Review of Foundational phase FLN resources Consultancy,Maseru,Lesotho,90 working days (Home based)

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, Education

How can you make a difference?

Purpose of Activity/Assignment:

Background

The Early Childhood Education’s vitality, like any other sub-sector lies in the availability of information and evidence to underpin quality and relevant interventions. The education sector like any other sectors is increasingly driven by information and evidence, however, the ECE subsector is characterised by the deficiency of evidence to inform critical indicators and interventions. There is insufficient information on the teaching and learning resources in the areas of foundational literacy, numeracy, and life skills. The affected grades are Grades R, 1, 2, and 3. At the foundation phase, there are schools that teach in mono-grades while others teach in multi grades. It is therefore pivotal to assess the resource gaps disaggregated by mono-grades and multi-grades for this assessment

Even though the above is the case, it is important to note that the Ministry of Education and Training (MoET) developed and implemented regulatory frameworks, including Curriculum and Assessment Policy (CAP) 2009 to guide educational interventions to address the challenges of the day. CAP was aimed at giving principles and guidelines for national curriculum reform. However, during its implementation, many challenges were encountered, including curriculum inflexibility. Those challenges necessitated the review of CAP 2009 and resulted in the development of the Lesotho Basic Education Curriculum Policy (LBECP) which strives to address education and training issues holistically. Among others, LBECP directs that at the foundational phase (Grades R-3) teaching, learning and skills are organized in three learning areas namely, literacy, numeracy, and life-skills. It is therefore the purpose of this assignment to assist the MoET to review the current curriculum for foundational phase so that the focus is on literacy, numeracy, and life skills. The review will be on both mono-grades and multi-grades teaching and learning resources.

Scope of Work:

Under the supervision of UNICEF Early Childhood Development Specialist, the consultant will:

• Develop an Inception report including work plan, methodology for the exercise and time frame, etc. to be approved by the Ministry of Education and Training (CEO Primary also as the Chair of ECE TWG)
• Compile a draft report with workable short-term, medium-term, and long-term recommendations on the identified gaps about foundational literacy and numeracy and life-skills teaching and learning resources at Grade R-3.
• Facilitate validation of the reports with ECE stakeholders and NCDC, finalize and share with both UNICEF and MOET

To complete the assignment, the consultant will be expected to carry out the following tasks over a period not exceeding 90 working days:

• Determine the most effective evidence-based approach that ensures that all children at Grades R-3 attain foundational literacy and numeracy skills by reviewing research reports on the gaps in the teaching and learning materials which hinder the effective promotion of foundational skills at Grades R – 3.
• In collaboration with NCDC, recommend modalities to be employed for the syllabus to encompass 5 pillars of literacy (phonemic awareness, phonics, fluency, vocabulary, and comprehension).
• In collaboration with NCDC review Grade R – 3 literacy, numeracy, and life-skills syllabi to align with the policy statements.

Systematic arrangement of content:

• Review teachers’ guides and syllabi for Grade R – 3 to assess the extent to which they guide teachers to effectively teach foundational literacy, numeracy, and life skills.
• Investigate at facility level the availability of Grade R – 3 resources and assess if they (in collective or individually) promote effective teaching and learning of literacy, numeracy, and life skills.
• Conduct classroom observations to see if classroom instruction and interaction facilitate acquisition of foundational literacy, numeracy, and life-skills.
• Administer questionnaires to get perspectives of teacher training institutions, ECE teachers and other ECE personnel/practitioners on whether ECE resources and Foundation phase resources help teachers effectively to teach foundational learning skills and help learners acquire foundational literacy, numeracy, and life-skills.
• Interview ECE and Grades 1, 2, 3 teachers to get their perspectives on whether they feel they have adequate teaching skills and resources to effectively teach foundational literacy, numeracy, and life-skills.
• Interview ECE teachers, ECE teacher trainers, National Teacher Trainers, and other ECE stakeholders from NGOs to get their perspectives on whether they think the available resources are adequate and effective for teaching and learning of foundational literacy, numeracy, and life-skills.

Interview curriculum developers at National Curriculum Development Centre for their views on adequacy in terms of quantity and quality of teaching and learning resources for grades R – 3 literacy, numeracy, and life-skills.

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

An advanced university degree in Early Childhood Development/Education; Education with specialty in early childhood education or foundation phase; Curriculum studies; Social Work/Policy, Education planning and research; International Development Studies, or any related field.

Knowledge/Expertise/Skills required:

• A minimum of [ 10 years ] of relevant professional experience in the education sector or related field.
• Developing country work experience and/or familiarity with emergency is considered an asset.
• Proficiency in English is required.
• Extensive experience in conducting research in the ECE sub-sector with evidence of least one example of such research assignment.
• Strong understanding of pedagogy in foundational phase including Grade R
• Strong knowledge and understanding of curriculum implementation in the early grades including Grade R
• Excellent analytical and report writing skills including interactive and interpersonal communication skills.
• No criminal record in abuse of children.
• Ability to work hard and adhering to deadlines is crucial.
• Experience working with Governments, especially in the education sector, is important.
• Experience working for United Nations or UNICEF is an advantage
• A possession of PhD in the relevant areas will be an added 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.