Technical Assistance - MTSS Model for Primary and Secondary Education

Overview

Support the MEC to develop an evidence-based MTSS early intervention model for foundational learning.

You have:

• A master’s degree in education or related area.
• At least 10 years of relevant experience in educational research linked to foundational learning.
• Demonstrated experience in qualitative and quantitative data analysis.
• Familiarity with education monitoring systems and large assessment datasets.
• Strong communication and facilitation skills to lead and engage stakeholders.
• Prior experience with assessment tools designed for bilingual/multilingual learners.

**JOB DETAILS** --------------- **Type of contract :** **Individual Consultant** **Level :** **3** **Hiring Unit :** **Education Sector** **Duty Station : APIA** **Work location :** Apia **Duration of contract** **:** 5 months **Hiring open to :** International and National Consultants **Application deadline (Midnight UTC+13 Time) :** **21 August 2026** **UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism** **Project Background** ---------------------- The Ministry of Education and Culture (MEC) is leading the implementation of the System Transformation Grant Project (STG) – ‘*A maua’a Fa’avae o ataata lelei na o ā Taeao: Quality Foundations to Prosperous Futures Project’*, with UNESCO serving as the Grant Agent. The Project is a USD 2.5 million education reform initiative funded by the Global Partnership for Education (GPE). The *Project* prioritizes teacher development, gender equality, inclusion, and community participation, ensuring interventions are holistic, evidence-based, and responsive to the diverse and intersecting needs of all Samoan learners. This is a four-year *Project* that focuses on three key domains: (i) early childhood education (ECE) and transitions to primary, (ii) foundational learning in primary schooling, and (iii) secondary-level technical and vocational education and training (TVET) pathways. The *Project* goals and outcomes align with education priorities identified in international, regional, and national development strategies, including: the United Nations 2030 Agenda (Sustainable Development Goal 4); the 2050 Strategy for the Blue Pacific Continent; the Pacific Regional Education Framework (PacREF) 2018–2030; Samoa 2040; the Pathway for the Development of Samoa (2021–22 to 2025–26); and the Samoa Education Sector Plan (ESP) 2025–2030. The *Project* involves broad collaboration across the education sector, including the National University of Samoa (NUS), the Samoa Qualifications Authority (SQA), national education institutions and training providers, and development partners. **CONSULTANCY RATIONALE** ------------------------- Under Key Domain (ii): Foundational Learning in Primary Schooling, the Project seeks to establish an evidence‑based and contextually adapted Multi‑Tiered System of Support (MTSS). Leading up to the design of this Project, there were consultations and reviews of Samoa’s education sector plans which have highlighted that strong literacy and numeracy skills in primary school are essential for students’ smooth transition and success in secondary education, where these skills are assumed and necessary for learning across all subjects. The Sector Mid‑Term Review of the Education Sector Plan (ESP) 2019–2024 found that literacy and numeracy required urgent attention (as evidenced by national achievement results from Year 4 and Year 6 testing). For example, 2022 SPELL analysis indicated that whilst a significant proportion of Year 2 students were working AT expected level (L3&L4) for Gagana Samoa (45.8%) and Numeracy (43.8%), most Year 4 students were working TOWARDS expected levels for Gagana Samoa (75%) and Numeracy (89%). The Samoa’s Partnership Compact which also informs the outcomes of this Project, has highlighted that “Learner Centred Progressions” conceptualised here as systematic and multi-layered interventions or the MTSS, from an early stage in schooling, is critical for students to meet learning targets, complete their education cycles, and continue their journeys to secondary and post-secondary learning and work. *A maua’a fa’avae, o ataata lelei na o ā taeao” Project**, has made provision to engage a professional expertise to lead, design,* *the strategic scoping and planning of an evidence-based and contextually adapted MTSS early intervention* program to strengthen all primary students’ learning of literacy and numeracy and enhance their learning progression in subsequent levels of schooling, taking a whole-child approach. **CONSULTANCY OBJECTIVES** -------------------------- The objective of the assignment is to support the MEC to develop a relevant evidence-based MTSS early intervention model contextualized for Samoa and use data-driven planning to achieve systems transformation. Under the guidance and close consultation with the MEC through its Policy, Planning and Research Division the recruited Technical Assistant is required to scope, plan and prepare for operationalization of an evidence-based contextually adapted MTSS early intervention program. The specific tasks for this Consultancy would include. 1. *Literature Review & MTSS Model Identification* - Conducting a literature review of MTSS intervention models and identifying a flexible three-tiered (large cohort, small group, and individual level) model with intervention strategies appropriate for use in Samoan schools. 2. *Diagnostic Assessment of gaps in foundational literacy and numeracy levels.* - Test and confirm methods for analyzing school- and year-level data from the national literacy and numeracy achievement dataset to diagnose key gaps in students’ foundational learning and literacy and numeracy skills. 3. *Identification of MTSS pilot schools* - Use the national literacy and numeracy achievement dataset to identify and engage a set of diverse schools (in terms of provider type, literacy and numeracy achievement and/or gaps, geographic locations and socio-economic profile of school community) as proposed pilot schools for the MTSS intervention. 4. *MTSS Costed Operational Plan* - Develop a costed plan to operationalize the MTSS intervention that includes the schedule, sequence of MTSS training, data analysis and intervention activities, key staffing (leadership and teaching) and material resources required. **TIMELINES, DELIVERABLES & PAYMENT SCHEDULE** -------------------------------------------------- The key outputs of the Consultancy and their expected deliveries are as follows: **Deliverables** **Outputs** **Expected Completion Date** **Percentage paid** **Phase 1:** 1 Workplan Five days after Contract signing 20 % 2 Literature Review & MTSS Model Identification Report 30 Days after submission of Deliverable 1 20% 3 Diagnostic Assessment Findings and Recommendations Report 30 Days after submission of Deliverable 2 20 % 4 MTSS Pilot School Profiles 30 Days after submission of Deliverable 3 20% 5 MTSS Costed Operational Plan 30 Days after submission of Deliverable 4 20 % The Deliverables will be thoroughly reviewed by the MEC and UNESCO, with success measured against documented evidence of work. Upon meeting satisfactory completion and quality, the report will be approved for payment. **COMPETENCIES - Core (C) & Managerial (M)** ------------------------------------------------ - Communication (C) - Accountability (C) - Innovation (C) - Knowlegde sharing and continuous improvement (C) - Planning and organizing (C) - Results focus (C) - Teamwork (C) For detailed information, please consult the [UNESCO Competency Framework](https://unesdoc.unesco.org/ark:/48223/pf0000245056?posInSet=9&queryId=bcd2a5ea-9a90-4938-88c1-3f56099f4201). **REQUIRED QUALIFICATIONS** --------------------------- **EDUCATION** A master’s degree in education or postgraduate qualification in the area of education planning and management, or teacher training and development, or assessment and learning, primary or secondary level curriculum development, or programme management and education statistics. **WORK EXPERIENCE** - - At least 10 years of relevant experience in educational research linked to foundational learning (literacy and numeracy) or equivalent body of knowledge and experience - Demonstrated experience in qualitative and quantitative data analysis - Experience in supporting capacity building for improved educational outcomes - Familiarity with education monitoring systems such as the MEC EMIS and large (regional, international) assessment datasets - Relevant previous experience delivering comparable services. - A track record of academic research or publications, preferably involving action research Long Description ---------------- **SKILLS AND COMPETENCIES** - Demonstrated experience in qualitative and quantitative data analysis - Experience in supporting capacity building for improved educational outcomes - Prior experience with assessment tools appropriately designed for use with bilingual/multilingual learners or equivalent linguistic background - Strong communication and facilitation skills to lead and engage stakeholders **LANGUAGES** - English and Samoan **DESIRABLE QUALIFICATIONS** ---------------------------- - Current or prior experience as a researcher in the social sector, preferably with the National University of Samoa or in Samoa - Prior experience in an educational leadership role - Proven experience with MTSS frameworks and implementation - Prior experience with assessment tools appropriately designed for use with bilingual/multilingual learners or equivalent linguistic background - Strong communication and facilitation skills to lead and engage stakeholders **TRAVEL** ---------- Any travel costs associated with executing the MTSS programme are included in the proposal to undertake the assignment. The proposal is all-inclusive of costs. **SELECTION AND RECRUITMENT PROCESS** ------------------------------------- Please note that all candidates must complete an on-line application and provide complete and accurate information, by the above deadline. To apply, please visit the [UNESCO Careers website](https://careers.unesco.org/careersection/2/joblist.ftl?locale=en_GB). No modifications can be made to the application once submitted. The process may include pre-recorded video interviews and/or written assessments, interviews with a Panel, as well as reference checks. In addition, candidates may be requested to provide additional information which may be pertinent to the position’s qualifications. Please note that all candidates, whether selected or not, will be informed of the outcome of their application in due course. Short-listed candidates may also be added to Talent Pools; subject to their consent (i.e. Data Privacy Statement). **ADDITIONAL INFORMATION** -------------------------- - UNESCO recalls that paramount consideration in the appointment of personnel shall be the necessity of securing the highest standards of efficiency, technical competence and integrity. - UNESCO applies a zero-tolerance policy against all forms of harassment. - lndividuals from minority groups and indigenous groups and persons with disabilities are equally encouraged to apply. - All applications will be treated with the highest level of confidentiality. - The statutory retirement age at UNESCO is 65 years. - UNESCO does not charge a fee at any stage of the hiring process.

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Added 11 hours ago - Updated 1 hour ago - Source: careers.unesco.org