Technical support to MoES to operationalize the Teacher Incentive Framework, Kampala, Uganda, 6 months

The consultant’s main goal is to provide technical support to the Ministry of Education and Sports in mainstreaming, leveraging partnerships, and implementing the teacher motivation framework, as well as facilitating its rollout at the local level.

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 Background and Purpose

Uganda has two sets of commitments to the international community that have an impact on its long-term plans. These are the Sustainable Development Goals (SDGs) and the Education for All goals (EFA). In addition, the country has commitments to Africa’s agenda 2063. Education is a key sector and a public good that gives returns to both the economy and the people. Investment in education has got educational, social, political, and economic returns, which reach most of the population.

Teachers are believed to be the most critical group of professionals necessary for building a nation‘s future. Lack of motivation among teachers affects performance of learners who are the future generation of the country. There is a strong link between teachers’ motivation, performance, and education quality.  Generally, motivated teachers are more likely to motivate students to learn in the classroom, to instil feelings of satisfaction and fulfilment among learners. Teacher motivation enhances classroom effectiveness and improves schools. When teachers are motivated to work at higher levels of productivity, the school system as a whole runs more efficiently and is more effective at reaching its goals. Research has also shown that high levels of job satisfaction tend to have high social, and psychological atmosphere in the classroom that result in high productivity and effectiveness in job performance. On the contrary, a demotivated teacher can negatively disrupt the school system and distract learners from their learning. De-motivation of teachers is a major contributory factor to the poor learning achievements of the learners. Teacher Initiative in Sub Saharan Africa (TISSA 2014).

Justification

The Ministry of Education and Sports (MoES) in Uganda, in conjunction with UNICEF, is placing a strong emphasis on enhancing teacher effectiveness as outlined in the Education Sector Strategic Plan (ESSP) for 2021-2025. This strategic focus is aligned with UNICEF Uganda’s Country Programme for 2021-2025, which includes support for Quality and Inclusive Education.

To address the critical issue of teacher motivation and in alignment with the National Teacher Policy of 2019, the Ministry of Education and Sports, in collaboration with UNICEF, has undertaken the following measures;

1. The Teacher Incentive Framework was developed in 2018.
2. The Rewards and Sanctions framework for schools and tertiary institutions is currently awaiting final approval by the Permanent Secretary, Ministry of Education and Sports (MoES).
3. A report has been developed, highlighting best practices on incentives and rewards in ten (10) UNICEF focus districts, located in the Karamoja and West Nile regions.
4. A Rapid Assessment on the Impact of COVID-19 on teachers has been conducted in five districts: Kamuli, Kasese, Kikuube, Mubende, and Mukono, situated in Central and Western Uganda. The assessment provides key insights and recommendations for action.
5. The draft community engagement guidelines for teacher motivation in Uganda are awaiting further consultation before it’s finalization.

These frameworks are developed with the aim of prioritizing teacher motivation, thereby stimulating efforts within the sector to achieve its goal of improving the quality of learning.

Moreso, these initiatives reflect the commitment of the Ministry of Education and Sports and UNICEF to improving the motivation and performance of teachers in Uganda, ultimately contributing to the overall enhancement of the quality of education in the country.

UNICEF therefore intends to recruit a consultant to assist the Ministry of Education and Sport in further advancing the accomplishments mentioned above and flagging off the implementation of the rewards and sanctions framework, finalise the community engagement guidelines for teacher motivation in Uganda, and provide technical support at the national level and specifically to Karamoja region.

This consultant will be at the NOC level and will be engaged for a duration of six months, with an effective start date from 15^th June – 15 January 2025.

Supervisor arrangements: The consultant with work closely with the Education Office, Inclusive Education and TT, under the overall guidance and supervision of the Output Manager for Quality and Inclusive Education Output of BEAD programme.

 

Objective

The consultant’s main goal is to provide technical support to the Ministry of Education and Sports in mainstreaming, leveraging partnerships, and implementing the teacher motivation framework, as well as facilitating its rollout at the local level.

Major Tasks

1.       Develop an inception work plan for this assignment.

2.       Participate in meetings focused on finalizing and approving the rewards and sanctions framework. Offer valuable technical guidance to the Teacher Education Training and Development and Human Resources departments during their discussions on the framework.

2.1   Arrange a minimum of 5 dissemination meetings on the rewards and sanctions framework and payroll management at the national technical working group sessions of the Ministry of Education and Sports, Education Development partner groups, and during UNICEF-Embassy of Ireland program review sessions.

3.       Monitor and assist the operations of the district Rewards and Sanctions Committees in the 9 districts within Karamoja region. In addition, collaborate with the CSO partners to aid at least 10 schools in 2 districts in the region to select the best performing teachers.

4.       Offer technical assistance to the Ministry of Education and Sports (MoES) and collaborate with diverse stakeholders and partners to actively contribute to the implementation of the “Appreciate a Teacher Week” campaign and the commemoration of World Teachers Day. Specifically, facilitate discussions with the Embassy of Ireland and New Vision to assess the feasibility of mainstreaming the Teacher Making a Difference initiative into the Ministry of Education and Sports’ rewards framework.

5.       Coordinate at least 3 consultation sessions aimed at revising the guidelines for community involvement in providing teacher incentives.

6.       Compile a comprehensive final report for the consultancy project, encompassing documentation of human-interest narratives concerning rewards and payroll management.

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

1. It is a National individual consultancy.
2. The Consultant is required to have master’s degree in education or related field.
3. The Consultant is expected to have wide local experience of not less than 5 years in educational work and Teacher management with understanding of the Country’s Teacher Pay roll management issues.
4. The Consultant should demonstrate thorough understanding of the context of teacher management, development, deployment, pay roll management and motivation in Uganda or in similar context.
5. Demonstrated experience in networking with key stakeholders in education, Local Government and Finance.

Desired competencies:

1. Able to work independently, has sound judgment and strong organizational skills.
2. Strong project management skills with a proven ability to conceptualize, plan and execute ideas as well as to transfer knowledge and skills.
3. Demonstrated ability to work in a multicultural environment and establish harmonious and effective working relationships.
4. Ability to work with, gather feedback from a multiplicity of stakeholders.
5. Distinctive ability to foster open dialogue, build trust and engage key stakeholders.
6. Fluency in English is required. Knowledge of a local language is an asset.

Language skills:

• Excellent written and verbal communication in English is required.

UNICEF’s Core Values of Care, Respect, Integrity, Trust and Accountability and Sustainability (CRITAS) underpin everything we do and how we do it. Get acquainted with Our Values Charter: UNICEF Values 

UNICEF competencies required for this post are… 

(1) Builds and maintains partnerships (2) Demonstrates self-awareness and ethical awareness (3) Drive to achieve results for impact (4) Innovates and embraces change (5) Manages ambiguity and complexity (6) Thinks and acts strategically (7) Works collaboratively with others (8) Nurtures, leads and manages people.  

During the recruitment process, we test candidates following the competency framework. Familiarize yourself with our competency framework and its different levels: competency framework 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. 

We offer a wide range of benefits to our staff, including paid parental leave, breastfeeding breaks and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. 

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 is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. 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. 

UNICEF’s active commitment towards diversity and inclusion is critical to deliver the best results for children. For this position, eligible and suitable are encouraged to apply. 

UNICEF appointments are subject to medical clearance.  Issuance of a visa by the host country of the duty station, which will be facilitated by UNICEF, is required for IP positions. Appointments are also subject to inoculation (vaccination) requirements, including against SARS-CoV-2 (Covid). Government employees that are considered for employment with UNICEF are normally required to resign from their government before taking up an assignment with UNICEF. UNICEF reserves the right to withdraw an offer of appointment, without compensation, if a visa or medical clearance is not obtained, or necessary inoculation requirements are not met, within a reasonable period for any reason. 

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