UNICEF recruits 01 Senior Teacher Education Advisor to the Ministry of Education
Humanitaire (ONG, Associations, …), Projet/programme de développement
Senior Teacher Education Advisor to the Ministry of Education
Job Number: 530296 | Vacancy Link
Locations: Middle East and North Africa: Sudan
Work Type : Consultancy
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, www.unicef.org/sudan
Sudan, surrounded by the Central African Republic, Chad, Egypt, Ethiopia, Eritrea, Libya and South Sudan, positioned next to East, West, South and North Africa, is surrounded by complex conflicts in an unpredictable, volatile and rapidly evolving region. Sudan is by size the third biggest country in Africa, with a diverse population of around 42 million people. Sudan’s children make up half of the total population, and the past two decades have seen their lives significantly improve: fewer girls and boys are dying before their fifth birthday, primary school attendance is increasing, immunization coverage is high and the country remains polio free. Still, millions of children continue to suffer from protracted conflict in Darfur, the Kordofans, and Blue Nile, from seasonal natural disasters, malnutrition and disease outbreaks, and from under-investment in basic social services. More than three million of Sudan’s school aged children are not in the classroom. UNICEF has been in Sudan since 1952 and continues with a presence in 12 of Sudan’s 18 states.
How can you make a difference?
UNICEF is looking for high caliber, committed and passionate candidate to work as a Senior Teacher Education Advisor to the Federal Ministry of Education as per the below terms and conditions.
The Senior Teacher Education Advisor will act as a lead technical specialist to work with the curriculum and teacher sections of the Ministry of Education to help implement and develop the organizational processes, and teams (internal and/or outsourced) to establish a standardized teacher education framework, and to guide development of updated teacher education curricula and related capacity building. This work will seek to incorporate recommendations from the Teacher Training Strategy review, and be aligned with the Federal Ministry of Education’s broader vision for reform.
The consultant will undertake periodic visits to Sudan, working directly with relevant Ministry of Education colleagues in Khartoum. Potential travel is also planned to work with colleagues possibly in other states, for technical support and coordination.
Basic objectives of the consultancy:
In collaboration with the education team of the UNICEF Sudan Country Office, the consultant is expected to achieve the following objectives:
Support FMoE to establish a road map for (i) the development of the proposed teacher education framework linked across the teacher career path; (ii) processes to update teacher education curricula, and (iii) capacity building of related teacher education staff.
Support FMOE to develop the teacher education framework and guide development of teacher education curricula to which all Sudanese teachers will be trained to accredited levels of competence.
Guide development of a capacity building plan for relevant staff at MOE, the National Centre for Teacher Training NCTT, and the National Center for Accreditation (teaching profession) team on policies, processes, procedures, and provision of teacher education. This might be conducted within Sudan, and/or linked with regional/international institutions for longer term institutional building.
Review and analyze the current parameters and dynamics of the operational context of teacher education in Sudan, and provide road map operationalize the proposed teacher education/training framework recommendations:
Conduct a desk review of the main teacher training policy and curriculum documents, and the Teacher Training Strategy review. Also conduct scoping visits to the main bodies responsible for implementing teacher training in Sudan. This includes visiting NCTT, its branches in the states, and the National Center for Teacher Training, and teacher training departments in some states.
Lead a consultative process with relevant stakeholders at all levels, as needed, to elicit perceived needs and aspirations on the recommendations of the Teacher Training Strategy review. Â
Develop road map/action plan for adopting and operationalizing the teacher training strategy/teacher education framework linked across the teacher career path.
Develop matrix of clearly outlined key competencies and skills needed for qualified teachers (for beginning and more experienced teachers) as well as the indicators for quality assurance and accreditation.
Provide periodic briefings to the Minister of Education, Under Secretary, Director of Curriculum, and the Director of the National Center for Teacher Training to solicit their feedback on progress.
Coordinate with senior Ministry officials on areas related to broader educational policy and practice influenced by the proposed teacher framework.
Develop a road map for updating and piloting teacher education curricula, and processes for delivery (at pre service level for basic teacher competencies which will match the direction of the new curriculum learning outcomes, and for a more responsive needs-based in-service programs)
Develop an initial road map and then more detailed strategy/work plan for updating teacher education curricula and processes for delivery, including proposed financial and human resources needed. This will include standard operating procedures and terms of references for the technical committees responsible for developing the teacher education curricula.
Guide development of a capacity building plan for relevant staff at MOE, National Center for Teacher Training, and the National Center for Teachersâ€™ Accreditation (Teaching Profession) on generic curriculum review, development processes, and quality assurance.
Assess knowledge and skill gaps among NCTT, NCTA technical teams in areas related to training materials development, delivering training, mentoring, and quality assurance, and prepare a capacity building plan.
Conduct training workshops on delivering teacher training to address identified knowledge and skill gaps among relevant staff at Ministry of Education and NCTT.
First set of deliverables
Report with the outcomes of the review process.
Road map/action plan for adopting and operationalizing the teacher strategy/teacher education framework.
Matrix of clearly outlined key competencies and skills needed for qualified teachers.
Minutes of briefings to Ministry of Education, UnderSecretary, Director of Curriculum, Director of NCTT.
Second set of deliverables:
Broader Road Map for updating curricula and delivery processes.
More detailed Work Plan detailing steps needed, financial and human resources,
Guide of Standard Operating Procedures,
ToR for technical committees
Third set of deliverables:
Report on knowledge and skills gap and recommendation for training.
Fourth set of deliverables:
Training workshops planned and designed.
Doctorate in education, social sciences or related areas.
Demonstrated research, analytical and report writing skills.
Ability to facilitate consultative workshops
Strong communication skills with the ability to effectively and persuasively present information in a variety of settings and formats
Ability to work independently and in a team
Knowledge of: Microsoft Office, especially Word, Excel and Power point
Relevant work experience:
Minimum 8 years of experience in teacher education and teacher policy
Experience in program and strategy development, especially in contexts such as Sudan.
Experience working with Governments, especially Ministry of Education
Flexible nature and ability to adapt to changing directions/thinking that may occur during the consultancy
Language skills required:
Proficiency in spoken and written English is essential.
Proficiency in spoken Arabic would be an advantage.
For every Child, you demonstrate…
UNICEF’s values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Communication, Working with People and Drive for Results.
The functional competencies required for this post are…
View our competency framework at http://www.unicef.org/about/employ/files/UNICEF_Competencies.pdf
UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.
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.
Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.
Only shortlisted candidates will be contacted and advance to the next stage of the selection process.
Consultants and Individual contractors are responsible for paying any taxes derived from the earnings received from UNICEF.
Closing Date Mon Mar 23 2020 21:55:00 GMT+0100 (Paris, Madrid)
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