RE-ADVERT: Consultancy for the Development of of Early Childhood Education Textbook and Teacher’s Guide for Somaliland Ministry of Education and Science
- Job category: Tender/Bid/RFQ/RFP
- Post date:8 Sep 2021
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INVITATION TO BID FOR CONSULTANCY
Save the Children International (SCI) Somalia program hereby invites interested consultants to bid for the consultancy assignment detailed below
|1||Title of Consultancy||RE-ADVERT-Consultancy for the Development of of Early Childhood Education Textbook and Teacher’s Guide for Somaliland Ministry of Education and Science|
|2||SCI Contracting Office||Save the Children
|3||Period of Consultancy||30 Consultant days|
|4||Consultant type required||Firm or individual can apply|
|5||Responsibility for Logistics arrangements and Costs||The consultant will cover for any Logistics arrangements and costs; including food, accommodation and local transport (in side Hargeisa)|
|6||Taxation Provisions||Consultant shall be responsible for all Taxes arising from the consultancy in line with the Somaliland Tax regulations applicable at the SCI Somaliland.|
|7||Travel requirements||SCI will only provide transport and accommodations for the consultant traveling outside Hargeisa. The consultant is responsible travel/flight costs outside the country.|
|8||Security requirements||Consultant will comply with standard Save the Children Security procedures, including the completion of SCI online security training prior to travel to Somaliland (if applicable)|
|9||Qualification and Experience||To qualify for this assignment, the consultant must:
· An advanced degree in education, specializing in curriculum development, early childhood education, education psychology, child development or relevant field
· At least five (5) years of relevant experience on development of curricula, textbook and teacher’s guide
· Demonstrable experience in developing and implementing early childhood education, ready-to-learn approaches, boosting literacy and numeracy, etc.
· Can work effectively with Somaliland ministry of education and science at all levels (MOE&S, REO, DEO, etc)
· Being aware and familiarize the different backgrounds, levels, abilities for the learners, tutors, teacher training, and curriculum department benefiting the material
· Ability to assess critically the review curriculum framework to produce suitable and relevant learning material, textbook and teacher’s guide
|11||Application Procedure||Interested consultants should submit their applications via email to [Somaliland.firstname.lastname@example.org].
The applications should be submitted in PDF format as one document comprising Technical and Financial sections as detailed below.
Technical proposal – including but not limited to :
· Consultants understanding of the assignment and context
· Approach to the assignment
· Key staff biodata
Financial proposal – providing a breakdown of all charges related to the assignment.
· Applicants should also indicate the date they are available to start working on the consultancy
· All applications MUST be submitted on or before the closing date below to be considered for the assignment.
|12||Closing date for Applications||Interested consultants shall submit their applications through the email address provided above on or before (14th September 2021)
Shortlisted candidates will be requested for an interview.
|13||Terms of Reference (ToR)||Complete ToR with details appended below attached herewith as Annex 1.
|TERMS OF REFERENCE:
CONSULTANCY SERVICE FOR DEVELOPMENT OF ECE TEXTBOOK AND TEACHER’S GUIDE INLINE WITH EXISTING ECE CURRICULUM FRAMEWORK AND POLICY
Education is a crucial service in any country. Through education, a country not only gets the required human resources in a variety of economic and social sectors but also gets a literate and numerate population which is relatively easier to govern and implement government programs. Quality in education learning outcomes remains as a problem in education in Somaliland. In adequate basic academic skills of teachers have contributed to the poor quality of education delivery. In fact, lack of teacher quality compels many parents to send their children to private school where they pay high fees. Quality requires continuous professional development measures to improve the academic and pedagogical skills of existing teachers, and to support the development of teachers throughout their careers.
Teacher education is the heart of any education system. It is the quality of teacher education that determines the quality of teacher trainees and, consequently, the quality of the graduates of the education system. Teachers determine the quality of appropriate knowledge, skills and attitudes acquired by the students in any education system. Indeed, it may be appropriate to surmise that an education system is as good as is the quality of its teachers.
One of the key determinants of an effective teaching force is the quality of teacher education curriculum offered to the teacher trainees. A weak teacher training education curriculum results in an ineffective teaching force while the converse is true for an effective force. Pre- and in-service training and on-going professional development are necessary to improve the quality of the teachers. The current modes of teacher training are not sufficient to guide the teachers towards a learner centered pedagogy that puts front and center the cognitive, social, emotional and physical needs of the learners. Therefore, opportunities for improving the teacher training modes and/or accessing short-term professional development courses will have to be explored in order to increase the quality of and access to education services.
One of the key ministry strategies to improve the quality of basic education is to increase the number of qualified teachers in primary schools. To address supply-side barriers related to the proportion of qualified teachers at primary school, activities under this strategy will focus on delivering teacher training based on government quality standards and the new national curriculum framework. The quality of teaching and learning in schools will be further supported through regular school monitoring exercises that will ensure adherence to teaching quality standards and provide ongoing mentoring support to teachers through monitoring activities conducted at school level.
1. The Project details.
Somaliland has been a recipient of Global Partnership for Education (GPE) program funds since 2012, initially with UNICEF as the Grant Agent and now with Save the Children (SC). Following the development of the five-year Education Sector Strategic Plan (ESSP), the current Education Sector Program Implementation Grant (ESPIG) managed by SC as the Grant Agent is from July 2018 to December 31, 2022.
This GPE Program is based on the Somaliland Education Sector Strategic Plan (ESSP, 2017-2021), and is aligned with the GPE guidelines for education sector strategic plans. The priorities of ESSP (2017-2021) are based on the findings of the Somaliland Education Sector Analysis (ESA, 2016), and are centered around the 7 pillars in the education sector, namely; Early Childhood Education; Primary Education; Non-Formal Basic Education; Secondary Education; Teacher Education; Technical and Vocational Training (TVET); and Higher Education. They are also anchored on the mission, goals and objectives of the Somaliland National Policy of Education (SNPE, 2015-2030), which articulates the commitment of the MOES to provide quality, affordable and competitive education to all citizens. These broader goals and objectives of the SNPE are in line with the principles of the United Nations Convention on the Rights of the Child (UNCRC), specifically Article 28, which views education not only as the right of the child, but a powerful ingredient in the national democratization process
The SNPE on which the ESSP is anchored, and which by extension informs and guides this GPE Program articulates that education as human right equips the nation with lifelong skills which will progressively lead the nation towards the achievements of the Sustainable Development Goals (SDGs).
The SDGs of particular interest to the SNPE, the ESSP and by extension this GPE Program include:
· Goal 4: Quality Education: Ensure inclusive and quality education for all and promote lifelong learning for all
· Goal 5: Gender Equality: Achieve gender equality and empower all women and girls
· Goal 10: Reduced Inequalities: Reduce equalities within and among countries
· Goal 16: Peace and Justice: promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
Three GPE goals are also of interest to this application, including:
1. Improved and more equitable learning outcomes
2. Increased equity, gender equality and inclusion for all
3. Effective and efficient education systems
The MOES has recently adopted ECE as a strategy for promoting, readiness for primary and lifelong learning among children in Somaliland. Education research shows that ECE sets a foundation that enhances the holistic development as well as confidence and self-esteem of a child, and yields significant long-term benefits such as regular attendance, cognition and academic achievement, grade progression, and completion of the school cycle, among other benefits. ECE programs, provided by MOES, of which there are 7 centers, and organizations are a fairly recent development in education in Somaliland, with almost all ECE classes being established in urban centers.
Most children in Somaliland access ECE through Quranic schools providing children with spiritual and moral education through understanding and teaching of the Holy Quran, rather than preparing young children for primary school. It was also highlighted in the ESSP 2017-2021 that data on enrolment of children aged 3-6 years, in Quranic education, is limited but it is thought that the majority of children attending Quranic schools are of school age and often attend alongside primary education.
Communities have limited understanding of the importance and role of ECE on child development. While the role of the Quranic schools is clear to communities, advocating for ECE will require a significant amount of community awareness raising activities, while ensuring that teachers are trained and have the skills to support young children.
ECE is a new program for the MOES and priority will be given to strengthening institutional capacity by the first ESPIG through: study tours to learn overall management and financing of ECE and explore possible integration of ECE with Quranic education in neighboring countries with a similar context; development of ECE policy framework and minimum standards. The Additional MCA will also support in establishing and strengthening of 20 ECE Centers building on the established and strengthened ECE system at national level and regional level. The ECE program will promote quality learning for children 3-5 years, currently attending MOES ECE Centers, by ensuring safe quality leaning environments and focusing on the holistic development of the child. The MOES will continue learning from the existing 10 centers and the 20 new centers to be established with the support of the additional MCA. together from the learning of the exposure visit will feed the policy development framework and capacity of the Ministry in the development of ECE sub sector.
As part of improving learning outcomes program, Early childhood Education syllabus, curriculum and policy were developed reviewed and revised in line with the translation of the documents to the local language. new ECE national curriculum frame work, as well as incorporate skills in language teaching (reading, writing, and comprehension), gender-sensitive pedagogy and inclusive education practices was developed.
2. Aim and objectives of the consultancy
The overall aim of the consultancy is to develop ECE textbooks and teacher’s guide in line with the available curriculum framework and policy to achieve optimal fitness-for-purpose.
3. Specific objectives
§ Develop ECE textbooks inline with curriculum framework and ECE policy
§ Develop teacher’s guide for tutors to facilitate learning at ECE centers for the two year of ECE centers.
§ Develop relevant teaching and learning material inline with the existing ECE syllabus, curriculum framework and policy
§ Integrate the teaching methodology input so that teacher educators find it easier to teach subject matter in a way which exemplifies student-centred learning approaches. Include modelling of different methodologies through the inclusion of session plans for teacher educators which walk them through the actual delivery of a session using student-centred learning.
§ Incorporate skills in language teaching (reading, writing, and comprehension), gender-sensitive pedagogy and inclusive education practices into the text book and teacher’s guide as well
§ Include different forms of assessments, both as content material and in the actual delivery of the Textbook content and teacher’s guide
§ Integrate cross-cutting issues such as life skills, gender awareness, civic education and ethics, gender-based violence, peace-building and conflict management, Child protection and safe guarding, youth development, care of the environment, water and sanitation, migration etc. within the curriculum.
§ Include basic differentiation of teaching methods and materials to address students with special educational or individual needs.
§ Include evaluation schemes and approaches to be helpful school resources and the teachers, especially new and unqualified teachers.
4. Proposed methodology of the curriculum review and development process.
· The consultant(s) should work closely with the f formal education department (ECE unit), curriculum department and teacher training unit
· Consultant should work with a panel of subject specialist other education stakeholders for the development of ECE textbook, teacher’s guide and learning material as guided by the ECE curriculum framework and ECE policy
· The consultant will present the development process, textbook and teacher’ guide to Somaliland ministry of education and science and education stakeholders for approval and endorsement
The following outputs should be delivered
· A final approved ECE text books and teacher’s guide in line with existing ECE curriculum framework and ECE policy
· A technical report outlining activities undertaken during the consultancy indicating emerging insights and the rationale for choices made by consultants during the development process of their tasks and recommendations for the implementation and action plan for any review/revision of the textbooks and teacher’s guide.
The consultancy shall be executed within a maximum of 30 days” commencing August 2021. The Proposal should include a detailed schedule. The following should be used as a guide.
7. Management and supervision of consultancy
The consultant will report to Save the children with day-to-day supervision by the Ministry of Education and Science (ECE unit and curriculum department). The consultant should particularly liaise frequently with the formal education department (ECE unit) of MOE&S and curriculum development department.
 (i) Global partnership for education (2017). Early Childhood Care and Education (ii) Great schools (2016). 10 good reasons your child should attend preschool (iii) Rand Corporation (2005). Proven Benefits of Early Childhood Interventions.
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