National consultant to support MoES with overall coordination of COMPACT partnership operationalization and IsDB/GPE projects implementation, 150 w/ds, Dushanbe, Tajikistan Job at UNICEF-United Nations Children’s Fund, Dushanbe , Tajikistan
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Location:
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Salary:negotiable / YEAR
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Job type:CONTRACTOR
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Posted:5 months ago
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Category:Partnership and Resource Mobilization, Project Management
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Deadline:20/06/2024
JOB DESCRIPTION
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, Education
The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programs, in advocacy and in operations. The equity strategy, emphasizing the most disadvantaged and excluded children and families, translates this commitment to children’s rights into action. For UNICEF, equity means that all children have an opportunity to survive, develop and reach their full potential, without discrimination, bias or favoritism. To the degree that any child has an unequal chance in life — in its social, political, economic, civic and cultural dimensions — her or his rights are violated. There is growing evidence that investing in the health, education and protection of a society’s most disadvantaged citizens — addressing inequity — not only will give all children the opportunity to fulfill their potential but also will lead to sustained growth and stability of countries. This is why the focus on equity is so vital. It accelerates progress towards realizing the human rights of all children, which is the universal mandate of UNICEF, as outlined by the Convention on the Rights of the Child, while also supporting the equitable development of nations.
Currently, the Government of Tajikistan prioritizes strengthening the competency-based approach in education through the revision of the curriculum, strengthening of teacher professional development and reforming the assessment system. In 2020, the Government of Tajikistan has also partnered with UNICEF within the framework of the “Support to National Education Development Strategy for the period until 2030” project, jointly implemented with the Islamic Development Bank (IsDB) and the Global Partnership for Education (GPE) – herewith referred to as the project. This project is aimed at supporting the curriculum reform through the following activities: 1) stocktaking of current achievements; 2) improving pre-service and in-service teacher training systems through introduction of blended learning modalities and Competency Based Education (CBE) pedagogy 3) revision of Math and Language curriculum and design of language materials, 4) introduction of new formative and summative assessment strategies and 5) strengthening of in-classroom support
system.
The results of the Stocktaking exercise and project preparation mission indicate that MoES institutions are mostly unaware of the documents developed for them and for the implementation of which they are considered to be responsible, thus confirming the lack of institutional ownership at technical level. The documents have mostly been endorsed only at the MOES central apparatus, remain in the hands of select individuals who developed them and are not embedded within the system. At the same time, the LEG thoroughly discussed the “how of the reform” noting that business as usual will not yield the desired results and that approaches to project implementation must change. Recent learning outcome-focused assessments carried out within specific projects (EGRA, and IsDB/GPE Baseline) have revealed that the quality of education continues to lag behind. The country developed a COMPACT Partnership document whereby the MoES and all development partners engaged in national education reform agreed to focus on implementation of CBE reform for improved learning outcomes. The document identifies a number of key areas related to CBE which require “transformational change” to allow for its successful implementation. These include Curriculum, Teacher preparation and professional development, learning assessment and efficiency of education management (EMIS, evidence-based decisionmaking).
Therefore, the second phase of the IsDB/GPE project will built to address one of the key challenges that has prevented CBE reform from being effectively implemented is the fact that as reform efforts up to this point have been largely project based, the national institutions’ structures and practices have not changed, preventing full national ownership and institutionalization of the reform, and promoting its high dependency on development partners. Therefore, Compact suggests analyzing and reforming the institutions to accommodate CBE reform and allow for CBE practices to be embedded at every level of the system, replacing the old practices, rather than creating new ones in parallel to those in existence, which does not lead to sustainable reform. The second phase of the IsDB/GPE project will focus on three key aspects of the CBE reform namely 1) reforming and upgrading the current curriculum based on CBE teachings 2), improving teacher preparation and professional development systems (sub-component 3), and integrating a system of student assessment (sub-component 4). The three components will be constructively aligned with each other in their vision, implementation approaches to demonstrate a thorough process of an education reform from MoES to classroom and from classroom fed back into policy decisions.
How can you make a difference?
The purpose of this assignment is to continually support the MoES in ensuring further coordination of various components related to CBE approaches and operationalization of COMPACT partnership document and rolling out of the best practices related to in-service and preservice continuous professional development and school support system and etc. The assignment will focus on providing effective coordination and technical support between four components of the second phase of IsDB/GPE project, including liaising with national and international experts appointed by UNICEF working on teacher preparation and professional development systems as well as curriculum revision support. This will include structuring self-driven working groups, ensuring effective communication between various teams engaged in implementation of different components of the project, as well as development of frameworks, organization of regular meetings and presentation of the overall progress of the project (Big Picture for first and second phase of IsDB/GPE projects) to the MoES and key education stakeholders.
The assignment will also include technical support to the MoES to conduct the mid-term review of partnership Compact implementation and support to update/upgrade the draft National CBE RoadMap in line with new evidence and/or emerging needs. The assignment will be implemented jointly with an international consultant and the staff of a newly established Coordination and Analytical Unit at the MoES, which tasked to oversee annual Compact reporting, based upon communication with grant agents, and also lead the development of annual JSRs. This exercise will enable MoES and partners to undertake rigorous analysis of CBE approach.
DUTY STATION/DURATION:
Duration: 150 working days (15 July 2024 – 31 May 2025)
Supervisor: Education Specialist, UNICEF Tajikistan
Under technical support to the MoES to implement IsDB/GPE Phase II project interventions, the consultant will be expected to coordinate and manage the following interventions:
● Ensure effective coordination between various components of the projects
– Developing and implementing a mechanism for efficient and effective communication between the teams involved in the implementation of various project components including assessment, preservice component, and inclusive education.
– Preparing and running participatory workshops for teams involved in the implementation of various project components (on a bi-monthly basis).
– Preparing and running workshops on project implementation progress/results under steering committee for MoES and DCC/LEG (once every three months)
– Establish links between the in-classroom support system and other projects components through:
a) Development and implementing curriculum framework connecting it to functional review of the planned Curriculum Structure for the testing newly developed teaching and learning materials.
b) Implementing a framework for integrating in-service blended courses into the teacher support system
c) Providing comments and suggestions for adapting current digital learning platforms to the needs of the in-classroom support system
d) Preparing and facilitating capacity building workshops for future mentors (in a blended format)
e) Providing support to in-country workshops for the development and testing of developed instruments
f) Collecting examples of “best practice” in pilot schools in different formats (video examples of classroom interaction, feedback to pupils’ written work, etc.) to be shared with other teachers.
g) Organizing a conference for exchanging best practice among teachers and mentors
– Developing and implementing a mechanism for efficient and effective communication between the teams involved in the implementation of various project components including assessment, preservice component, and inclusive education.
– Preparing and running participatory workshops for teams involved in the implementation of various project components (on a bi-monthly basis).
– Preparing and running workshops on project implementation progress/results under steering committee for MoES and DCC/LEG (once every three months)
– Establish links between the in-classroom support system and other projects components through:
a) Development and implementing curriculum framework connecting it to functional review of the planned Curriculum Structure for the testing newly developed teaching and learning materials.
b) Implementing a framework for integrating in-service blended courses into the teacher support system
c) Providing comments and suggestions for adapting current digital learning platforms to the needs of the in-classroom support system
d) Preparing and facilitating capacity building workshops for future mentors (in a blended format)
e) Providing support to in-country workshops for the development and testing of developed instruments
f) Collecting examples of “best practice” in pilot schools in different formats (video examples of classroom interaction, feedback to pupils’ written work, etc.) to be shared with other teachers.
g) Organizing a conference for exchanging best practice among teachers and mentors
Under COMPACT partnership document mid-term review, the consultant will be expected to support the international consultant and the teams of the MoES to perform the following tasks:
1) Provide technical assistance and coordination in developing a robust and credible partnership Compact midterm review, while incorporating a monitoring and evaluation framework with a set of appropriate process, output and outcome indicators, which are revised and proposed based on NSED Results Framework.
2) Provide technical support and facilitation to the international consultant during upgrading/updating of the draft CBE RoadMap document for implementation of CBE reform, proposing necessary adjustments based on the outcomes of the partnership compact mid-term review and from lessons learnt.
1) Provide technical assistance and coordination in developing a robust and credible partnership Compact midterm review, while incorporating a monitoring and evaluation framework with a set of appropriate process, output and outcome indicators, which are revised and proposed based on NSED Results Framework.
2) Provide technical support and facilitation to the international consultant during upgrading/updating of the draft CBE RoadMap document for implementation of CBE reform, proposing necessary adjustments based on the outcomes of the partnership compact mid-term review and from lessons learnt.
| COMPACT partnership document midterm
review
Tasks/Milestone: (in line with the scope elaborated in section-III) |
Deliverables/Outputs: | Anticipated Timeline | % of payment |
| Task 1. Through desk review and consultation meetings with state and nonstate partners and LEG members (by established Thematic Working Groups), provide technical assistance and coordination to conduct in-depth analysis on the overall progress and achievements of CBE reform implementation envisioned under partnership Compact across its main focus areas, and enabling factors. Participate in joint monitoring visits to selected schools and/or central government institutions, where CBE initiatives were implemented. | Del #1. Analysis of CBE implementation has been developed against formulated indicators, reflecting on CBE reform progress, achievements and roadblocks. Findings around immediate CBE reform priorities have been validated at LEG meeting. | July – August 2024 (10 days) | 30% payment
Upon submission of Del #1 and Del #2. |
| Task 2: Developing and implementing a mechanism for efficient and effective communication between the teams involved in the implementation of various project components TLMs, CPL, assessment, preservice component, and inclusive education. Seamless coordination with PIG and the MOES on the deliverables and result achieved. | Del #2. Development of the coordination mechanism document | July – August 2024
(5 days) |
|
| Task 3. Support the international consultant during development of the development partnership Compact M&E framework. | Del #3. Compact
partnership mid-term review report, accompanied by M&E Framework (with quantitative and qualitative process, output and outcome indicators), and Technical Assistance Map for Compact operationalization/implem entation. |
September 2024 (15 days) | 40% of
payment of submission of Del #3 and Del #4 |
| Task 4. Provide technical assistance and coordination to carry out a mapping of CBE reform initiatives implemented by development partners in the country under Compact partnership and NSED – 2030, including the institutional arrangements for management of ongoing projects to support CBE reform, to reflect on resources and expertise currently dedicated to support transformation to inclusive, digital and competency-based education, as well as highlight potential areas of inefficiencies that require coordination. | July 2024 to May 2025 (45 days) | ||
| Task 5. In close collaboration with national system leadership and technical experts, provide technical expertise to review and finalize the draft document of the CBE Roadmap by revising a time-bound action plan, to be used by the system as technical guidance on implementing CBE reform, and addressing inefficiencies and gaps identified at the analysis stage. The developed action plan is to be revised as a result of thematic meetings with state and non-state actors, dedicated to CBE implementation in the country. | Del. #4. National CBE
Implementation Action Advertisement
Plan drafted and validated by LEG, as supplement to CBE Roadmap. |
September – October
2024 (15 days) |
|
| Task 6: Provision of support to international consultant during the functional review and development of normative documents for Curriculum Structure | Del #6. Availability of normative framework, document defining the functions of a unit/department in relation to development, coordination and
implementation of curriculum and Curriculum Department |
July – October 2024
(25 days) |
30 % of
payment upon submission Del # 6, #7, #8 |
| Task 7: Supporting the international consultant in the development of the national curriculum framework. This document serves as a guiding tool to assist the national education system in establishing a coordinated vision and mechanism for curriculum reform. | Del #7: Availability of a curriculum framework to support the education system in reforms towards curriculum development in the country | August 2023 to February
2025 (25 days) |
|
| Task 8. The review process will be concluded with a high-level endorsement meeting among state and non-state partners, where key findings and recommendations will be presented, and a statement of commitment by the national system leadership will be made, ensuring concerted effort and coordination, as well as adequate resources and expertise dedicated in order to successfully shift from a system-centered to a student-centered approach. | Del #6. Facilitation provided during high-level meeting with state and non-state partners on required concerted effort and coordination, as well as adequate resources and expertise to implement CBE. | September-October
2024 (10 days) |
|
| TOTAL | 150 working days | 100% |
To qualify as an advocate for every child you will have…
- Education: Advanced university degree in the fields of in economics, sciences of education or related fields, with focus on
education policy planning, administration, leadership and M&E. MA level in relevant field is an asset. - Working experience: At least 10 years of relevant professional experience in the area of education policy planning,
administration, leadership, and M&E. - Expertise: Strong knowledge of education system. Expertise in development of policy documents and
system reform and proven capacity to work as an expert in education policy developments and provide constructive review of the needs and challenges in education sector. Knowledge of the region and context is an asset. - Skills: Strong coordination skills, analytical and conceptual thinking. Ability to work with large teams and guide policy discussions. Excellent writing, communication, and presentation skills with stakeholders. Ability to work under pressure and commitment to work to tight timeframe.
- Languages: Fluency in English is required. Knowledge of Russian and Tajik is an asset.
Qualified candidates are requested to submit:
- Cover letter/application/CV.
- A technical proposal with proposed approach to managing the consultancy deliverables, showing understanding of tasks.
- Financial proposal specifying consultancy fee, per day of work, requested for the tasks described in the Terms of Reference in TJS as well as travel and subsistence costs: 20 trips and DSA for 20 days. Please use Annex 2 and 3 at the following link
- Applications without technical and financial proposals will not be considered.
Applications must be received in the system by 20 June 2024 on UNICEF website.
For every Child, you demonstrate…
UNICEF’s values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).
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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