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International Consultant to Develop Foundational Learning Community of Practice Model, Freetown, Sierra Leone, 65 days (open to non-Sierra Leoneans)

Apply now Job no: 580000
Contract type: Consultant
Duty Station: Freetown
Level: Consultancy
Location: Sierra Leone
Categories: Education

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, inspiration.

Please access UNICEF Sierra Leone information here and here

How can you make a difference? 

The overall objective of this assignment is to design a continuous, cluster-based CoP that ensures regular availability of technical support to teachers at the school level. Teachers will participate in mentorship, coaching and peer learning on a regular basis and strengthen their capacity to deliver foundational learning skills to students.  

Hybrid (70% in Country and 30% remote).

The key objectives of the consultancy include:
1. In conjunction with government partners and school and community actors, coordinate and conduct primary data collection activities required to develop the CoP model, including classroom observations, semi-structured interviews, focus group discussions and surveys with school, community and government stakeholders.
2. Produce a CoP model that can deliver continuous, cluster-based support to teachers at the foundational level through mentorship, coaching and peer learning, as well as using geo-location data to assign clusters within each district and developing the tools required for implementing the model.
3. Pilot the CoP model and adjust the model as required based on piloting data.
4. Define modalities and develop tools for monitoring the implementation of the CoP.
5. Develop an implementation plan for rolling out the model to all 16 districts of Sierra Leone.
 
Scope of work
 
This assignment is expected to cover the following key deliverables:
 
1. Inception report: to include the description of activities, related deliverables and timeline for completion of the assignment.
 
2. Desk review: Conduct a desk review of the existing body of national, regional and global knowledge on communities of practice (CoP) that support continuous teacher professional development to understand achievements as well as gaps in previous models in Sierra Leone and the region and best practice approaches that can be used to develop the new CoP model.
 
3. Key informant interviews/focus group discussions: Conduct key informant interviews and/or focus groups with national education authorities, district education offices, representatives of MBSSE, TSC, Free Quality School Education (FQSE) programme and the Directorate of School Quality Assurance and Records Management (SQARM), SQAOs, the SQAO Technical Working Group, school officials, community members, teachers, head teachers and parents/caregivers to build the CoP model, which will cover the below:
a. pressing needs for teachers and head teachers related to FLN, including professional development needs.
b. expected outcomes for continuous, cluster-based teacher mentorship and modalities to measure them.
c. roles and responsibilities of the CoP at school, cluster, district and national levels.
d. the stakeholder(s) that will lead the clusters, their performance indicators and a review mechanism.
e. Integration/complementarity of the CoP with other continuous teacher training models, (ie literacy model under FQSE).
f. mobility and connectivity challenges for teachers and proposed strategies to mitigate these.
g. most suitable spaces/locations for cluster-based activities based on geo-location data.
h. most appropriate learning activities, and frequency of activities, for teachers and head teachers and other school and district officials as needed.
i. most suitable modalities and tools for monitoring the CoP.
j. Plan and develop timeline for implementing the CoP.
 
4. First draft of CoP model: Develop a first draft of the CoP model and implementation plan which includes each of the considerations outlined below, including:
a. expected outcomes for continuous, cluster-based teacher mentorship that respond to teachers’ and head teachers’ needs and modalities to measure these outcomes.
b. roles and responsibilities of the CoP at school, cluster, district and national levels.
c. the stakeholder(s) that will lead the clusters, their performance indicators and a review mechanism.
d. Integration/complementarity of the CoP with other continuous teacher training models, (ie literacy model under FQSE).
e. mitigation strategies to address mobility and connectivity challenges.
f. location and spaces required for cluster-based activities.
g. methodology to implement CoP learning activities, and frequency of activities, for teachers and head teachers and other school and district officials as needed.
h. tools required for implementation of the CoP.
i. modalities and tools for monitoring the CoP.
j. plan and timeline for implementing the CoP.
 
5. Piloting: Pilot the draft model in at least two districts and collect and analyse data on the implementation. Update the model as necessary using the piloting data.
 
6. Stakeholder consultations: Carry out consultations with relevant stakeholders, including but not limited to national education authorities, district education offices, teacher training institutions, school heads, representatives of TSC and FQSE and the Directorate of SQARM and SQAOs on the proposed CoP model.  
 
7. Final CoP model: Deliver the final CoP model and implementation plan, with incorporation of feedback from the consultations.
 
The consultant will work under the overall guidance and supervision of the UNICEF Education Specialist/GPE Coordinator responsible for quality learning.

Please see attached for detailed information. Download File ToR COP Consultancy Jan2025.pdf

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

An advanced university degree (Master’s or higher) in  Education, Social Science, Public policy, International Development;related fields (not specified but inferred to be fields related to those listed)

A minimum of at least 10 years of demonstrated experience in: 

  • Developing and implementing teacher capacity development and/or community of practice programmes, preferably in West Africa or sub-Saharan Africa
  • Leading technical work related to teacher professional development.
  • Ability to conduct research in education or related social sciences field.
  • Effectively engaging with diverse stakeholders, including government officials, education partners, district representatives, teachers and school quality assurance officers, to gather insights to develop education professional development models and tools.
  • Understanding and ability to use geospatial data and GIS tool.
  • Planning and conducting workshops for strategy and tools validation, and in facilitating discussions and gathering feedback from workshop participants.
  • Commitment to UNICEF’s core values of care, respect, integrity, transparency, and accountability.
  • Ability to work effectively in a multicultural, multi-ethnic environment; experience with the UN or other international development organizations is an asset.
  • Developing country work experience and/or familiarity with emergency is considered an asset. 
  • Fluency in English is required. 

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 committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious or ethnic background, and persons with disabilities, to apply to become a part of the organization. To create a more inclusive workplace, UNICEF offers paid parental leave, breastfeeding breaks, and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. Click here to learn more about flexible work arrangements, well-being, and benefits.

According to the UN Convention on the Rights of Persons with Disabilities (UNCRPD), persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. In its Disability Inclusion Policy and Strategy 2022-2030, UNICEF has committed to increase the number of employees with disabilities by 2030. At UNICEF, we provide reasonable accommodation for work-related support requirements of candidates and employees with disabilities. Also, UNICEF has launched a Global Accessibility Helpdesk to strengthen physical and digital accessibility. If you are an applicant with a disability who needs digital accessibility support in completing the online application, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF.

UNICEF does not hire candidates who are married to children (persons under 18). 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 based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. 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, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.

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. 

Advertised: Greenwich Standard Time
Deadline: Greenwich Standard Time

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