)

b) Financial Proposal (max. 100 points) weight 30%

The maximum number of points shall be allotted to the lowest Financial Proposal that is opened /evaluated and compared among those technical qualified candidates who have attained a minimum 70 points score in the technical evaluation. Other Financial Proposals will receive points in inverse proportion to the lowest price. The Contract shall be awarded to the candidate obtaining the highest combined technical and financial scores, subject to the satisfactory result of the verification interview, if required.

The applicants should provide evidence of medical insurance, including coverage for medical evacuation, for the whole duration of the assignment as part of the financial proposal submission.

Please find the TOR here: ToR-PA upgrading_Final 28 July 2022 for VA.pdf

For every Child, you demonstrate...

UNICEF's values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Communication, Working with People and Drive for Results.

View our competency framework at 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: Only shortlisted candidates will be contacted and advance to the next stage of the selection process.