United Nations Children's Fund (UNICEF)

Consultant Teacher (Capacity Building for The Development of Remote / Home Based Learning Programmes and Resources)

United Nations Children's Fund (UNICEF)

Job Description

UNICEF Pacific is looking to hire a Consultant to provide both technical and logistical support to a participatory and consultative process to identify priority strategies and activities for the National Education Action Plan (NEAP (2021-25) within the agenda of the Education Sector Framework (2016-30). Click on the vacancy link to get more details! 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 future In the Pacific we work in Cook Islands, Fiji, Kiribati, Marshall Islands, Federated States of Micronesia, Nauru, Niue, Palau, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu, Vanuatu: These 14 Pacific island countries are home to 2.3 million people, including 1.2 million children and youth, living on more than 660 islands and atolls stretching across 17.2 million square kilometres of the Pacific Ocean, an area comparable to the combined size of the United States of America and Canada. Kiribati, Marshall Islands, Federated States of Micronesia, Solomon Islands, and Tuvalu are classified as Fragile States according to World Bank/OECD criteria. All 14 Pacific island countries have ratified the UN Convention on the Rights of the Child, but only a third are on track with reporting obligations. How can you make a difference? The purpose of this activity is to strengthen the knowledge and capacity of teachers in Kiribati and Tuvalu to ensure the continuity of learning for students during periods of extended school closure due to natural disaster or epidemic/pandemic. Like many other countries in the Pacific, Kiribati and Tuvalu closed schools, in some cases for an extended period, due to the growing threat of Covid-19 in the region. Borders were closed and the country wanted to determine that they were COVID-19 free prior to schools reopening. Parents were very concerned about their children attending school and many had kept their children at home prior to the official closure. Both countries have now re-opened schools, at the time of writing, although in Tuvalu, students from the main high school, Motufoua, on Vaitupu island returned to their home islands when schools closed initially and not all have yet returned to school. These students currently continue to learn remotely by physically attending the primary school on their home island. In both countries, working groups and task forces were identified to address areas of action and possible responses. Although schools have in the majority reopened, both countries want to ensure that they will be prepared, should schools need to be closed again in the immediate future in the unfortunate circumstance that either country has a confirmed case of the virus, or due to any other situation causing disruptions to education, including temporary and localized closures. Therefore, they have both requested Technical Support to ensure this preparedness with an emphasis on ensuring continued access to learning through building the capacity of teachers to develop resources for student-led and home-based learning. A train the trainers’ model will be employed, and ongoing support provided to the trialing of the programme with teachers on both main and sister islands in each country. The programme will conclude with an evaluation of the train the trainer programme, the appropriateness of the training resources and available models for training to inform programme development and ongoing training. Scope of Work During the inception phase, the consultant will conduct a desk review of broad range of documents including national curriculum materials, existing guidelines for remote learning, planning and strategic documents of education sector in each country. The consultant will also have distance meetings with officials of Ministry of education and other relevant personnel to gain understanding of teaching and learning practices and available resources in each country. Based on the desk review and interviews, the consultant will be expected to develop outline of the training programme and M&E plan and submit them as a first deliverable along with the inception report. Followed by the inception phase, the consultant is expected to develop a full training package, including training modules and guidelines for remote learning resources development as well as pre/post self-assessment to evaluate immediate impact of training on teachers’ knowledge, skills and attitudes. Once full training package is approved by Ministry of Education of each country, the consultant is expected to implement a series of training's for trainers specific to each country to build the capacity of teacher on the development of remote learning materials for students across the range of sub-sectors and modality options. This Capacity Building will include: i) Developing materials for students to use in classroom, remote or home learning settings ii) How to support students in the use of the materials and track their progress, paying attention to those students who may need additional support, including accommodation of the needs of children with disabilities iii) How to communicate and engage with parents in supporting home-based learning iv) Supporting materials/guidelines for parents and caregivers v) How to support student’s general well-being and particularly the social impacts of remote learning vi) How to remotely assess the learning of students and provide feedback for the next steps and inform programmes on the return to school. The training should cover the development of resources for ECE, primary and junior secondary levels for each country. The consultant should then support the trainers to trial the delivery of the programme to teachers in both the main and selected sister islands of both countries. The consultant will keep oversight of the trial training, offering support and providing feedback to the trainers. After trialing the programme, the consultant will facilitate a review of the programme with both the trainers and recipient teachers, engaging student voices as feasible, and revise the programme based on the recommendations from the review, while also defining recommendations to inform ongoing development of the programme and its expanded/sustained implementation. Expected number of trainers trained: Kiribati-15, Tuvalu-6 Expected number of teachers involved in the trials: Kiribati – 55, Tuvalu - 25 To qualify as an advocate for every child you will have… An advanced university degree (Master’s or higher) in Education or a relevant field. Knowledge of Solomon Islands education sector, governance structures and government working systems A minimum of 5 years relevant experience, preferably in the education or social sector with knowledge of planning mechanisms and process. Must have a permanent residence and a valid work permit to undertake this consultancy Good ability to support engagement with a range of stakeholders and create and useful networks Ability to quickly form working relationships with a range of people and actively contribute to a team. Understanding of issues of equity, inclusive and effectiveness in the social sector Good communication skills, including strong written and spoken English language appropriate for diverse audiences and purposes. For every Child, you demonstrate… UNICEF's values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and UNICEF's competency framework: Builds and maintains partnership, Demonstrates self and ethical awareness, Drive to Achieve impactful results, Innovates and embraces change, Manages ambiguity and complexity, Thinks and acts strategically, Works collaboratively with others and Nurtures, leads and manages People UNICEF's competency framework: Builds and maintains partnership, Demonstrates self and ethical awareness, Drive to Achieve impactful results, Innovates and embraces change, Manages ambiguity and complexity, Thinks and acts strategically, Works collaboratively with others and Nurtures, leads and manages People 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. 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.
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