International Lead Consultant- Teacher Professional Learning at UNICEF

Background:

• Nigeria is home to approximately 206 million people, 43 per cent of whom are below 14 years of age. By 2030, there will be close to 126 million children in Nigeria. The growing child population places significant pressure on the provision of schooling and the delivery of education services. Despite the progress made in the past years, 10.2 million children of primary school age and 8.1 million children of junior secondary school age remain out of school. Due to the limited access to schooling and poor quality of education, about 75 per cent of children aged 7–14 do not develop foundational literacy and numeracy skills, which are critical building blocks for continued learning and acquisition of advanced skills. Insecurities such as armed conflicts and natural hazards in North East and North West of Nigeria poses additional challenges in securing and expanding access to quality, inclusive education for children in Nigeria.

How can you make a difference? 

Purpose of Activity/Assignment:

To provide technical assistance to the Federal Ministry of Education, the Universal Basic Education Commission (UBEC) and State level Ministry of Educations (MoEs) and SUBEBs in refining and scaling up the current school-based teacher professional development system.

Scope of work

The scope of work for this consultancy is to:

• Lead a series of high-level technical workshops with FME to review the model (with input from our ongoing research of the model) and identify the areas for refinement.
• Support FME to develop a roadmap for the refinement of the model including a timeline with a technical working group.
• Lead the technical group to undertake the agreed refinements, which will include:
• The development of a handbook outlining the model and how to conduct the learning lab approach in schools.
• Updated training materials for the SSO and headteacher instructional leadership training.
• The development of a series of pedagogical modules to support learner centered teaching and learning. These could include (but not restricted to) learner centered methodology, activity-based learning, summative assessment, planning lessons, using the data to support student learning and so on. These will be facilitated at school level by School support Officers or expert teachers, or peer learning sessions by and with teachers. It is expected that these will eventually be online modules that teachers can access from a menu for self or peer learning.
• The development of other tools and templates to support teacher professional learning such as self-assessment rubrics for teachers on their learning, learning walk and observation templates (developed as online tools)
• The development of any other emergent tools, templates, programme documents to support teachers developing 21st Century pedagogical skills.
• Conduct two train the trainer workshops to Master trainers
• Provide up-to-date ideas, teaching practices and models to the technical group through-out the consultancy.
• Conduct one knowledge sharing workshop and provide regular ongoing technical support to States who are implementing SBPD.

Work Assignment Overview

Task/work area

• .Lead a series of high-level technical workshops with FME to review the model (with input from our ongoing research of the model) and identify the areas for refinement.

Deliverables/Outputs:

• Summary report after each workshop submitted.
• Support FME to develop a roadmap for the refinement of the model including a time-line and initiate a technical group to work on the refinements

Deliverables/Outputs:

Completed roadmap submitted.

• Lead the technical group to undertake the agreed refinements, which will include:
• The development of a handbook outlining the model and how to conduct the learning lab approach in schools.
• Updated training materials for the SSO and headteacher instructional leadership training.

Deliverables/Outputs:

• Completed handbook submitted
• Agreed drafts and finalized pedagogical modules for three modules submitted
• Templates submitted

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

Minimum requirements:

• Advanced university degree in education, international development, social sciences or other relevant fields.
• At least ten years of experiences in writing teacher professional learning materials.
• At least five years of experiences in conducting and supporting education sector analysis including collection and review of education data.
• At least five years of experiences in supporting government in developing, implementing and evaluation education sector plans and emergency responses.
• Demonstrated expertise and experiences in providing training and coaching to government officers in low-income and middle-income countries on education planning and management.
• Fluency in English with strong written and oral skills.
• Experiences in supporting education sector development and coordination in emergency context.
• Experiences in working with UNICEF or international organizations.
• Experiences in working for development projects funded by international donors.
• Experiences in working in Nigeria or other sub-Saharan African countries.