International consultancy to support introduction and implementation of inclusive education in the national teacher training system in Azerbaijan

Strengthening national capacities is a key step for introduction and expansion of inclusive and quality education. It involves developing teachers’ skills at pre-service and in-service levels and creating a new generation of teachers able to deliver inclusive education in regular schools. There is also a need for IE Resource Centres (to be established under this project) directly engaging with teachers, school managers and families, and contributing to sustained delivery of the new programme. The Country Office has no existing capacity and requires international expertise to support the initiative.

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, education

The Convention on the Rights of Persons with Disabilities which came into force in 2008 places explicit obligations on states to introduce inclusive education. It requires that all children, including children with disabilities, not only have the access to schooling within their own communities but that they are provided with appropriate learning opportunities to achieve their full potential.

 According to official statistics, in 2017 there were over 71,000 children with disabilities registered in Azerbaijan to receive some form of State financial assistance after medical evaluation[1]. The precise number of children with disabilities in the country is unclear, as the medical evaluation focuses primarily on impairment that occurs as a consequence of diseases and disorders and does not consider environmental factors. Using the available data, UNICEF estimates that approximately 54,000 children with disabilities are of primary and secondary school age. Government data indicates that some 12,400 children with disabilities are enrolled in primary or secondary level education, either in home-based learning (almost 9,600) or in special or residential schools (some 2,800)[2] with about 41,600 children not registered in any type of formal education setting.

 Inclusive education (IE) is a completely new concept for the Azerbaijani education system where children with disabilities are traditionally placed in special educational institutions, such as special schools or boarding schools or educated at home. Obstacles to inclusive education in Azerbaijan include: lack of legislation and policies addressing a definition of IE and guaranteeing an access to inclusive learning opportunities for all students; lack of physical accessibility of education institutions and lack of assistive technologies to assist children in accessing the existing curriculum when possible; lack of teacher capacity to support the learning of children with disabilities in regular schools; lack of adequate transportation to school for children with disabilities. Moreover, an over-arching barrier to participation in education is the negative attitudes and assumptions of parents, teachers and communities at large with regards to children with disabilities which make them reluctant to accepting the right of children with disabilities to education alongside children without disabilities.

Inclusive education is a responsibility of all teachers. There are core principles and values that all teachers need to adhere to in order to ensure effective inclusive teaching and learning. The international best practices in the field of IE teacher education recommends building on the core values and areas of competence, including valuing learner diversity, supporting all learners, collaboration and teamwork and personal professional development[3]. It is the core of investment in developing/improving teachers’ values, knowledge and skills and creating a new generation of teachers able to deliver inclusive education through improved teacher training at pre-service and in-service levels.

This consultancy is part of the EU funded project on ‘Expanding Inclusive Quality Education for Children with Disabilities in Azerbaijan’ for 2018-2020. The overall objective of the project is to create an environment in which there will be increased access and participation in the learning process for children with disabilities in regular schools across the country, increasing their participation in the learning process without discrimination while simultaneously addressing public misperceptions and attitudes that create barriers to inclusion of children with disabilities in society.

To achieve the objectives, the project will aim to strengthen national systems and capacities to further improve and expand inclusive and quality education. This includes two major outcomes:

Outcome 1: Improved knowledge and capacity of pre- and in-service teachers on inclusive education through incorporation of modules of inclusive education in the national teacher training curriculum.

Outcome 2: Teachers, students and parents in seven pilot districts (Baku, Sumgayit, Ganja, Guba, Shaki, Agjabadi, Gazakh) will benefit from local support and resources through district level support and Resource Centres providing a vital knowledge base at the local level, directly engaging with teachers, school managers and families, and contributing to sustained delivery of the new programme.

Justification for a consultancy

Strengthening national capacities is a key step for introduction and expansion of inclusive and quality education. It involves developing teachers’ skills at pre-service and in-service levels and creating a new generation of teachers able to deliver inclusive education in regular schools. There is also a need for IE Resource Centres (to be established under this project) directly engaging with teachers, school managers and families, and contributing to sustained delivery of the new programme. The Country Office has no existing capacity and requires international expertise to support the initiative.

How can you make a difference?

UNICEF is looking for 1-2 international expert(s) to provide technical support to the UNICEF Country Office and the Ministry of Education of Azerbaijan in strengthening national capacities for implementation of inclusive education in the national education system.

More specifically the consultant(s) will deliver two sets of assignments:

Assignment 1:

• a strategy and an action plan for national capacity building of teachers at pre-service and in-service training levels;
• a model and a strategy for adjusting the role of the special educators;
• the Terms of Reference and an action plan for the IE Resource Centres.

Assignment 2:

• a ToT module for master trainers at in-service and pre-service teacher training levels;
• ToT training sessions to selected master trainers.

The applicants may apply for both of the two assignments or one of them as stated above.

The international consultant(s) will be supported by a local consultant who will provide necessary coordination and technical support during the consultancy process, and provide follow-ups and on-the-job professional support to the master trainers and teachers of the teacher training institutions through provision of refresher training sessions, regular lesson observations and continuous mentoring guidance and support to the trained master trainers and staff of the Resource Centres.

Tasks and activities:

Assignment 1:

• Conduct a comprehensive review of the national in-service and pre-service teacher training systems and teachers’ capacity for pre-school, general and special education. Develop a national capacity building strategy and action plan for the Ministry of Education on teacher training to develop/enhance inclusive education for children with disabilities in regular education, including recommendations for relevant standards and competencies to be introduced in the teacher education programmes at pre-service and in-service teacher training institutions;
• Review the pre-service curriculum of the Special Education Department of the State Pedagogical University and suggest a model and a strategy for the Ministry of Education for adjusting the role of special educators in order to support teachers in regular education institutions, as Inclusion Advisors or Coordinators with a relevant set of technical knowledge and skills;
• Develop a Terms of Reference to define the composition, functions/responsibilities and operational modality of the IE Resource Centres including a relevant action plan and recommendations for the whole duration of the project. Prepare a list of recommended teaching and learning materials for the IE Resource Centres (?) to support self-study by teachers, students of pedagogical universities, school principals and other education staff. Provide a guidance and ongoing support to the local consultant who will provide on-the-job mentoring support to the staff of the Resource Centres.

Assignment 2:

• Adapt/develop a ToT module and deliver ToT training to a number of Master Trainers at the in-service and pre-service teacher training institutions, including:

1. Review the existing UNICEF and any other available modules for IE and adapt and/or develop a training package based on the local context and needs.

      Components of the package should include:

1. Facilitator Manual
2. Participant, Manual
3. Supporting slides/presentations as needed
4. All associated training handouts including samples of tools as available/possible, activity sheets, etc.

b. Conduct an initial training session for two groups of the master trainers (5-day x 2 groups – 30-hour TOT course) to increase knowledge on modern teaching-inclusive theories and practices and improve competencies of teachers at pre/in-service training levels;

c. Carry out one short visit after the training to observe and touch base if the milestones of trainers reached;

d. Conduct a final seminar for two groups of the master trainers (2 days long) to certify successful participants as master trainers;

e. Provide on-the-job professional guidance and support to the trainers through the local consultant.

1. Deliverables, timeframe and payment schedule

Payment will be made based on deliverables as following upon the discussion with the selected candidate(s):

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

• To complete this assignment, UNICEF is looking for 1-2 individual expert(s) with the following profile:

  • A postgraduate degree in education, preferably inclusive education
  • At least 10 years of relevant international experience in designing and implementing teacher education programs for inclusion
  • At least 8 years of experience in Inclusive Education work at both international and national levels
  • Extensive experience in education and capacity development of teachers, including proven experience in designing and delivering education of trainers for teachers (ToT)
  • Good understanding and experience in addressing needs of the most vulnerable population
  • Excellent command of English
  • Excellent analytical skills
  • Demonstrated ability to produce high quality results in a timely manner
  • Proven familiarity and experience working with UNICEF, particularly in the education sector, is preferred.

Interested individuals should submit:

1. Application.
2. A financial offer, with a daily rate in USD and include estimation of international travel cost.
3. Any sample of previous work, relevant to this consultancy – strategies, training/academic modules, publications.

The candidates should clearly indicate whether the application is for a single or both sets of assignments.

Deadline: 16 July 2018

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.

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.

Remarks:

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.