Children at Risk Consultant, UNICEF Pacific in Solomon Islands

The UNICEF Pacific Office in Solomon Islands is looking to engage a consultant to support ministries of education in identifying and supporting children at risk of dropping out

 External ToR Solomon Islands At Risk Children.docx Solomon Islands Chn at Risk 2017 EOI.doc

UNICEF works in 190 countries and territories to protect the rights of every child. UNICEF has spent 70 years working to improve the lives of children and their families. Defending children's rights throughout their lives requires a global presence, aiming to produce results and understand their effects. UNICEF believes all children have a right to survive, thrive and fulfill their potential – to the benefit of a better world.

For every child, Education

In line with Sustainable Development Goal 4 as well as national education and human resource development strategic priorities outlined in the national development plan of Solomon Islands (SI), UNICEF supports the SI Ministry of Education and Human Resources (MEHRD) in strengthening inclusive, equitable quality education in SI.

The issue of out-of-school children and children at risk of dropping out in SI remains a major challenge. In 2016, the highest number of out-of-school children were in the Guadalcanal province especially at early childhood and primary level While the primary net enrolment rate (NER) for Solomon Islands is 92% (2016), the NER for junior secondary education is only 40% with girls at disadvantage. To achieve SDG 4, there is a need to identify who are the out-of-school children and children at risk of dropping out and why they are not enrolled or are at risk of dropping out or lagging behind.

Students don’t drop out of school for any one reason. In 2011 Barriers to Education study conducted in Solomon Islands, found that illness is a major reason children missed school, but lack of interest in school is the main reason children drop out of school.  A reason for leaving school before Year 6 according to the study is ‘lack of interest and financial issues’. One reason for refusing to go to school is the fact that many children are ‘overage and too embarrassed to attend school’ -- Solomon Islands, has one of the highest numbers of overaged students.

Many researchers believe children exhibit clear warning signs early on that can help identify those at risk of lagging behind and dropping out.  Once these students are identified, schools must have intervention plans to address the students’ needs and help them get back on track.

In both the Solomon Islands, teachers refer to children who are lagging behind as “slow learners”.  Very few have any tools to find out the cause of lagging behind and providing support to these children and hence preventing their dropping out. In the absence of truancy policy, teachers need to be equipped with skills to help them identify children at risk of dropping out and ways to support them in classrooms to prevent drop outs.

In the 2017 performance assessment report (PAR) of the ministry of education and human resource development (MEHRD), it was reported that 3,119 (1.7%) students in primary and secondary levels were identified as having a disability. The largest category as recorded was “Learning Disability” where 1,049 students (30% of total) were being classified by their teachers in this category. There was no standard nor

diagnosis tool used.  However, no formal assessment protocols were used to gather this data.

How can you make a difference?

The purpose of this assignment is to develop a self-learning module for teachers in Solomon Islands (20 hours self-study) based on rapid assessment conducted so that it will help teachers identify at risk students (particularly those with learning difficulties) in their classrooms and implement strategies and interventions that can support children with learning difficulties and or make recommendations for further support to be provided for cases beyond the capacity of the classroom teacher.

To qualify as a/an [champion or advocate] for every child you will have…

• Qualifications:

  Advance degree in Education or Social Sciences with minimum of 8 years of demonstrable experience in teaching or teacher education field with focus on at risk and vulnerable children. Degree in special education would be an asset.

  Knowledge, Skills and Experience

  • Strong background in education policy and addressing learning needs of children at risk of dropping out
  • Proven experience in developing teaching and learning materials.
  • Experience in participatory facilitation and training
  • Similar experience in designing interventions for at risk children
  • Experience of coordinating diverse teams and communicating with individuals/groups at all levels

   Personal Competencies

  • Excellent communication skills; ability to explain complex concepts in a simple manner;
  • Strong analytical, presentation and excellent report writing skills in English;
  • Able to work effectively in a multi-cultural environment and a high sense of integrity.

  Languages

  • Fluency in English, verbal and written.
  • Knowledge of French and Pidjin/Bislama is considered an advantage.
  • Ability to use computer - Microsoft Word, Excel, Internet.

For every Child, you demonstrate…

Our 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 qualified candidates from all backgrounds to apply.