Organization: UN Children’s Fund
Closing date: 12 Dec 2017
UNICEF works in 190 countries and territories to protect the rights of every child. UNICEF has spent 70 years working to improve the lives of children and their families. Defending children’s rights throughout their lives requires a global presence, aiming to produce results and understand their effects. UNICEF believes all children have a right to survive, thrive and fulfill their potential – to the benefit of a better world.
Background AND CONTEXT
Ghana is one of the few countries in sub-Saharan Africa which has prioritized the development of an Inclusive Education (IE) policy which was launched in 2016. The IE policy is committed to making the educational environment inclusive—that is, create an atmosphere in which all children feel valued and respected and have access to the same learning opportunities. In the first instance, the policy seeks to focus on inclusion of children identified with mild and moderate disabilities. However, the policy is clear on its vision to address the needs of all marginalised children – whether because of a disability or poverty or because they speak a different language or because of their gender.
The policy builds on the 1992 constitutional obligation to Free and Compulsory Universal Basic Education FCUBE), the current National Development Agenda, the Education Strategic Plan (current as well as the draft) and national commitments to international conventions and goals for creating an inclusive educational environment. With the adoption of the Sustainable Development Goals, especially SDG goal 4 for education and the accompanying Education 2030 Framework for Action to deliver on the education goals, the need to accelerate progress on promoting equity and inclusion has never been more urgent.
UNICEF provided technical and facilitation support to Ministry of Education (MoE)/Ghana Education Service (GES) for the drafting of the policy and the accompanying standards and guidelines as well as the costed plan, including piloting of activities to promote enrolment of children with disabilities who are currently excluded from mainstream schools. The IE policy identifies a sustained focus on key areas, including: a) strengthening education systems to address inclusion; b) promoting school environments which are responsive to diversity of learners’ needs; & c) development of a well-informed and trained human resource cadre for the quality delivery of IE throughout Ghana.
Curriculum – relating to both pre-service and in-service teacher education as well as what is taught in schools and classrooms – has emerged as a central means for enacting the principles of inclusion and equity within the Ghanaian education system. Developing a curriculum that will include all learners may well involve broadening the definition of learning used by teachers and education decision-makers. The MoE in Ghana has support from the UK Government for improving and realigning Colleges of Education (CoE) in Ghana to deliver effective, relevant, and practitioner oriented Pre-service Teacher Education Programmes during 2015-18. The programme is managed by Cambridge Education through the Transforming Teacher Education and Learning (T-TEL) project in collaboration with the MoE, the National Teaching Council (NTC) the National Council for Tertiary Education (NCTE) and other relevant bodies.
T-TEL initiated its work in 2015 with a series of National Policy Dialogues with education stakeholders in Ghana. This has informed the ongoing development of initiatives that impact on the preparation of future teachers including the need for: a national vision for teacher education; developing national standards for teachers; a national competencies framework for teachers and ultimately, a new curriculum that will guide the training of teachers in Ghana. In 2016-17, acknowledging the lack of appropriate teacher training materials and approach to IE for in-service teachers, UNICEF also supported the development of the IE In-Service Training Module in collaboration with Special Education Division, Teacher Education Division, and Curriculum Research and Development Division of the GES. In 2017 UNICEF further supported T-TEL to review the draft National Curriculum Framework for the CoEs as well as initiate work on developing the guidance note for the curriculum ‘writing teams’.
Against this background, UNICEF and T-TEL, as part of their broader partnerships with GES/MoE respectively, are further collaborating to support a common and integrated approach to mainstreaming inclusion and inclusivity in the ongoing development of the national curriculum for the Colleges of Education in Ghana. Building on its earlier support to T-TEL, UNICEF will facilitate the provision of both international (short-term) and national (one year) expertise to support the mainstreaming process.
 This initiative is part of the larger DFID (Department for International Development) supported Girls Participatory Approaches to Student Success (G-PASS) programme.
 For more details on T-TEL, please see http://www.t-tel.org/
SCOPE OF WORK AND EXPECTED DELIVERABLES
Working closely with UNICEF and T-TEL Secretariat and Technical Advisory Committee, the short-term international consultant will lead on the following:
A. Technical expertise and support:
B. Capacity development:
Based on the defined scope of work, key consultancy deliverables include:
Quality assurance completed for all identified materials developed through the curriculum writing process to ensure its inclusivity.
V. DELIVERABLES AND SCHEDULE*
Refer to attached TOR for details of deliverables and task
LOCATION, REPORTING & ACCOUNTABILITY
The total fee will be paid in instalments as outlined in the attached TOR.
Payment will only be made for work satisfactorily completed and accepted by T-TEL. UNICEF, on advice of T-TEL, reserves the right to withhold all or a portion of payment if performance is unsatisfactory, if work/outputs are incomplete, and or not delivered.
The travel and daily subsistence allowance portion for in-country visits will be discussed during the process/ time of selection and will be reimbursed separately according to agreed criteria. Duration and dates of travel will be agreed to with T-TEL prior to being arranged, undertaken and expensed. UNICEF travel rules will be complied with in all travels. Any variation in reimbursable travel should be authorized in writing by T-TEL and communicated to UNICEF.
Expected background and Experience
The international consultant is expected to have the following profile:
At least 8 years of experience in developing, managing and delivering training programmes to improve the quality of Teacher Education in Sub-Saharan Africa; familiarity and previous work experience in Ghana is desirable;
Expertise in inclusion in ITE; and good understanding of Ghana’s Inclusive Education landscape and emerging principles and priorities of the National Teachers’ Standards and the National Teacher Education Curriculum Framework is desirable.
Personal skills and capacities:
Policy both parties should be aware of
The application package should comprise of the following:
Samples of previous work/reports (e-copies) which demonstrate your capacity to undertake the current assignment. If you are submitting a work/report where you are a contributor, please specify what you were responsible for and what you contributed to.
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization.TOR UNICEF-T-TEL_international.docx
How to apply:
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization. To apply, click on the following link http://www.unicef.org/about/employ/?job=509292