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Technical Coordinator to support transition programmes for children who have missed school and do not speak school language with UNICEF in Uzbekistan

Tashkent

  • Organization: UNICEF - United Nations Children’s Fund
  • Location: Tashkent
  • Grade: Level not specified - Level not specified
  • Occupational Groups:
    • Public Health and Health Service
    • Education, Learning and Training
    • Translations and Languages
    • Children's rights (health and protection)
    • Project and Programme Management
    • Managerial positions
  • Closing Date: Closed

The Technical Coordinator under the general supervision of the Education Specialist and technical guidance from the International Consultant on developing capacities for designing and implementing transition programmes for children who have missed school and do not speak school language will technically coordinate EU project implementation assuring that all deliverables are in good quality and submitted on time, and all activities are conducted as specified in the ToRs and workplan and bringing in specific technical expertise and knowledge of the local context.

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, quality education

In Uzbekistan, more than 50% of students who complete primary education do not have the required foundational & transferable skills according to the recent UNICEF and Ministry of Public Education (MOPE) study. Analysis shows that curriculum and syllabi for most subjects and grades are focused on what is taught, not on what is learnt, mostly describing knowledge and omitting skills or attitudes. De facto, textbooks play a role of both syllabi and teacher’s guides, and overall teaching approach could be named as “textbook-centered”. This prevents teachers from seeing a holistic picture of progressive curriculum attainment, which shapes and nurtures children’s cognitive, social and personal development. Students are expected to learn the same content at the same time with limited opportunities for multiple ways of engagement. There is little or no use of formative assessment to support different learning needs. No pre-service and in-service teachers’ training programme exist on adaptive teaching and addressing learning losses, remedial and catch-up programmes. Though Uzbekistan is extremely multilingual, multiethnic, and multicultural country, there is no pre-service and in-service teachers’ training on multilingual education and addressing needs of students who speak different language at home.

There are also significant regional disparities in the school attendance rates and learning outcomes. Surkhandarya is one of the regions lagging behind others in learning achievement. This region has the largest ratio of teachers without a graduate/bachelor’s degree (18,6 %), with the highest proportion of schools working in double shifts (87%).

This situation is further exacerbated by the arrival of citizens of Afghanistan after the upsurge of violence across the country in 2021. While the border to Afghanistan was closed in August 2021, many of those Afghan citizens, including families with children, who arrived in Uzbekistan before, do not want to return to their home country. Uzbekistan has been proactively promoting the importance of providing support to Afghanistan to address immediate and humanitarian needs and invited the international community to utilize Termez as a humanitarian logistical hub for that purpose. In close collaboration with the ACO and the UN Termez logistical base, UNICEF Field Office is supporting UNICEF Country Programme implementation in Termez region.

Contributing to the overall enhancement of the quality of education and the strengthening of the resilience of the population in the Surkhandarya region of Uzbekistan, UNICEF is implementing the EU supported project on “Ensuring enhanced access to inclusive education, social services, and legal aid in the Surkhandarya region”.

Specific project activities related to school education include introducing formal and non-formal inclusive (multi-lingual) education for school-age Afghan and host community children with a particular focus on girls by developing new working modalities, methodology, teacher training and offering classes in the mother tongue and transitions to mainstream language while addressing learning losses.

The Technical Coordinator under the general supervision of the Education Specialist and technical guidance from the International Consultant on developing capacities for designing and implementing transition programmes for children who have missed school and do not speak school language will technically coordinate EU project implementation assuring that all deliverables are in good quality and submitted on time, and all activities are conducted as specified in the ToRs and workplan and bringing in specific technical expertise and knowledge of the local context.

Work Assignments / Deliverables / Timeline

I. Inception phase - February 2023

1. With inputs of the international and national consultants prepare a detailed workplan with indicators of quality for all expected outputs
2. Advise on the key focal points to be included and facilitate establishment and effective functioning of the Project Steering Committee
3. Facilitate partnership and collaboration with public, non-governmental, and international organizations working in interests of Afghan children and school education in Termez region organizing meetings with the participation of UNICEF CO team and the International Consultant
 
1. Minutes of the Steering Committee Meeting
2. Detailed Work Plan with indicators of quality of outputs
3. Minutes of meetings with public, non-governmental, and international organizations working in interests of Afghan children and school education in Termez region
 
II. Assessment phase - March 2023
 
4. Support the International Consultant by collecting legislative and normative frameworks, current programmes, national statistics, conceptual frameworks, studies and evaluations related to MLE and addressing learning losses.
5. In cooperation with the Outreach Consultant and Child Protection and Social Policy teams, support schools’ administration and teachers in the admission of Afghan children to schools
6. Contribute to human stories prepared by the Communication Consultant
7. Provide inputs into the Inception report prepared by the International Consultant
 
4. Package of legislative documents and reports related to MLE and addressing learning losses
5. Written inputs into the Inception report
6. Written inputs to human stories
7. List of Afghan children admitted to schools
 
III. Development of conceptual framework, contextualized pedagogic tools and an action plan for introducing transition programmes for children who have missed school and do not speak mainstream school language - May 2023
 
8. Organize a workshop and technical meetings to develop draft conceptual framework, pedagogic tools and an action plan for introducing transition programmes for children who have missed school and do not speak mainstream school language
9. Provide inputs to the draft conceptual framework, tools and an action plan
10. In collaboration with local specialists organize pre-test for the tools
11. Support schools’ administration and teachers in the admission of Afghan children planning schedule of classes and extracurricular learning activities for them
 
10. Technical report and recommendations from the pretest
11. Schedule of classes and extracurricular learning activities for Afghan children
12. Written inputs to Education Section reporting
 
IV. Capacity development programme for teachers and methodologists to deliver MLE and accelerated learning, remedial, catch-up, and bridge programmes - 12.13. 14. June - 15.16.17. July - 18.19.20. August-October 2023
 
12. Contribute to the development of methodological guidelines, training materials, handouts, training evaluation forms and agenda of the training on delivery of MLE and accelerated learning, remedial, catch-up, and bridge programmes employing UDL approach among others
13. Organize training for teachers and methodologists on delivery of MLE and accelerated learning, remedial, catch-up, and bridge programmes
14. Organize and contribute to regular consultative meetings for teachers and methodologists conducted by the International Consultant
15. Contribute to human stories prepared by the Communication Consultant
16. Organize and contribute to regular consultative meetings for teachers and methodologists conducted by the International Consultant
17. Jointly with the International Consultant prepare a presentation on MLE and accelerated learning, remedial, catch-up, and bridge programmes for August conference
18. Support schools’ administration and teachers in the admission of Afghan children planning schedule of classes and extracurricular learning activities for them (jointly with the Outreach Consultant and in cooperation with the Child Protection team, if needed)
 
13. Inputs to methodological guidelines, training materials, handouts, training evaluation forms and agenda of the training
14. Training report
15. Outlines of consultative meetings with teachers and methodologists
16. Remedial, catch-up and transition programmes
17. Written inputs to human stories
18. Written inputs to the presentation on MLE and accelerated learning, remedial, catch-up, and bridge programmes for August conference
19. Outlines of consultative meetings with teachers and methodologists
20. Remedial, catch-up and transition programmes
 
V. Finalization and reporting phase - November 2023
 
19. Support the organization of the final project event ensuring that results for MLE in schools component are well represented
20. Prepare a final report for the assignment including the sections for each of the deliverables as follows:
      a. Milestones and Achievements
      b. Barriers, Challenges, and Limitations
      c. Findings and Recommendations
 
21. Final report
 
Local Travel: Regular (weekly-biweekly) visits to Surkhandarya region/Tashkent city are needed during 10 months of consultancy
 

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

  • Master in Education, social studies, public management/administration, international development, and/or other fields, relevant for the given assignment. 
  • Awareness and understanding of education and social development trends in Uzbekistan, with particular focus on inclusion and/or language education.
  • Competencies in facilitating the coordination and collaboration of diverse stakeholder groups and good teamwork with international and national consultants.
  • Trainings and workshops facilitation skills.
  • Knowledge of UN approaches/ procedures would be an advantage.

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 here to serve the world’s most disadvantaged children and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, age, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, or any other personal characteristic.

UNICEF offers reasonable accommodation for consultants/individual contractors with disabilities. This may include, for example, accessible software, travel assistance for missions or personal attendants. We encourage you to disclose your disability during your application in case you need reasonable accommodation during the selection process and afterwards in your assignment. 

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 be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. 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. 

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. 

This vacancy is now closed.
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