EUCOOKIELAW_BANNER_TITLE

Jan 232018
 

Organization: UN Children’s Fund
Country: Ghana
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[1]. 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[2]. 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:

  • Coordinate logistical support to ensure participation of national stakeholders in mainstreaming inclusion in teacher education in Ghana.
  • Work closely with the international technical lead consultant between February-June 2018, and contribute to the development and implementation of a national approach to integrate inclusivity within the new teacher education curriculum, including working with curriculum writing groups.
  • Upon completion of assignment of the international consultant, this national consultant will finalise the assignment. He/she will coordinate, track, and support the implementation of agreed plan to mainstream inclusion in the teacher education, especially between July-December 2018.
  • 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.

  • Support the scoping study of a three/four year learning pathway in the areas of equity and inclusion, across the duration of the new initial teacher education curriculum.
  • Support the development of pre-defined curriculum writing templates to guide curriculum writers.
  • Support the quality assurance review of materials to ensure that equity and inclusion are mainstreamed in all materials; and ensure deliverables are fit for purpose and are coherent with the vision for the curriculum, the National Teachers’ Standards and other areas of ITE curriculum development.
  • Strengthen individual capacity in the area of inclusive teacher education through a “learning by doing” approach; and guided and mentored by the international consultant;
  • 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:

  • Overall coordination, communication and logistical support to ensure participation of national stakeholders in mainstreaming inclusion in teacher education in Ghana.
  • Coordinate the planning and facilitation of national workshops and seminars around key inclusive teacher education issues as appropriate, including for the different curriculum writing groups and sharing sessions.
  • Conduct other work or responsibilities as needed and support links with other ongoing activities, related to inclusive education, as requested by the by the international/lead consultant and T-TEL Secretariat.
  • 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:

  • Vision document which sets out the key expectations of what new teachers need to know, understand, and be able to do in order to teach and work with young people in ways which foster and values equity and inclusivity in Ghana.
  • Implementation Plan which identifies what key actions need to be implemented across the three/four years of the new initial teacher education programme to realize the vision.
  • Guidance templates and notes for curriculum writers on how to integrate inclusion within their subjects, addressing how the issues of equity and inclusivity can be introduced and explored through Pedagogic Studies and also embedded in all other aspects of curriculum.
  • Annotated resource directory of key materials and resources that are available nationally and internationally that can be adapted and drawn on to support development of work in this area of the curriculum.
  • Quality assurance of all identified materials developed through the curriculum writing process to ensure its inclusivity.
  • Provide support on training and activity plan for curriculum writing groups during writers’ retreats on integrating equity and inclusivity within their subjects.
  • 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

  • The National Consultant is expected to work under the technical supervision and guidance of the international/lead consultant, the larger T-TEL team and under direct day to day technical oversight and supervision of the key T-TEL adviser (Team Develop)
  • The National Consultant will receive technical guidance and support from the international/lead consultant based on an agreed schedule between the two – especially as the national consultant will finalize the assignment and manage the work on mainstreaming equity and inclusion in teacher education after the completion of the assignment by the international consultant.
  • The national consultant will be based in the T-TEL office in Accra.
  • UNICEF’s involvement will be through the broader technical reference group of T-TEL and will not include the day to day management and supervision of the consultancy.
  • UNICEF Education Officer will be the referenced supervisor to lead on contract management and technical coordination; and will be supported by the Chief of Education on a need basis.
  • 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.

    Deliverable

    Time-frame

    Monthly Payment

    Monthly implementation status reports as outlined in Section V

    Monthly

    (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:

    Academic qualifications:

  • Advanced Degree in the field of education, international development, public policy, and other related and relevant social sciences;
  • Work experience:

  • 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.

  • Technical knowledge:

  • Sound knowledge of the workings of education programmes in Ghana (required);
  • Excellent understanding of education for equity and inclusion 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:

  • Strong interpersonal skills, including demonstrated ability to interact effectively in cross-cultural environments and with representatives from different stakeholder groups;
  • Good written and oral communication in English; and analytical skills to identify strengths and weaknesses in written content and offer appropriate advice.
  • Capacity to work independently and in collaboration with a variety of partners;
  • Strong planning and organizational skills
  • Demonstrated ability to adjust plans and approaches in response to changes in context; and
  • Demonstrated ability to meet deadlines and deliver quality outputs;
  • Ability to follow instructions and procedures to achieve desired results; and open to learning.
  • 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.

  • T-TEL is responsible for consultancy related stationery and office materials/consumables and access to facilities such as printers and the internet at its offices.
  • T-TEL is responsible for arranging local transportation for meetings in Accra.
  • VIII. Policy both parties should be aware of

  • Under the consultancy agreements, a month is defined as working days in a calendar month. Consultants are not paid for weekends or public holidays.
  • Consultants are not entitled to payment of overtime. All remuneration must be within the contract agreement.
  • No contract may commence unless the contract is signed by both UNICEF and the consultants or Contractor. National consultants must present original signed copies of the contract to HR Section, UNICEF Ghana.
  • Consultant will not have supervisory responsibilities or authority on UNICEF budget.
  • Consultant will be required to sign the Health statement for consultants/Individual contractor prior to taking up the assignment.
  • The Form ‘Designation, change or revocation of beneficiary’ must be completed by the consultants at the HR Section.
  • IX. Application Procedure

    Interested individuals are requested to submit a full application package. The application package should comprise of the following:

  • Cover letter expressing your interest, why you are best placed to undertake the assignment and availability to complete the assignment during the proposed timeframe;
  • Profile (P-11 form);
  • Expected monthly remuneration package or consultancy fees proposed in Ghana Cedis
  • Relevant and short writing sample
  • Curriculum Vitae highlighting achievements and experience. In particular, please provide and highlight at least name of one referee who can speak to your relevant experience in addressing issues of equity and inclusion in education.
  • 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

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