Individual Consultancy to support inclusive Education capacity Development, Solomon Islands

UNICEF Pacific works in some of the world’s toughest places, we are looking to hire an expert consultant to support the education programme to advance quality and inclusive education in the Solomon Islands. If you have the experience and qualities related to this role we would like to hear from you!

UNICEF Pacific 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.

For every child, Quality Education

According to Ministry of Education and Human Resource Development (MEHRD) 2017 Performance Assessment Report, 2,755 (1.3%) students in primary and secondary levels were identified as having some form of disability. This is a decrease of 21.3% (754) in 2017 compared to 2016. The above data has not used any formal assessment protocols. Although it is acknowledged that this methodology does not have any rigor, it makes an attempt to provide a snapshot of students with disability in schools in Solomon Islands[1]. 

Net Enrollment Rate (NER) in Primary was 92.3% in 2017[2], with some provinces considerably lower, including Guadalcanal and Western Provinces with the lowest NER at 82% and 77%, respectively.

According to the 2019 Disability and Education Study conducted as part of the secondary analysis of 2015 DHS Solomon Islands, children of school-going age with a functional disability were 73% less likely to be in school compared to children with no functional disabilities.

There are several socio-economic and cultural barriers to access to education. The Ministry of Education and Human Resource Development (MEHRD) found that lack of awareness amongst families of the importance of school and disinterest amongst children are drivers of non-enrolment. Children with disabilities face particular barriers to accessing education, with reports indicating that they may drop out of school due to bullying and teachers inability to cope with their needs, if they are enrolled at all. This in turn is connected to the need to improve the quality of teacher training[3] as there is lack of teacher capacity to provide adaptive teaching methods for children with disabilities or perceived disabilities.

While teachers in Solomon Islands 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 them 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, including through application of inclusive classroom strategies.

In 2018, a module for teachers was developed by MERHD with assistance from UNICEF to support teachers in managing inclusive classrooms (including issues that extend beyond inclusion of children with disabilities) and providing targeted guidance on identifying and supporting children with disabilities. The module entitled Inclusive Education Module: Tips for Teachers was developed through different stages of workshops participated by schools heads and year 1 to year 3 teachers from selected Schools in Guadalcanal Provincial Education Authority (GPEA):(i) Tips on how to assist individual children to reach their full learning potential and how to make the classroom more inclusive; and (2) Issues that may arise in the classroom for children with a learning impairment and suggests ways to help them with their learning, including at strategies to respond to specific learning needs. As the module has been developed in collaboration and undergone consultation with MEHRD, and pre-tested draft content in selected schools in GPEA, there is demand from the MERHD to pilot the training with a National TOT and 3 provincial training in Guadalcanal Province, Central Island Province and Makira Province and conduct formative research on the design and implementation of the training and module, in order to identify how it can be effectively scaled up to improve provision of quality and inclusive learning environments for children in Solomon Islands.

How can you make a difference?

The purpose of this Consultancy is to provide technical assistance to the Ministry of Education and Human Resource Development (MEHRD) in designing and implementing a pilot plan for a new inclusive education training, including mentoring and supervision, for teachers and principals and a formative research to inform how it can be effectively scaled up to improve provision of quality and inclusive learning environments for children in Solomon Islands.

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

Education: Completed Masters Degree in Education, specialized in Inclusive education, or Social Sciences, International Development or a related field required

Experience: At least 5 years of strong professional work experiences at national or sub-national level on education programming particularly on inclusive education, including the preparations of quality reporting and communication assets, policy development and research;

Experience of working in the Pacific particularly with Ministry of Education or with government counterpart in PICs considered an asset, including the provision of technical support or implementing programmes in relation to education equity, inclusion, capacity building and analytical research.

Skills: teachers training and research, project management, planning and coordination skills

Knowledge: Sound knowledge of the education sector in PICs and Ministry of Education policies and processes; familiarity with UNICEF work and communication standards strongly preferred; familiarity with the Pacific region particularly the Solomon Islands is an asset.

Languages: Fluency in written and spoken English is required

Competencies

Strong technical expertise on education equity issues and interactive pedagogy

Ability to work in a team in a multi-cultural environment and strong interpersonal skills,

Ability to multi-task and work irregular and long hours, Ability to travel

APPLICATIONS MUST INCLUDE

(i) a cover letter including: a narrative explaining proposed relevant methodology, relevant experiences and dates of availability for this consultancy

(ii) financial offer (professional fees, living allowance and travel cost estimates)

(iii) Updated CV

Attached is the detailed Terms of Reference:   ToR IE Pilot-Final .pdf

For every Child, you demonstrate…

UNICEF's values of Care, Respect, Integrity, Trust, and Accountability (CRITA) 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.

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. UNICEF also adheres to strict child safeguarding principles. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles.

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