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National Education Consultant

Abuja (Nigeria)

This vacancy is open to Nigerians only

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.

Purpose of the Consultancy

The consultancy will assist the Education section in mainly revisiting existing P1-4 primary teacher capacity building approach/session notes for numeracy and literacy, strengthening the approach and related materials and developing capacities of state-level master trainers from Bauchi, Niger, Sokoto and Kebbi. During the process of revisiting and revising the training session notes, the consultant will pay attention to the practicality, effectiveness and replicability, especially having the scale-up of the training programme by state governments into consideration.

The consultant will be supervised by the Education Specialist (Quality) while working closely with government technical partners.


UNICEF, with the financial support of DFID, has been assisting State Universal Basic Education Bureau (SUBEB) in Bauchi in the capacity building of P1-3 and P4-6 primary teachers in the pedagogy of English literacy and numeracy in line with the Education Sector Support Programme in Nigeria (ESSPIN) developed lesson plans. As ESSPIN pioneered the development of training materials and manuals for both primary teacher and head teacher trainings, and developed capacity of state based master trainers over the years, UNICEF has coordinated and mobilized these ESSPIN resource persons to support the conduct of trainings of trainers in UNICEF supported states since 2016.

Literacy and numeracy lesson plan-based primary teacher trainings, following the ESSPIN training approach, have an initial 3-day training workshop, which is followed by two 2-day training workshops, each of which is held in a term. The ESSPIN training approach demands all the state level master trainers to develop training session notes just before each training workshop to reflect the challenges of students’ learning in each state/term. While this is a good methodology to capacitate state-level resource persons in the session note development skills and to reflect the challenges in students’ learning in a timely manner, this method is not effective, practical, replicable and sustainable for a long run. The capacities and skills of master trainers in lesson plan development that include their knowledge of subject matter and pedagogical knowledge/skills, are different, which will have direct influence on the quality of the contents of the session notes and trainings.

In addition, there are some other gaps, including: 1) not much time allocated for participating teachers to practice teaching during training workshops, 2) not enough time given to allow the participating teachers digest the contents of the lesson plans during the training, especially as these lesson plans are written in English, 3) not enough attention is given to train the participating teachers on formative assessment and providing individual students with individualized support as per their identified needs.  These areas need to be paid attention and further strengthened.

Furthermore, the recent GEP3 Annual Review clarified the further need for strengthening the capacities of teachers to be able to apply what are written in lesson plans – rather than simply following what are written on lesson plans, and the necessary capacity for TDTs and TFs to provide necessary support for teachers for the purpose.

In fact, in the GEP3 expansion plan, instead of providing teacher trainings for both literacy and numeracy pedagogy, it was decided that UNICEF should focus on providing P1-4 numeracy training. Considering these challenges and using this opportunity of having new focus on the mathematics in the teacher training, it is necessary to revisit the training approach of numeracy pedagogy, and strengthen it by developing training session notes that address the identified challenges.

While special focus will be needed for numeracy lesson plans due to the programmic focus under GEP3 expansion plan, as literacy training will be still provided in Kebbi and Sokoto; thus, a similar work is also necessary for the P1-4 literacy session notes.

Further, as the capacity development opportunities for teachers are not only during the training but also during the school support visits and cluster level meetings with the groups of teachers, clear linkage will be developed on how the trained teachers should be supported in a coherent manner within the cycle of their continuous professional development.

Major tasks for this specific consultancy will include:

    1. Review the P1-4 numeracy/literacy lesson plans as well as the past training workshop session notes.
    2. Conduct field-visits and have meetings with major stakeholders to understand the challenges/observations from the teachers, head teachers, TDTs/TFs and Output 2 lead consultants in Bauchi and Sokoto, draft a concept note on how the P1-4 numeracy/literacy training session notes for 3 terms should be modified.
    3. Following the direction of material revision as agreed in the concept note, conduct a small workshop with selected TDTs, and design the training session notes that enable: 1) teachers to clearly understand the contents of the lesson plans with related subject contents/pedagogy, 2) teachers to clearly understand the need to incorporate formative assessment of students’ learning within each lesson, and 3) training workshops to provide enough demonstration and practice teaching opportunities.  Prepare two sets of session notes: 1) for the P1-4 numeracy training and 2) P1-4 numeracy and literacy training.
    4. Finalize the P1-4 numeracy/literacy session notes for terms 1-3 after field-testing.
    5. Conduct ToTs of state-level master trainers.


1. Draft Concept Note

2. Revised session notes (draft) and Workshop report

3. Field-testing report and  Final Session Notes

4.  ToT report 

Qualifications or Specialized Knowledge/Experience Required

  • Advanced degree in education, social sciences and/or related discipline.
  • Demonstrated experience and expertise in conducting trainings, preferably in the context of teacher trainings in literacy and numeracy (particularly numeracy).
  • Familiarity with the Nigerian state education system structure, including the LGEAs and school level management.
  • Not less than 7 years’ progressive professional experience in the area of education system strengthening, especially in terms of capacity building of state, LGEAs and school level education personnel.
  • Fluency in English language is essential. Strong understanding of the education context as well as experiences in trainings in North Nigeria is highly desirable.

The consultancy duration is 47 working days

Applicants should quote an all inclusive fee

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.

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Before applying, please make sure that you have read the requirements for the position and that you qualify.
Applications from non-qualifying applicants will most likely be discarded by the recruiting manager.

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  • Organization: UNICEF - United Nations Children’s Fund
  • Location: Abuja (Nigeria)
  • Grade: Consultant - Contractors Agreement - Consultancy
  • Occupational Groups:
    • Education, Learning and Training
  • Closing Date: 2018-08-15

What does it mean?

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