UNICEF - United Nations Children’s Fund
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UNICEF is seeking applications from qualified specialists in the field of early childhood development and education for ages 0-6 to join a Writing Group tasked with developing the Early Childhood and Preschool Education Standards (ECPES) in Ukraine.
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Background:
The Ukrainian government is currently undertaking a comprehensive set of education reforms which seek alignment with EU standards for education and which address the new and emerging needs exacerbated by the Russian invasion. The primary focus of these reforms is to enhance the quality and accessibility of public services. A crucial aspect of these efforts involves the improvement of the early childhood and preschool education system, bringing it in line with The EU Council Recommendations on High-Quality Early Childhood Education and Care Systems (2019). This initiative is among “key priority projects” outlined in the Ministry of Education and Science’s Vision for Education 2030 agenda. The overarching goal is to ensure all children, including children with disabilities and from ethnic minorities, in Ukraine have easy access to quality early childhood care and preschool education. UNICEF was requested by the MoES to support the advancement of the early childhood sector in Ukraine. To achieve that, the UNICEF has contracted a consultancy firm which will lead the process of developing standards for early childhood and preschool education in Ukraine.
Purpose of assignment:
UNICEF is seeking applications from qualified specialists in the field of early childhood development and education for ages 0-6 to join a Writing Group tasked with developing the Early Childhood and Preschool Education Standards (ECPES) in Ukraine.
The main objective of the Writing Group, under the guidance of UNICEF and in close cooperation with the contracted consultancy firm, is to develop a comprehensive document: Early Childhood and Preschool Education Standards that adheres to Ukraine’s “On Education” law, and the EU Council’s Guidelines on High-Quality Early Childhood Education and Care Systems. The document will function as a valuable resource, enabling teachers, parents, and caregivers to effectively organize and plan activities across diverse early childhood and preschool education settings, including learning centers and homes.
The members of the Writing Group will work and draft Standards in Ukrainian language, however, will engage directly and indirectly with English speaking experts. Members of the Writing Group who are not speakers of English will be expected to utilize AI translation tools, keep up with foreign language literature on Early Childhood Development, Care and Education and engage in bilingual meetings during which Ukrainian and English language will be used.
The Writing Group will also work closely with the Standards Alignment Team, who will serve as critical friends and who will ensure continuity of Early Childhood Education Standards through their alignment with the Primary Education Standards. The Standards Alignment Team will quality assure all iterations of the Early Childhood and Preschool Education Standards.
Additionally, the Writing Group will collaborate with a Validation Group, which will ensure that the content of the developed standards are age appropriate and who will support all processes leading to their official approval.
The Writing Group members will need to possess or be ready to rapidly develop knowledge and competencies related to diversity and inclusion (disability, ethnic and linguistic minority, gender) and effects of trauma and toxic stress on development of young children.
The Writing Group will be composed of the following specialists:
- ECDE Specialist (specialising in age group 0 to 3)
- ECDE Specialist (specialising in age group 4 to 6)
- School Readiness Specialist (specialising in the first year of Primary and/or final year of pre-primary)
- Language Development and Early Literacy Specialist
- Early Childhood Psychologist with Early Childhood Trauma Specialisation
Short-term input may be provided by the following specialists:
- English as a Second Language Specialist
- Health and Physical Development Specialist
- Art/Music/Movement/Creative Development Specialists
- Pre-STEM Specialists
- Assessment and Data Specialist
How can you make a difference?
Work assignment overview:
At the request of the Ministry of Education, under the leadership of the MoES Representative and close guidance of UNICEF and the consultancy firm, and in close collaboration with key intersectoral partners, the ECDE 4-6 Specialist will carry out the following activities and will participate in the following processes:
- Participate in kick-off meeting, end-of-process workshop, regular online workshops, meetings and consultations with the Writing Group members, the consultancy firm, the Standards Alignment Team, Validation Group, and other stakeholders
- Prepare a repository of documents from Ukraine and internationally that guide early childhood education for ages 4-6 to inform the development of the standards
- Draft a chapter of the Literature Review, presenting an analysis of Ukrainian and international practice for early childhood education focusing on ages 4-6. The specialist will incorporate written comments, feedback, and edits of the draft Literature Review. Using the findings of the Literature Review, the specialist will advise on a set of values and guiding principles to underpin the ECPES, the developmental domains that should be included in ECPES, appropriate practices for children ages 4-6, and developmentally appropriate expected learning outcomes for ages 4-6.
- Develop a draft structure of the ECPES with other members of the Writing Group, based on evidence, best practice, and in line with Governmental requirements. The specialist will then incorporate feedback and comments by revising the structure of the ECPES with other members of the Writing Group.
- Draft the content of the ECPES, with an emphasis on providing inputs on early childhood education for ages 4-6
- Provide inputs on ECPES field testing tools and guiding notes for early childhood education for ages 4-6
- Create and maintain a feedback log, a systematized format capturing all received comments and suggestions relating to early childhood education for ages 4-6
- Work closely with UNICEF, MoES, the Standards Alignment Team, and the Validation Group to make revisions to the ECPES and submit a finalized version
The assignment involves frequent online engagements, desk-based work and in-person interactions. Stakeholder meetings may be online or in-person. In-person visits to early learning settings may be required. Pre-school practitioners or academicians could potentially balance this assignment with their regular duties, given strong organizational skills, clear communication, and employer support.
This assignment is delivered in a team, necessitating active participation, mutual support, and individual accountability. Each member is responsible for specific deliverables within their technical area, and their individual success directly impacts the team’s overall success. Timely, high-quality contributions are expected from all members.
Candidates who do not meet all criteria, but do want to get involved in the process, are encouraged to apply.
Representatives of ethnic minorities with relevant qualifications and experience are encouraged to apply.
Candidates with experience of working within the Special Needs Education system are encouraged to apply.
|
Deliverable |
Deadline |
# of w/days |
|
A repository in Excel spreadsheet or Word table with the title and link of each relevant early childhood education document (for the assigned theme) along with a short description |
30-Aug-24
|
7 |
|
Draft literature review on early childhood education (assigned theme) in a Word document |
30-Aug-24
|
7 |
|
Draft structure of the ECPES in a Word document |
30-Aug-24
|
6 |
|
A first draft of the ECPES (assigned chapters) in a Word document |
27-Sept-24 |
21 |
|
Consultation plan: Site visit plan, local stakeholders’ list and visit plan |
31-Oct-24 |
8 |
|
Consultations: Feedback, meetings’ and site visit Log tracking stakeholders’ comments on ECPES (assigned draft) and how their comments were addressed |
31-Oct-24 |
8 |
|
A second draft of the ECPES (assigned chapters) in a Word document |
31-Oct-24 |
8 |
|
Consultation plan: Site visit plan, local stakeholders’ list and visit plan |
29-Nov-24 |
7 |
|
Consultations: Feedback, meetings’ and site visit Log tracking stakeholders’ comments on ECPES (assigned draft) and how their comments were addressed |
29-Nov-24 |
7 |
|
A third draft of the ECPES (assigned chapters) in a Word document |
29-Nov-24 |
7 |
|
Consultation plan: Site visit plan, local stakeholders’ list and visit plan |
31-Jan-25 |
10 |
|
Consultations: Feedback, meetings’ and site visit Log tracking stakeholders’ comments on ECPES (assigned draft) and how their comments were addressed |
31-Jan-25 |
10 |
|
A final version of the ECPES (assigned chapters) in a Word document |
31-Jan-25 |
20 |
|
Submission of a proof of attendance and participation in writing sessions, meetings, presentations with all relevant documentation and evidence (PPTs, draft documents, consultation logs, reports, etc.) |
14-Mar-25 |
20 |
|
Total: |
146 |
Please provide an all-inclusive financial proposal including travels to carry out the deliverables listed above.
To qualify as an advocate for every child you will have…
Education: Bachelor’s or higher degree in ECDE is required. Any second specialisation relevant to ECDE is considered a strong asset.
Professional experience:
- 5+ years teaching in дитячий садок (dytyachyiy sadok/Kindergarten) and/or ясла-садок (Yasla – Sadok/Creche-Kindergarten) and/or ясла-садок сімейного типу (Yasla-Sadok simaynoho typu/Family-based nursery) with age groups 4-6.
- A mix of experience of working in governmental, governmental-aided and private settings is considered a strong asset.
- Proven experience in applying play-based pedagogies and holistic development of children 4 – 6.
- Proven experience in setting developmental goals and learning objectives, and assessing children’s progress towards developmental milestones and learning objectives for children age 4 – 6.
- Any experience of working with children with disabilities and developmental delays age 4 – 6 is considered a strong asset.
- Completed courses in any learning-through-play pedagogies is considered a strong asset (for example: Piaget’s Cognitive Development Theory, Vygotsky’s Socio-Cultural Theory, Froebel’s Play Theory, Maria Montessori’s Play Theory, Susan Isaac’s Play Theory, Mildred Parten’s Stages of Play, Loris Malaguzzi Play Theory, the Reggio Emilia Play Theory, other).
Languages:
- Ukrainian: Proficient/Native [C2];
- English: is an advantage.
Skills and competencies:
Early Childhood Education Knowledge and Expertise for Ages 4-6
- Deep understanding of the early childhood education for ages 4-6 ecosystem in Ukraine.
- Familiarity with national legislation guiding the early childhood education sector in Ukraine.
- Extensive knowledge of early childhood development theories (modern and traditional), early childhood education practices, learning through play concepts, and inquiry-based pedagogies, especially for ages 4-6.
- Knowledge of disability inclusive practices, experience in preparing Individual Development/Education Plans for children with disabilities is an asset.
- Practical experience of inclusion of children from ethnic minorities.
Network and Stakeholder Engagement
- Existing network of early childhood education stakeholders in Ukraine, particularly those involved in early childhood education for ages 4-6, disability inclusion, ethnic minority inclusion, bilingualism.
- Ability to work closely with various stakeholders, including government bodies, NGOs, practitioners, and parents.
Document Drafting and Writing
- Proven ability to draft documents, including Literature Reviews, Concept Notes, Policy Briefs and/or the Early Childhood and Preschool Education Standards.
- Required: Sample of written work (technical reports, articles, or other relevant documents) as part of the application.
Research and Analytical Skills
- Attention to detail and ability to analyse comments, feedback, and suggestions, provide justification for how comments were addressed.
- Proven research skills in ECDE are a strong asset.
Team Collaboration and Communication
- Ability to work in a friendly, collegial, and supportive manner in a team setting towards a joint deliverable.
- Strong communication skills and ability to work in multicultural and multilingual environments.
Time Management
- Proven ability to adhere to deadlines.
Language Skills
- Specialists who are not users of English language but who are willing to use AI translation tools are encouraged to apply.
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.
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