Individual Consultant – Technical Assistance for the Development of Teachers’ Continuous Professional Development Framework, Maseru, Lesotho, (Home Based)

UNICEF Maesuru is hiring an Individual Consultant – Technical Assistance for the Development of Teachers’ Continuous Professional Development Framework

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Purpose of Activity/Assignment:

Since 2016, Lesotho has been implementing an Education Sector Strategic Plan (2016 -2026) with the aim of contributing to the achievement of SDG goal 4 with reads- “Ensure Inclusive and equitable quality education and promote lifelong learning for all”. In 2018, MICS was conducted in Lesotho and assessed children on foundational literacy and numeracy skills. The study established that less than half of the children aged 7-14 had foundational literacy skills (wealth status being the biggest dimension of disparity in achievements) while only 15% of children aged 7-14 had basic numeracy competencies.

In 2020, the COVID-19 pandemic resulted in closure of schools for long periods. On average, schools were closed for 20 weeks and 2 trillion hours of school learning was lost. This left many learners without access to learning.  A joint paper by UNICEF, UNESCO, and World Bank (2021) sets the picture of the global learning crisis and shows that many children around the world lost on learning – especially the basic skills that enable learning – foundational literacy and numeracy (FLN). 

Teacher development is at the at the core of achieving SDG 4. Any initiative to improve quality learning must take into consideration improvements in the teaching and learning process that take place in the classroom. In Lesotho, there have been some significant changes that have been introduced in the education sector and these require teachers to adapt to the new demands. For this to be realised, continuous teacher professional development programmes must be strengthened. A new policy of Inclusive education was approved and introduced in 2018. This policy advocates for teachers to implement inclusive and gender-responsive pedagogy in the classroom. However, not all teachers were trained in inclusive and gender-responsive pedagogy during their pre-service training. As such in-service teacher development programmes that target teachers to adapt to this change in context is required. Furthermore, the COVID 19 pandemic has challenged education systems, including Lesotho, to ensure continuity of learning and enhanced focus on foundational learning, and this substantially increased the demand placed on teachers and increased the complexity to their jobs.

1.  Continuous teacher development programmes are needed to help teachers improve on their effectiveness in the classroom.
2. Through teacher professional development, teachers will be equipped with skills of identifying children at risk of dropping out thereby undertaking mitigation measures.
3. Furthermore, the pandemic has also made education systems realise the need of setting up high quality teacher professional development and on-going teacher support programmes that aim to build teachers’ competencies in assessing student learning and providing remedial support, enhancing foundational learning, implementing a revised curriculum using appropriate pedagogy and improving their digital skills. 

It is with this background that UNICEF Lesotho is seeking the services of a consultant to lead the process of developing a comprehensive teachers’ continuous professional development framework and implementation plan for the country in close cooperation with Ministry of Education and Training and identified stakeholders.

Scope of Work:

The expected key output is the production of a CPD Framework with an implementation plan.

The contracted consultant will work under the overall supervision of Chief of Basic Education, Adolescent Development and Child Protection (BEADCP) and Chief Education Officer-Teaching Service and direct supervision of Education Specialist and Economic Planner. The Consultant will:

1. Review the existing policies, strategic documents related to pre-service and in-service teacher development. Outline the teacher development programmes offered in pre-service and in-service; any linkages that exist between pre-service and in-service teacher development and how best the linkages can be enhanced with an emphasis on the implications for in-service training design.
2. Conduct a rapid assessment study to assess and report on existing CPD learning needs, CPD models and structures and recommend effective CPD models and governance structures.
3. Lead the process of development of Continuous Professional Development (CPD) Framework, to include issues of accreditation and governance of CPD implementation in collaboration with MOET and other key stakeholders.
4. Develop outlines for the learning areas for in-service training and CPD for ECE, Primary and Secondary School teachers, Schools Inspectors and Resource teachers as well as pathways for career development.
5. Develop a detailed, realistic, and costed implementation plan/matrix for the designed CPD.

Develop a monitoring and evaluation and quality assurance plan for the implementation of the CPD activities.

Work Assignment Overview:

The consultant will be responsible for the delivery and technical quality of the final product which is the CPD Framework with accompanying implementation plan. All deliverables shall be submitted to MOET and UNICEF in accordance with the following timeline:

To qualify as an advocate for every child you will have… 

• Advanced University Degree in Education or other related field. Qualification in Teacher Education, Education Administration/Management, Curriculum Development, and Instructional Studies would be an added advantage

Languages:

• Proficiency in English is required.  Knowledge of a local language (Sesotho) is required.

Knowledge/Expertise/Skills required

• Sound knowledge of both pre-service and in-service teacher education programmes in Lesotho.
• Sound Practical knowledge on teacher capacity development.
• Excellent analytical and report writing skills.
• At least 5 years institutional experience in teacher education, teacher supervision and mentoring.
• Familiarity with Lesotho Education system including excellent understanding of education planning and management practices.
• Experience in designing innovative (including technology based) in-service training Programme and continuous professional development.
• Demonstrates, applies, and shares technical knowledge on government practices.
• Experience in conducting participatory workshops and material development and consensus building meetings.

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. 

How to Apply:

Prospective consultants should apply through UNICEF jobs website using the link provided, within the provided deadline. The application package should include the following:

1. A cover letter;
2. Detailed Curriculum Vitae
3. Qualified candidates are requested to submit their daily and monthly fees, inclusive of insurance and travel (if necessary) in their financial proposal.

 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.