Recruitment of an international consultant to support the implementation, monitoring of the National Digital Learning Program and connectivity in São Tome and Principe - for 12 months

Consultant Teaching & Training Programme & Policy

Overview

Support the implementation and monitoring of National Digital Learning Program in Sao Tome and Principe

You have:

• Advanced degree (Master) in education, information technology, statistics, communication, engineering, or other relevant fields.
• At least 3 years of professional work experience in Digital Learning, Technology for Development (T4D) and/or information system development, including mobile and web-based applications.
• At least 5 years of experience in the field of Education, preferably producing educational work-related content, management project, education, technology, or a related field.
• Experience managing user-driven design processes in software development and support is an asset.
• Strong, demonstrated ability and experience in project management, coordination, working with multiple stakeholders, and under pressure is required.
• Familiarity with new approaches to real-time monitoring using mobile technologies would be an advantage.
• Excellent communication, presentation, interpersonal and teamwork skill in English and in Portuguese.

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, a Champion

UNICEF and other partners, as part of the COVID-19 response plan, have been supporting the Government of Sao Tome e Principe to find more innovative approaches to ensure equitable access to quality education for all children. The Learning Passport - https://www.learningpassport.org/ a UNICEF Supported Digital Education Platform is an ambitious partnership between UNICEF, Cambridge and Microsoft. It aims to improve the education of millions of vulnerable children around the world who face barriers to learning because of poverty, discrimination, conflict and disaster such as COVID-19. It ensured continuity of learning amid the closure of schools due to the COVID-19 pandemic and remains an online learning resource beyond COVID-19.

In Sao Tome & Principe, the Learning Passport is integrated into the National Digital Learning Program aiming to enable access to digital education to all students and teachers by offering a digitized curriculum with textbooks and a selection of supplemental content, in Portuguese, jointly curated with the Ministry of Education (MoE) to best serve learners’ and educators’ specific needs. The Learning Passport will capture a record of the curriculum subjects each student learns and guide learners with little additional support needed. The objectives for deploying the Learning Passport are as follows:

• To provide learners with access to quality learning resources in both formal and non-formal contexts.
• To support students through alternative learning pathways
• To increase the capacity of national/local institutions to support digital learning initiatives

How can you make a difference?

Under the supervision of the UNICEF Education Specialist and in close collaboration with the Partnership Specialist and the Deputy Representative, the overall purpose of the individual consultant is to:

• Support UNICEF STP to deploy the Learning Passport as part of the emergency response and regular development programming.
• Manage, coordinate, and support all programme implementation activities related to Learning Passport.
• Oversee all knowledge management, monitoring and reporting activities related to Learning Passport.
• Provide technical guidance to UNICEF STP on strategies and issues related to Learning Passport and other education and technology initiatives.

This will be a full-time consultancy. The duration will be for 11 months from 28th March 2023 to 28th February 2024.

1. METHODOLOGY AND TECHNICAL APPROACH.

The consultant will provide technical assistance on Digital Learning to:

• The Ministry of Education, Culture and Sciences (MEEC) and its relevant directorates, namely Educational Planning and Innovation Directorate and the Primary and Secondary education Directorates.
• The Minister of Infrastructure for implementation of the School Connectivity Assessment in coordination with the World Bank Project) in all aspects related to the project and those defined in the ToR.
• The National Digital Learning Program for:
• Guidance, implementation and/or coordination of digital initiatives existing in country such as Innocenti Digital Learning Research, Learning Passport and Akelius platforms.
• For producing regular synthesis reports that identify challenges and solutions, specific conclusions and actionable recommendations based on the agreed deliverables

2. ACTIVITIES AND TASKS

The consultant will conduct the following activities:

1. Coordinate and oversee the implementation and expansion of Learning Passport Platform with the MEEC, providing technical assistance and operational support in integrating the technology, curating content, coordinating various actors, supporting UNICEF STP Education’ staff and ensuring deployment and user successServe as key focal point and coordinator for PAD and partners in MEEC, including content creators and other UNICEF stakeholders.
2. Serve as lead support in troubleshooting and user support for users and stakeholders at key moments of engagement, e.g. support sourcing and uploading content in collaboration with Education Staff and government agencies, creating categories, courses, and lessons, and providing analytical reports from data aggregated by the platform.
3. Provide technical and operational support to procure digital content services (e.g. curation, digitization, localization, production) and quality assure their deliverables from a digital perspective.
4. Contribute and manage knowledge resources and support general knowledge sharing by producing knowledge management resources, organizing activities to ensure sharing, exchange and collaboration and documenting lessons learned, challenges, and good practices.
5. Draft monitoring, financial and other regular reports to Country Office, Regional Office and global teams; oversee and provide inputs to monitoring exercises for internal and external stakeholders and funders of the Learning Passport (grants’ reports, annual results report, needed updates, etc.).
6. Scope complementary ICT for learning and Edtech tools that could be integrated to support Learning Passport related technology efforts.
7. Provide training sessions and support capacity building activities related to the PAD.
8. Collaborate with other sections and stakeholders to support the development of digital safety guidelines and an effective strategy to promote PAD use among parents, teachers, students and other members of the community.
9. Provide inputs to update/share information on the PAD on social media or UNICEF blogs.
10. Contribute to making the PAD accessible for children with disabilities and children in remote areas.
11. Support UNICEF STP on other activities related to the Reimagine Education agenda in STP.

*The task will involve:

In the first month of consulting, it will include a contextualization of ongoing actions (based on evidences) in order to propose concrete actions in the preliminary design of the PNAD (National Program of Digital Learning) in the different areas such as training of students, teachers, supervisors, connectivity in schools, content development and production of tools to support the teachers, student, supervisors, to ensure that the program design is aligned with a good practice of blended learning methodology in the classroom that the country envisions. Therefore, the model to be designed should help the MECC to achieve its institutional goals in a sustainable way to ensure the adequacy of a learning management system that ensures the efficient use of content produced using the digital system. The perception of the relevance of content in improving the teaching learning process, quality and consistency of content to ensure impact on student learning outcomes must be taken in consideration as well.

Once on-board, the supervisor and the consultant will develop the a workplan as per the ToR. The consultant will also prepare his/her monthly workplans regularly, also based on any changes in the overall programme plans.

The consultant will be paid on a monthly basis to complete the assignments outlined in the TOR. There will be a monthly report prepared and submitted by the consultant of the activities performed and results achieved, according to the preliminary key tasks and deliverables and outputs outlined earlier. Each monthly report will include an update on the activities listed above, in particular:

• A summary of progress report against the workplan and noting of any changes therein.
• A summary of progress, bottlenecks, challenges and actions taken in relation to MEEC support;
• Report on the active forum, teams’ site, knowledge management and sharing activities;
• A summary of monthly status reports on deployment progress; and,
• A review and feedback submitted to MECC

3. METHODOLOGY AND TECHNICAL APPROACH

The work plan submitted by the consultant should also include the sections and components described below.

4. DELIVERABLES

• SECTION A- Strengthen the capacity of teachers within the National Digital Learning Programme actions and connectivity in schools
• Component 1: work plan according to the ToR, including (indicator and results)
• Component 2: Conducting a rapid diagnosis to verify the real needs of classroom teachers to define the best working methodology for the different groups (according to specificity).
• Component 3: Development of training plans for teachers, (training of trainers and continuous training), both for the National Digital Learning Program and for connectivity in schools.
• Component 4: Conducting training of trainers and cascading to the educational community inherent to the programs (PNAD and connectivity).
• Component 5: Develop a systemic approach, supporting teachers in the creation of content (considering the results of assessments and evidence in the classroom) to ensure that the platform has content based on evidence of the problems of the country (school content) and reenforce mixed methodology (traditional and digital)
• SECTION B- Analyze existing policy documents in order to develop and propose guidelines to regulate and standardize the operation of the National Digital Learning Programme in schools and University.
• SECTION C- Produce tools, classroom support matrixes for teachers and students as well as support materials for pedagogical supervisors and inspectors
• Component 1: Planning, development, implementation, and evaluation of the (didactic pedagogical) content to be produced for the Learning Passport platform as a complementary resource to the teaching-learning process and to support the improvement of literacy and numeracy.
• Component 2: Production of guidelines, (for teachers, as a support and means of orientation for teachers, supervising pedagogical advisors), focused on the identification of students' gaps. It will also include content development (dynamic and interactive), implementation and evaluation in the classroom.
• SECTION D- Support and assistance to the Ministry of Education
• To support the planning, implementation and evaluation, and production of tools as a complementary resource to the programmes as well as focusing on student and teacher’s learning. Liaise among the responsible parties and partners, such as GIGA, Learning Passport, Innocenti and others that the Ministry of Education may propose, ensuring supervision in the field and with MECC for most of the full time of the consultancy.
• Support the management, supervision and coordination of PCAs and related contracts with organizations responsible for the development of learning resources
• Monthly report to donors and the office are developed with quality reporting data and evidence of the situation, documenting progress, bottlenecks, challenges, and actions taken in relation to Programme planning, implementation and evaluation.
• Collaborate in the development of the overall national digital learning strategy, ensuring synergies with other parallel initiatives taking place in the country.
• To provide the Program with a harmonious Operations Procedures Manual (mechanism that establishes the inter-sectoral responsibilities in the implementation and integration of the PNAP), which institutes a system for the operationalization, management and execution of the program, equipment, to ensure that it is implemented effectively and efficiently by the partners.
• Document the planning, testing and delivery, including challenges, best practices and lessons learned, of the surveys in coordination with UNICEF Innocenti.
• SECTION E- Provide full support for the implementation of connectivity at the national level - School Connectivity Program (Connectivity in schools_ activities, timeline and results.docx)

To this effect, the consultant, should support the mapping of all schools to assess the gaps and need to connect schools to internet. On the other hand, assessing costs and pricing of different connectivity solutions based on the country specific context.

The mapping is an essential step to connect all schools to internet. In summary, the mapping:

• Shows where resources are needed. Often, complete data on school location and the status of their infrastructure is missing. Without that information, governments and development partners cannot effectively provide services or deliver resources to children.
• Know where there is internet and if it is reliable. Even though the government is committed to connecting all schools to the internet, they do not have the ability to monitor whether schools are connected and where.
• Highlights gaps in infrastructure. Without knowing where connectivity needs to be extended, government and investors don’t know how much it will cost, making it more difficult and riskier to finance.
• Captures market demand. Because internet service providers can’t measure the size of potential new customers, they struggle to make a case for bringing infrastructure to remote areas. This results in limited investment and increased prices.

Expected result: Establish real-time connectivity monitoring mechanisms for ongoing monitoring and reporting of the connectivity service in schools

Reports for donors and partners are developed and delivered on a monthly basis demonstrating the results based on the annual work plan developed and validated.

All documents will be delivered in word version (PAD and connectivity), and the products will be previously shared with the Ministry of Education before publication.

5. SELECTION CRITERIA

All proposals will be evaluated according to the best cost-benefit ratio (technical and financial ratio)

1. RECOURSE: UNICEF reserves the right to withhold all or a portion of payment if performance is unsatisfactory, if work/outputs are incomplete, not delivered or for failure to meet deadlines
2. Given the UNICEF requirements for issuing the PSEA, if the candidate has technicians/experts in his/her team, it is recommended that a) he/she shares his/her CV and diplomas in advance, b) all will undergo the PSEA training.
3. all resources, instruments and materials produced must be approved by MECC and UNICEF before publication.
4. The consultancy should work with the national partner in a perspective of gradual assumption and ownership of the actions. In this context**, 80% of its time should be spent on MECC and school** for the system reinforcing and accompanying teachers in the schools.

6. REQUIRED DOCUMENTATION

The following should be submitted to UNICEF country office:

7.1. Technical proposal should include:

1. • Detailed overview of the proposed methodology and detailed description of activities to complete the deliverables listed.
2. • Timeframe for completing the different outputs.

   7.2****. Financial Proposal

The financial proposal must include all the costs (consultancy fees, internet, telephone communications and transport locally and to the Autonomous Region of Príncipe). Monthly fee, will be made in twelve instalments . As the consultancy will be long-term with ongoing responsibilities throughout the consultancy period, the consultant for the National Program for Digital Learning (PAD, connectivity in schools) will be paid monthly upon submission of monthly deliverables (measurable products and indicators).

9. PAYMENT- DELIVERABLES- % FOR PAYMENT- TIMELINE

• 1st installment of payment - Section A, components, and deliverables 1 and 2 and Sections D and E - 9% - End of the 1st month
• 2st installment of payment - Section A, components 3 Sections B, D, E - 9% - End of the 2st month
• 3st installment of payment - Section A, components 3 and 4 (included) Section C, D, E - 9% - End of the 3st month
• 4st installment of payment - Section A, components 3, 4 (included) 4 and 5, Sections (D, E) - 9% - End of the 4st month
• 5st installment of payment - Section A, components (4,5) and Section (D, E) - 9% End of the 5st month
• 6st installment of payment - Section A, components (4,5 ) and Sections ( B, D, E) - 9% End of the 6st month
• 7st installment of payment - Section A, components 4 and Sections (B, C, D, E) - 9% End of the 7th month
• 8st installment of payment - Section A, components 4 and Sections (B, C, D, E) - 9% End of the 8st month
• 9st installment of payment - Section A, components 4 and Sections (B, C, D, E) - 9% End of the 9st month
• 10st installment of payment - Section A, components 4 and Sections (B, C, D, E) - 9% End of the 10st month
• 11st installment of payment - Presentation of the results of the consultancy to the MECC (preparation of the PPT and final report). Include in the delivery the file with all the products, instruments developed and the evidence in editable format) - - 9% End of the 11st month

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

• Advanced degree (Master) in education, information technology, statistics, communication, engineering, or other relevant fields. In lieu of a specific academic degree, relevant experience may be considered to meet this requirement.
• At least 3 years of professional work experience in Digital Learning, Technology for Development (T4D) and/or information system development, including mobile and web-based applications, with manifested capacity to manage programmes involving many stakeholders.
• At least 5 years of experience in the field of Education, preferably producing educational work-related content, management project, education, technology, or a related field.
• Experience managing user-driven design processes in software development and support is an asset.
• Strong, demonstrated ability and experience in project management, coordination, working with multiple stakeholders, and under pressure is required.
• Familiarity with new approaches to real-time monitoring using mobile technologies would be an advantage.

Language Proficiency

• Excellent communication, presentation interpersonal and teamwork skill in English and in Portuguese

For every Child, you demonstrate…

UNICEF's values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).

Core Competencies

• Builds and maintains partnerships
• Demonstrates self-awareness and ethical awareness
• Innovates and embraces change
• Drive to achieve results for impact
• Manages ambiguity and complexity
• Thinks and acts strategically
• Works collaboratively with other

To view our competency framework, please visit here.

UNICEF is here to serve the world’s most disadvantaged children and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, age, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, or any other personal characteristic.

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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Potential interview questions

Added 3 years ago - Updated 1 year ago - Source: unicef.org