Organization: UN Children’s Fund
Closing date: 02 Feb 2018
I. 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.
II. PURPOSE, JUSTIFICATION, & UTILZATION OF RESULTS
This terms of reference is for the National Consultant for Inclusive Teacher Education to be housed within T-TEL to support mainstreaming of inclusivity in the development of the National Curriculum for the CoE in Ghana. The National Consultant will work closely with the identified short-term international technical consultant, T-TEL Secretariat and Technical Advisory Committee to coordinate and support activities for the successful mainstreaming of inclusivity in teacher education in Ghana. In particular, the national consultant is expected to:
The collaboration between T-TEL and UNICEF will help in ensuring that a common understanding and an integrated approach to inclusion and inclusivity runs through the curriculum of both pre-service and in-service teacher training in Ghana. In particular the presence of a National Coordinator for Inclusive Education will ensure the contextualization of global good practices within the context of Ghana as well as ensuring the sustainability of technical inputs beyond the provision of short-term national expertise. Further, it will also help in influencing and supporting the anticipated curriculum review of the pre-tertiary school curriculum in 2018.
The primary audience and users of the associated knowledge products will primarily be MoE and GES, Colleges of Education, T-TEL and UNICEF to strengthen inclusive education delivery in Ghana.
The secondary audience and users may be other partner organizations in Ghana, interested UNICEF country offices, and Cambridge Education projects in other countries as well as international institutions for whom the Ghana experience may be useful in understanding and developing similar approaches to curriculum development.
III. SCOPE OF WORK AND EXPECTED DELIVERABLES
Working closely with the international consultant, UNICEF, T-TEL Secretariat and Technical Advisory Committee, the National Coordinator will support and lead on the following during the 10.5 months:
1. Technical engagement:
February – June 2018: Work closely with the international/lead consultant on the following:
Support the development of a contextualized and national approach to inclusive education within the teacher education curriculum, including its alignment with the IE policy and the available in-service teacher training module.
1.2. July – December 2018: Upon completion of assignment of the international/lead consultant, this national consultant will finalise the assignment. He/she will coordinate, and provide guidance to implementation of activities to mainstream inclusion in the teacher education, in accordance with principles and strategies agreed as part of the training and delivery plan.
2. Logistics and coordination Support:
Based on the defined scope of work as it relates to support function to the international/lead consultant and process-oriented nature of coordination, the key consultancy deliverable is:
1. Monthly implementation status report of activities as it relates to the following:
1.1. Provide technical support and contribute to the same deliverables outlined for the international/lead consultant towards the development of the associated knowledge products as follows:
1.3. Individualized capacity-building activities completed under the mentorship of the international consultant.
1.4. Overall coordination, communication, and logistical support, with an enhanced monitoring and support component for project activities between July-December 2018.
IV. LOCATION, REPORTING & ACCOUNTABILITY
V. PAYMENT SCHEDULE
Monthly fee: The total fee will be paid on a monthly basis upon submission of approved monthly implementation status reports detailing completed activities for the reporting period as outlined in Section V; and certified by T-TEL Adviser prior to submission to UNICEF for payment.
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/deliverables are incomplete, and or not delivered.
Monthly implementation status reports as outlined in Section V
(February 2018 – December 2018)
As agreed during the recruitment process.
Duration and dates of in-country travel will be agreed to with T-TEL prior to being arranged, undertaken and expensed. T-TEL will cater for all in-country travel expenses and all of its travel rules will be complied with.
VI. Expected background and Experience
The international consultant is expected to have the following profile:
At least 5 years of professional experience in planning, implementation, monitoring and reporting of education programmes. Knowledge/experience in specific projects relating to equity and inclusion in education and or teacher education is desirable.
Good understanding of Ghana’s Inclusive Education landscape and emerging principles and priorities of the National Teachers’ Standards and the National Teacher Education is desirable.
Personal skills and capacities:
VII. General Conditions
The consultant will use his/her own laptop in an office space provided at T-TEL office in Accra and have access to facilities such as printers and the internet at its offices during in-country visits. UNICEF will not provide laptop or office space for the national consultant.
VIII. Policy both parties should be aware of
IX. Application Procedure
Interested individuals are requested to submit a full application package. The application package should comprise of the following:
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=510266