National Consultancy – To develop effective strategies for strengthening inclusive education pedagogy in Sri Lanka (Colombo)- Home based

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, Results 

UNICEF works to protect the rights of every child in Sri Lanka. Our goal is to ensure that all of our children survive, thrive and fulfill their vast potential.

In a world that is rapidly changing, children are faced with complex challenges and unprecedented opportunities. UNICEF’s programs are designed to reach and benefit all children so that they can withstand these challenges, leverage these opportunities and be the drivers of their own destiny.

UNICEF is committed to creating a country in which every child is free to learn, play and grow. Our programs work towards providing all children in Sri Lanka with shelter, nutrition, protection and education, wherever they may be. We strive to create communities in which children can live with dignity and hope, free from discrimination, violence and fear.

We make every effort to create and maintain environments that will enable and empower children to be the very best that they can be.

In this way, all children will not only benefit from economic and social growth but will become the driving force behind sustainable national development.

For over 50 years, with the help of our vast network of partners, UNICEF has made significant strides in raising health, education and protection standards for children in Sri Lanka. From achieving Universal Child Immunization (1989) to establishing The National Child Protection Authority (1998) to providing decades of crucial relief in the wake of devastating conflict and natural disaster, UNICEF has played a pivotal role in creating an environment in which children have the best chance to survive and thrive.

Yet, many challenges still exist, especially for the most vulnerable. Some national and regional bodies require resources and reinvigoration. Individuals and institutions need to be strengthened, coordinated and aligned with global standards so that children enjoy support in their schools, communities and homes to help them overcome challenges and unleash their full potential into the world.

Due to our long-standing reputation as an experienced, neutral and collaborative partner, UNICEF is ideally suited to drive these efforts. Our history of success in Sri Lanka is built on our ability to tap into a wide network of national and international partners which, in turn, is bolstered by our own far-reaching presence in the field. In working closely with these government, non-government and private entities, UNICEF takes a leadership role, drawing on our technical expertise to accurately assess existing challenges and develop, execute and coordinate solutions that are relevant and scalable on the ground.  For more information about UNICEF Sri Lanka and its work visit: http://www.unicef.org/srilanka

How can you make a difference? 

Scope of work:

The consultant will be expected to explore gaps between teachers’ current and expected classroom level practices of inclusive education and existing teacher capacity building materials/modules and mechanisms related to IE. This will aid in identifying the key areas of improvement for teacher training towards promoting a human rights-based model free of gender stereotypes and that promotes equality, non-discrimination, and intercultural education. This will aim to address the learning needs of all children, and as per the definition in the 2009 framework (extracted from the Salamanca Statement 1994), should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted children, street and working children, children from nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalized areas or groups. Despite the availability of several IE-related training content in Sri Lanka, it is the consensus that those items tended to be developed devoid of a dedicated situation analysis on teaching practices, needs survey at the ground level, or revisiting of training materials developed by different actors in previous years. These materials may also possibly not be up to date with national rights-based commitments and global trends. This has led to the availability of differing materials and approaches at the pre-service and in-service levels developed and disseminated by a variety of governmental and non-governmental stakeholders with differing interpretations of Inclusive Education and which in most instances promote Special Education. Within this context, the consultant shall engage in below (5) key tasks, covering General Education (pre-school to Grade 13) and involving a desk review and primary data collection.

Note: Prior to the commencement of the tasks, the NIE and MoE will form a working group to support and guide the consultant in the data gathering process and ensure access to relevant documents for the desk review and necessary approvals for the field research component.

1. Key task 1 – Literature Review on policy framework and its operation

• Explore global perspectives on inclusive education, focusing on teacher training, professional development, and the challenges faced in the implementation of inclusive practices. Specific attention will be given to research and good practices related to teacher capacity development (which promotes effective balance of theory-based learning and hands-on practice with a focus on helping teachers learn how to be child-centred and inclusive) Learnings could be drawn from the global, regional and Sri Lankan context.

• Explore Sri Lankan government policies/circulars, strategies, plans, relevant research, and documents etc. on IE-related teacher capacity building and the enabling environment for practice of IE within schools, classrooms both at the in-service and pre-service levels.

• Identify strengths and weaknesses of the guiding documents and provide suggestions for improvement, specifically in line with teacher capacity development.

2. Key task 2 – Mapping and analysis of teacher capacity development resources

• Map teacher capacity development entities and content (government and CSOs) related to IE through document review and interviews (including looking at key competencies, training of special and mainstream education teachers, monitoring and evaluation of training outcomes).

• Map the identified content for teacher capacity development based on the different stages of General Education (pre-school, primary, and secondary), identifying gaps.

• Analyzing/ comparing resources referring to UNICEF-developed teacher capacity development module (i.e. definitions of inclusion, content of Universal Design for Learning, reasonable accommodation).

• Debriefing of key tasks 1 and 2.

3. Key task 3 – Field research on teacher practices at the school environment and classroom level

• Through a mixed methods approach of qualitative and quantitative research techniques, conduct primary data collection and analysis to further support and complement the secondary data gathered, especially in relation to the barriers encountered when putting IE into practice.

• Geographical focus areas:

o Western Province, Central Province and Eastern Province will represent the diverse urban, rural and estate settings capturing the two main ethnicities of Sinhala and Tamil.

o Central level stakeholders – MOE, NIE, NCOEs, Organizations for Persons with Disabilities.

• Type of school:

o In each province, select one school each from: 1AB (Urban), 1C (Urban), Type 2 (Rural) and Type 3 (Rural) with Sinhala and Tamil medium split totaling to 12 schools.

o Out of the 12 schools at least 1/3rd of the schools (4 schools) to have a special education unit within the school to understand the interplay between special education and mainstream education.

o Select two preschools from each province to represent Sinhala and Tamil medium, totaling to 6 preschools.

• Quantitative surveys amongst teachers (subject teachers, special education unit teachers and counselling teachers) in these 12 schools and 6 pre schools with the aim to identify the current knowledge, practices, barriers, and needs for capacity development in relation to IE with special attention to pre-primary, junior secondary and senior secondary education cycles. A minimum of 100 teachers per province to be surveyed totaling to 300 teachers.

• Qualitative focus group discussions, mini group discussions, and key informant interviews to be conducted amongst the following stakeholders (ensuring representativeness of different groups and levels) to identify the current knowledge, attitudes and practice in relation to inclusive education:

o Education officials (MOE, NIE) – 5 KIIS

o NCOEs – 1 mini group discussion

o PDE officials – 3 mini group discussions (2 Sinhala medium and 1 Tamil medium)

o Principals – 6 KIIs (3 Sinhala and 3 Tamil)

o Parents (include parents’ groups, if available) – 3 FGDs (including parents with children with disabilities and preschool aged children) (2 Sinhala and 1 Tamil)

o Consultation with organisations of persons with disabilities and other representative groups where possible – 3 KIIS

o Preschool teachers – 6 KIIs (3 Sinhala medium and 3 Tamil medium)

o Teachers from special education units – 6 KIIs (3 Sinhala medium and 3 Tamil medium)

o Teachers from mainstream education – 3 FGDs (2 Sinhala medium and 1 Tamil medium)

o Students – 3 FGDs with students from each province representing junior and senior secondary (2 Sinhala medium and 1 Tamil medium).

• Generate the research tools in consultation with the working group.

• Pre-test the tools and conduct the field research.

Note: The above sample is proposed as a minimum number.

4. Kay task 4 – Analysis and Reporting

• Analyzing and reporting on the above Key tasks 1-3 with a focus on gaps in current teacher training materials and teachers’ practices and on needs of teachers as well as the barriers identified from the enabling environment based on inputs gathered from the other stakeholders interviewed.

• Documenting good practices with minimum of two case studies developed.

5. Key task 5 – Debriefing and validation meeting

• Facilitating a validation meeting with UNICEF, NIE, MOE, other government institutions and CSO stakeholders.

• Recommendations on the way forward in terms of developing effective teacher development strategies to strengthen the concept of inclusive education in practice.

All key tasks will be completed in close cooperation and consultation with UNICEF, NIE and MOE focal points.

 

Work relationships:

• The consultant will be supervised by the Education Specialist of UNICEF Sri Lanka and will be expected to work closely with a designated official from the relevant branches of the MoE (i.e., Nonformal and Special Needs Education, Primary, EFA, Research, Monitoring, etc.) and Inclusive Education Department of NIE as well as IE

Taskforce consisting of officials of MoE branches, NIE and other Ministries supported by JICA. Support for data collection and analysis will be provided by the Research Department of the NIE and key roles and responsibilities need to be well defined in the inception report.

• The supervisor will provide overall guidance on the expected deliverables for the assignment as well as timely feedback on draft products in consultation with MoE, NIE, and IE Taskforce.

• The consultant will report to UNICEF, on a monthly basis and work closely with the working committee ensuring that they are always informed.

• When field research is needed, the travel plan will be shared with UNICEF prior.

• The consultant will keep all information provided by MoE, NIE, and IE Taskforce as well as the findings and the creation of the product and research/evaluation confidential.

 

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

Education – Masters in Inclusive Education

Knowledge/Expertise/Skills required:

I. Demonstrated expertise in the field of inclusive education (not only disability-focused).

II. Proven expertise in education policy analysis, needs assessment, or qualitative/ quantitative analysis.

III. Minimum 3 years of professional experience in Inclusive Education-related field/tasks.

IV. A strong communication and writing skills.

V. Proven organizational and coordination skills.

VI. Excellent command of English.

VII. Able to work effectively through email, phone, and other means of remote communications.

 

Duration – 120 Days 

Expected start date- May 2024

Duty station – Colombo (homebased)

 

How to apply:

Qualified candidates are requested to submit a resume and other relevant documents

Please complete your profile in UNICEF’s e-Recruitment system. https://www.unicef.org/about/employ/index_consultancy_assignments.html

Please indicate your ability, availability and fee/rate (in LKR) to undertake the terms of reference above. (Indicate an all-inclusive fee (including lump sum travel, IT accessories, Internet and subsistence costs, as applicable) to undertake the tasks in the Terms of reference. Office 365 license will be provided by UNICEF, as applicable) 

**Applications submitted without a fee/rate will not be considered  

 

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:  

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. 

If you think this position might be for you, please take the time to review our Country Office Mutual Agreements before you apply.

If you believe you can team member that can uphold these everyday, then we look forward to receiving and reviewing your application.

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.