TVET Consultant - International Expert on Higher Education QA&A

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International Expert for TVET 2- Higher Education QA&A and Internationalization ------------------------------------------------------------------------------------ **International Expert for TVET 2-** **Higher Education QA&A and Internationalization** **OVERVIEW** ------------ Parent Sector : Education Sector (ED) Duty Station: Baghdad Job Family: Education Type of contract : Non Staff Duration of contract : From 7 to 11 months Recruitment open to : External candidates Application Deadline (Midnight Paris Time) : 25-APR-2021 (EXTENDED) UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism ***DEADLINE EXTENDED DUE TO IT MAINTENANCE*** **BACKGROUND** -------------- **TVET Reform Phase 1** A key facilitator of TVET reform in Iraq has been the European Union funded TVET Reform Project implemented over the last 5 years (2016/20) by UNESCO working in partnership with government under the leadership of Prime Minister’s Advisory Committee. To its credit, the Phase 1 of the TVET reform programme made significant progress in respect to: - Mapping new coordinated institutional arrangements for TVET - Developing a national Technical and Vocational Qualifications Framework - Developing and piloting guidelines for Quality Assurance and Accreditation of TVET - Undertaking 8 comprehensive labour market and skill analysis - Developing a framework for private sector participation in TVET - Developing competency-based curriculum for 3 sectors and 4 levels and piloting modules at Level 1 - Improving the quality of careers guidance in TVET - Developing, at scale, the capacities of existing officials, institutional leaders, teachers and trainers across the TVET system - Raising public awareness about the important economic role played by TVET sector. TVET 2 ------ **TVET Reform 2 Program.** UNESCO is implementing the second Phase of the TVET reform programe with funding by the EU. The Government of Iraq is promoting the idea of Centres of Vocational Excellence (COVES). The COVES programme will have three primary purposes: improving the quality of provision, improving the outcomes for learners and employers, and improved TVET infrastructure. **Goal and objectives of TVET 2** **The overall goal (impact) of TVET 2 is:** Inclusive access to skills development services and assets is increased, contributing to improved employability and socio-economic status. TVET 2 has three specific objectives, with expected results as follows. **Objective 1** To strengthen MoE national and Directorate systems and capacities for quality management, curriculum and labour market alignment for vocational education **Objective 2** To enhance the performance of selected vocational schools to create and operate Centres of Excellence **Objective 3** To develop higher education institutions’ systems and leadership for meeting local skills needs and international recognition of qualifications Scope of Work ------------- **Duties and Responsibilities of International Expert** Under the overall authority of the Chief of Education of the UNESCO Office for Iraq, the direct supervision of the senior Project Officer, the IE shall fulfil the role of TVET expert for Higher Education Quality assurance and assessment Activities. Under this contract, the individual Expert will undertake and execute all of the activities under Objective 3 the following SOW: **Scope of Work** The IE will be responsible for achieving the 4 results under Objective 3 **Objective 3** ER3.1 Application of international practices and tools for benchmarking qualifications ER3.2 Development of competency based programmes using ECTS and Tuning methods ER3.3 Application of international quality standards and quality management practices ER3.4 Increased international connections and collaboration involving students and staff SOW 2 ----- Building on the Bologna workshops and field visit to University of Pisa offered in TVET 1, this next stage of development will apply Bologna and Tuning tools and practices to the further development of degree programmes in the four focus areas (agriculture, construction, hospitality and ICT) in four Technical Universities. These improvement processes will also consider how the programme addresses the relevant Sustainable Development Goals. The application of an internationally benchmark quality assurance system and the application of other Bologna tools will ultimately improve the ranking of Iraqi Universities. Research capability will be strengthened with increased international collaboration; and international recognition of Iraqi achievements will follow from rigorous quality assurance processes and application of Bologna tools such as ECTS and Tuning. Within TVET 2 a national conference can be organised to showcase the processes and results of Tuning activities, and the role of universities in Iraq in achieving the SDGs. SOW 3 ----- Activities to achieve ER3.1 Application of international practices and tools for benchmarking qualifications - 3.1a Each pilot HEI reviews the general level indicators specified in the TVET QF, the QF for EHEA and the EQF with particular regard to the level of the new degree programmes to be implemented; - 3.1b For each new degree programme set up a working group, including where possible the individuals who participated in the Bologna workshops in TVET 1, and in all cases liaising with them; acquire and study the Tuning and Calohee materials available for own and related subject areas; - 3.1c Working in coordination with the Subject Area Board designated in order to achieve ER 3.2 (3.2a), and using the Tuning guide for formulating degree programmes (translated into Arabic and Kurdish in TVET 1) establish the key competences, key learning outcomes to produce the draft degree profile; - 3.1d Consult profiles of similar degree programmes offered by well reputed HEIs in various parts of the world to check on correspondence in general to the outputs foreseen elsewhere, without eliminating the specific characteristics tailored to local requirements. - 3.1e Check that the assessment framework produced in activity 3.2d seems suitable to produce programme learning outcomes comparable to the QF levels and draft an outcomes assessment procedure. SOW 4 ----- Activities to achieve ER3.2: Development of competency based programmes using ECTS and Tuning methods - 3.2a In each of the 4 partner institutions set up a Project Board of at least 5 academic staff members for the selected subject area and establish a calendar of regular meetings, of which at least once a month with the academic authorities to ensure that they are informed. - 3.2b The Project Board reviews the current offer in the pilot subject area and contacts employed graduates, if any, to obtain their views on necessary improvements - 3.2c Building on the work carried out in TVET 1, the Project Board will use Tuning methodology to plan a degree programme in the chosen subject area, first of all contacting and meeting with potential local employers of the future graduates, thus establishing the needed spectrum of generic/transversal and specific competences. - 3.2d Having established the key competences and their level, the Board compares them with the appropriate TVET QF level and designs an assessment framework using Tuning-CALOHEE methodology. - 3.2e The Board organises the single learning components, including traineeships, using ECTS parameters to define student workload. To do so it consults academics, employers and students - 3.2f The new programmes are described in a Course Catalogue according to the parameters of the ECTS Users Guide. 3.2g The programmes are implemented and monitored SOW 5 ----- Activities to achieve ER3.3: Application of international quality standards and quality management practices - 3.3a Each pilot HEI designates a Quality Board including academic and non-academic staff plus student representatives and at least one vice/pro-rector, who must keep the rector/president informed; - 3.3b The Boards meet separately in workshop format to become thoroughly familiar with the TVET Quality tools and with the European Standards and Guidelines (ESG) (which it would be useful to translate); - 3.3c Organise a project-wide meeting of the boards with appropriate experts to deepen the understanding of the ESG and how to develop quality enhancement at institutional level; - 3.3d Each Board prepares a draft overall institutional quality plan, including plans for internal quality enhancement, for the development of an internal quality culture, for the establishment of a virtuous monitoring and enhancement cycle, as well as a strategy for responding to external quality assurance procedures. The plans include structures, administration, research, third mission and learning and teaching. - 3.3e Organize a project-wide working meeting of the Boards with the expert/s, or a specified number of key people belonging to them, to present, compare, and perfect the 4 institutional quality drafts with due regard to institutional differences and priorities, but defining a common calendar for evaluation and reporting. - 3.3f The Boards organize and hold meetings with own staff and students to illustrate the plan, emphasizing the importance of internal optimization, rather than external coercion; - 3.3g Implement the plans abiding by the common calendar and reporting according to the established deadlines; - 3.3h Convene a final conference of the rectors/presidents and the Boards to present the results, discuss and evaluate them, and agree on how to ensure continuation and sustainability SOW 6 ----- Activities to achieve ER3.4: Increased international connections and collaboration involving students and staff - 3.4a Each institution takes stock of its present international strategy and the resources dedicated to achieving it. It reviews the status quo: MoUs with institutions or organizations in other countries, agreements on mobility of teaching and non-teaching staff and students; joint projects; research projects and contacts with researches abroad and other contacts, - 3.4b Each institution convenes one or more meetings in its Faculties or departments to map other existing and potential contacts, and desiderata, and to agree on an institutional strategy or mission statement - 3.4c The persons responsible for international relations in each institution meet in a workshop with project experts to discuss paths for internationalization and to develop a step-by step Internationalization Enhancement Plan (IEP) suitable to the characteristics, resources and strategy of the institution. - 3.4d The academic authorities of each institution are informed and involved in elaborating the general strategy and the IEP- - 3.4e The IEP details step by step the targets and actions required to develop the strategy - 3.4.f The Institutions share their draft IEPs with each other, discuss and revise them in consultation with the project experts. - 3.4g The institutions carry out the agreed steps, and the results are shared and monitored. Duties and Responsibilities --------------------------- **The project Implementation will be in 2 Phases** - **Inception Period (30 days): Remote modality** Conduct desk based research for results/outputs and outcomes within Objective 3. Contact faculty involved from TVET1 to discuss feasibility of plan and next steps. Review developments since the end of TVET 1 . - Identify the key champions in each of the 4 institutions and consult with them on the proposed work plan. - Finalize and agree and write up the Inception delivery work plan in liaison with Senior Project Officer for the below three phases of work. **Project Implementation 30 Months** : Remote working and Missions to Iraq as per work plan including travel to Technical University locations Deliverables ------------ DELIVERABLES: - Inception Report, Date: 30 days after the start of the contract - Monthly Reports, Date: In the first week of the subsequent month - Final Evaluation reports, Date: Initial report at the end of the first continuous work period then up date plans after each follow up visit to Iraq. - Training materials for Workshops, Date: After the completion of the training phases For ER 3.1 - Minutes of 4 working group set up; show they reviewed the Tuning and Calohee materials available for own and related subject areas. By end of 2nd Month - Draft Degree Profiles produced for all new proposed degree courses by each University, giving the key competences, key learning outcomes required to produce the draft degree profile. By end of Month 5 of the contract - WGs draft outcomes assessment procedures. By the end of the 7 month For ER 3.2 - 4 Project Boards established (one in each University) of at least 5 academic staff members for the selected subject area. In Month 2 of contract - PBs carry out employers’ Competence Needs analysis for new employees and write up in a short report. End of Month 4 of project - PBs design assessment framework using Tuning-CALOHEE methodology and write up in short report. End of month 6 of project - 4 new Course Catalogues are published defining the new programs. End of Month 10 of project **Other Information including information on timelines** Total duration of the assignment will be from May 2021 to March-November 2024 Remuneration will be paid monthly according to qualifications and experience dependant on completion of relevant deliverables from above table The consultancy will require missions to Dahook, Mosul, Baghdad, Basra and Karbala as per the UN security standards and procedures in Iraq. **COMPETENCIES (Core / Managerial)** ------------------------------------ Accountability (C) Communication (C) Innovation (C) Knowledge sharing and continuous improvement (C) Planning and organizing (C) Results focus (C) Teamwork (C) **-** ----- For detailed information, please consult the [UNESCO Competency Framework](https://en.unesco.org/sites/default/files/competency_framework_e.pdf). Required Qualifications ----------------------- - Advanced university degree in Education, Higher Education, Quality Assurance or other related field, with demonstrated expertise at national and international levels - Minimum 10 years of relevant professional experience working in HE Quality Assurance and the Bologna Process and tools. - Proven track record of designing and delivering effective workshops for University and Government officials on HE QA&A - Working experience with senior officials within government and educators - Excellent planning and reporting skills - Good facilitation skills; excellent communication capabilities; ability to adapt to dynamic environments - Previous experience in the Middle East is essential - Excellent knowledge of English; knowledge of Arabic would be an advantage - Ability to work effectively in a multicultural/multinational environment - A commitment to UN values of non-discrimination on the basis of race, gender, economic status, or religion. Skills and Competencies required -------------------------------- \- Strong interpersonal and networking skills; \- Highly organized and self-motivated; \- Capacity to collaborate and positively engage with a range of partners and beneficiaries, including national/local authorities as well as key stakeholders in civil society including the private sector, and international development partners and embassies; \- Demonstrated personal sensitivity and commitment to the values and principles of equity, gender equality and cultural diversity; and \- Excellent computing skills including MS Word, Excel, PowerPoint, Outlook and related programs. **Languages** \- Excellent written and spoken English. Arabic would be advantage **APPLICATION PROCESS** ----------------------- Interested candidates should click on “**Apply Now**”, then download and complete the Employment History form (Word file). **At the end of the Word file****, insert extra pages** with the following **required** information (As a part of the Technical Proposal) in English: \* Upon completing the Word file with all the requested information above, **upload** the file at the “My Employment History Form / My Documents” section of the online application form. **Only** applications with the above requested information will be considered. I. A statement indicating how their qualifications and experience make them suitable for the assignment; II. A Technical Written proposal (2-3 Pages Maximum) consisting of: - A description of your proposed approach and methodology for undertaking the assignment; - A work plan with detailed milestones and key deliverables/activities as per the terms of reference; - Comments on the Terms of Reference, if any (in brief); - An up to date curriculum vitae (CV), and a statement indicating how your qualifications and experience make you suitable for the assignment; • The amount to be charged for the assignment as per the [Price Schedule](https://unesco-my.sharepoint.com/:w:/g/personal/b_hamaydah_unesco_org/EctfFXgj0utPtuLtXYcPQTwB8NRR3M2eis47YvyXIsaW6g?e=dSCqO7). The overall cost of the assignment, expressed as an overall lump-sum, which should be quoted in US dollars only. Any travel and subsistence requirements should be indicated separately. Please design your payment scheme against clear and specific set of deliverables and milestones as reflected in your work plan. \- If the duration of the assignment is less than 30 calendar days. Please indicate your proposed Daily rate. \- If the assignment is carried over a month or longer. Please indicate your proposed Monthly rate. - [List of work assignments](https://unesco-my.sharepoint.com/:w:/g/personal/b_hamaydah_unesco_org/Ef55FT2C65ZNvuFgpg08PdYBNJ5a-4zxANa5cfoJBAJ_Qg?e=Npa0EK) and/or THREE (03) contacts as references – to be filled and returned to UNESCO as part of submission. The proposal must be in English. UNESCO places great emphasis on ensuring that the objectives of the work assignment, as described in the Terms of Reference, are met. Accordingly, in evaluating the proposals for the assignment, attention will focus first and foremost on the technical elements. From those proposals deemed suitable in terms of the criteria in the Terms of Reference, UNESCO shall select the proposal that offers the Organization best value for money. Please note that written proposals constitute integral part of the application; failure to produce a written proposal will result in an incomplete application which won't be taken into consideration. Long Description ---------------- **Note:** - Due to the large number of applications we receive, we are able to inform only the successful candidate(s) about the outcome or status of the selection process. Contact Person: Tim Mizen Senior Project Officer, UNESCO Iraq Office [email protected] UNESCO places great emphasis on ensuring that the objectives of the work assignment, as described in the Terms of Reference, are met. Accordingly, in evaluating the proposals for the assignment, attention will focus first and foremost on the technical elements. From those proposals deemed suitable in terms of the criteria in the Terms of Reference, UNESCO shall select the proposal that offers the Organization best value for money. Please note that written proposals constitute integral part of the application; failure to produce a written proposal will result in an incomplete application which won't be taken into consideration. **SELECTION AND RECRUITMENT PROCESS** ------------------------------------- Please note that all candidates must complete an on-line application and provide complete and accurate information. To apply, please visit the [UNESCO careers website.](https://careers.unesco.org/careersection/2/joblist.ftl) No modifications can be made to the application submitted. The evaluation of candidates is based on the criteria in the vacancy notice, and may include tests and/or assessments, as well as a competency-based interview. UNESCO uses communication technologies such as video or teleconference, e-mail correspondence, etc. for the assessment and evaluation of candidates. Please note that only selected candidates will be further contacted and candidates in the final selection step will be subject to reference checks based on the information provided. **Footer** ---------- UNESCO applies a zero tolerance policy against all forms of harassment. UNESCO is committed to achieve and sustain gender parity among its staff members in all categories and at all grades. Furthermore, UNESCO is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities, as well as nationals from non-and under-represented Member States [(last update here)](https://en.unesco.org/careers/geographicaldistribution) are equally encouraged to apply. All applications will be treated with the highest level of confidentiality. Worldwide mobility is required for staff members appointed to international posts. UNESCO does not charge a fee at any stage of the recruitment process.