UNICEF recruits National Consultants
UNICEF Zimbabwe is inviting applications from qualified national consultants to provide Technical Assistance for Development of National Continuous Professional Development (CPD) Framework
Job Number: 522177 | Vacancy Link
Locations: Africa: Zimbabwe
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, quality education!
How can you make a difference?
1. Background
In 2015, the Ministry of Primary and Secondary Education developed a set of Teacher Professional Standards (TPS). The development of TPS stemmed from the Ministry’s conviction that teachers constitute the backbone of any education system, and their standards in terms of knowledge, skills, and values make an immense contribution to the delivery of good quality education (Ministry of Primary and Secondary Education (2015)). The crafting of TPS was a major milestone in the Ministry’s efforts to enhance the capacity of teachers and restore the professional status of teachers which had been eroded during the period of economic downturn which the country experienced in the period between 2000 and 2008 (Ministry of Education 2015). The stipulation of professional standards has, as one its main aims, the provision of benchmarks for self-assessment of teacher performance which lays the basis for teacher professional development programmes. Through TPS, teachers are able to assess their professional competencies against a set of stipulated standards and, on the basis of their self-assessment, they can then come up with their own professional development plans to address skills gaps that would have been identified.
The advent of the updated competency-based curriculum which was launched in January 2017 also, to some extent, placed new demands on the teacher. In order to deliver on the new curriculum, the teacher is expected to acquire a whole set of new competencies based on the principles set in the TPS document. According to the Ministry of Primary and Secondary Education (2015:41), « The curriculum framework stresses learner-centred approaches. The focus on learning revolves around learners as they engage in the search and discovery of new knowledge. The teacher acts as a co-explorer and facilitates knowledge discovery in order to arrive at an objective understanding of content and demonstration of skills so acquired ». The same notion is amplified in the Ministry’s Education Sector Strategic Plan 2016 – 2020 which talks of strong focus on improving the standards of teaching and the opportunities for teachers to develop their professional knowledge and skills (Ministry of Primary and Secondary Education 2016).
The Ministry of Primary and Secondary Education has put in place a number of in-service training programmes to capacitate the teacher in line with the provisions of the TPS as well as the demands of the new curriculum. While the programmes have made some impact in enhancing the skills of the teachers, it has been noted that the programmes have tended to be on an ad hoc basis with a number of stakeholders supporting some areas and not others. It has also been noted that, although the majority of teachers in Zimbabwe are trained, there exists a gap between what teachers learn at the teacher education institutions and the practical realities of the classroom when they get deployed upon completion of teacher training. And, in any case, a good teacher is one who does not stop learning but adopts life-long learning. There is, therefore, a need to come up with a structured continuing professional development (CPD) programme for teachers and their supervisors through a framework which articulates the skills gaps and development needs of the teachers and supervisors as well as the in-service programmes to address the identified needs. Apart from equipping teachers and supervisors with developmental skills, the CPD Framework will identify and elaborate the components that will provide an enabling environment for CPD to contribute to their career progression.
It is against this background that the Government of Zimbabwe, through the Ministry of Primary and Secondary Education, is seeking the services of a consultant to lead the process of developing a comprehensive CPD Framework and implementation plan for the country in close cooperation with MoPSE and identified stakeholders. The development of a CPD framework is a complex undertaking that requires guidance from a broadly exposed and experienced educationist with expertise in situation analysis and experience in teacher professional skills development, as well as planning and implementation matrix development. The CPD framework must reflect the interplay and linkages between pre-service and in-service teacher training.
2. Scope of work and Expected Outputs
Key Expected Outputs
The expected key output is the production of a CPD framework with an implementation matrix.
Scope of Work
Under the supervision of the Education Manager, UNICEF; together with the Director of Training at MoPSE, guided by the CPD Core Group, the consultant will:
Review the linkages between pre-service and in-service training of teachers in collaboration with DTE, UZ, Institutions of Higher Learning, Teachers’ Colleges and other key stakeholders. This will include an outline of how best the linkages can be enhanced with an emphasis on implications for in-service training design.
Develop an agreed set of Primary and Secondary school teacher competences linked to the Teacher Professional Standards (TPS) and other relevant documents, as well as the teacher career path.
Establish and prepare a short report outlining the baseline of Primary and Secondary teachers and supervisors’ qualifications and competences as a basis for establishing CPD needs for the teachers and supervisors.
Identify how the competences will be used in developing the training materials/modules based on the competences developed.
Assess and report on existing CPD governance structures and recommend an effective structure.
Lead the process of development of Continuous Professional Development (CPD) Framework, to include issues of accreditation and governance of CPD implementation in collaboration with the MoPSE and other key stakeholders in line with the identified teacher competences and continuing professional development needs, including different forms, such as e learning.
Develop outlines for the learning areas for in-service training and CPD for Primary and Secondary school teachers, and supervisors, including e-learning.
Develop a detailed implementation plan/matrix for the designed CPD.
Develop a monitoring & evaluation and quality assurance plan for the implementation of the CPD activities.
3. Major tasks, Deliverables, Timeframes and Payment Schedule
The consultant will be expected to successfully complete the following key tasks, shown in the table below:
| Major task | Deliverable | Timeframe | Payment schedule | |
| 1 | Prepare an inception report that presents in detail the consultants’ understanding of the tasks involved and time-framed work plan to complete the CPD framework. | Deliverable No. 1: a) An inception report endorsed by MoPSE
|
30 June 2019 | 20% of agreed contract value |
| 2 |
|
Deliverable No. 2: a) A draft CPD framework endorsed by MoPSE b) A draft implementation matrix endorsed by MoPSEc) A power point presentation of the CPD framework and Implementation matrix to the CPD Core Group and MoPSE
|
30 August 2019 | 40% of agreed contract value |
| 3 |
|
Deliverable No. 3:
|
30 September 2019 | 40% of agreed contract value |
4. Consultancy Timeframe
The consultancy will begin upon the signing of the contract, which is scheduled to be on or before 1 June 2019 and end on 30 September 2019.
To qualify as an advocate for every child you will have…
An Advanced University Degree in Education. Qualifications in Teacher Education, Educational Administration/Management, Curriculum Development and Instructional Studies would be an added advantage
Sound knowledge of both pre-service and in-service teacher education programmes in Zimbabwe
Sound practical knowledge on teacher capacity development
Excellent analytical and report writing skills
Work Experience
At least 5 years institutional experience in teacher education, teacher Supervision and mentoring
Familiarity with the Zimbabwean 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.
Experience of working in various dimensions of teacher capacity development.
5. Supervision
The consultant will be supervised by the Education Manager at UNICEF supported by the Director of Training, MoPSE and the CPD Core Group. On a regular basis, the consultant will report to the Director of Training in MoPSE and provide regular updates of deliverables to the Education Manager at UNICEF. Supervision will be provided through face-to-face meetings, periodic updates to the CPD Core Group as well as frequent email communication for feedback, updates and guidance. It is expected that at every stage of the framework development process, close collaboration with MoPSE and UNICEF is maintained through designated staff.
6. Consultancy Classification
This is a middle level consultancy.
7. Other Consultancy Costs and Payment Modalities
No work may commence unless the contract is approved by MOPSE for signing by both UNICEF and the consultant.
Financial Proposal
Assessment/review will include:
Overall Price.
Completeness of the Financial Proposal (ensure that all costs, including professional fees, costs of travel and subsistence allowances are included in the price offered).
Payment terms/schedule of payment proposed.
Competitive market rates will apply, and the consultant should submit an all-inclusive fee (lump sum) in his/her proposal.
The consultant will be expected to spend up to 10 days (spread within 4 months) in the field as part of his or her tasks, for which DSA will be paid as per UNICEF agreed rates and on actual basis once trip is confirmed.
Payment of fees to the consultant under this consultancy contract is subject to the consultant’s full and complete performance of his or her obligations under his/her contract. Payment is subject to MOPSE’s satisfaction and recommendation to UNICEF for payment,
If interested and available, please submit your application letter, CV, Technical Proposal and an All-Inclusive Financial Proposal detailing daily professional fees, proposed daily subsistence allowance fees for field travel and other relevant miscellaneous consultants costs for delivering this assignment.
Remarks:
Only shortlisted candidates will be contacted and advance to the next stage of the selection process.
For every Child, you demonstrate…
UNICEF’s core values of Commitment, Diversity and Integrity and core competencies in Communication, Working with People and Drive for Results.
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, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles.
Closing Date Fri May 24 2019 22:55:00 GMT+0100 (Afr. centrale Ouest)