CHARITY JOBS IN AFRICA

Organization: UN Children's Fund
Country: Rwanda
Closing date: 26 Feb 2015

Background

For the period 2013-2018, the Education Sector Strategic Plan (ESSP) identifies the goal of improving the quality of education as one of the three strategic area to be prioritised, to contribute to the goals of the national Economic Development and Poverty Reduction Strategy (EDPRS II). The ESSP recognises that the quality of education is largely dependent on the appropriateness and relevance of the curriculum and its associated assessment practices, the extent to which this curriculum is resourced, and the calibre, skill and numbers of teachers and school managers who deliver it. Following the adoption of the ESSP the education sector began a comprehensive curriculum reform process which is currently underway under the leadership of REB. As part of this wider curriculum review, UNICEF worked with the Rwanda Education Board during 2014 to develop a new pre-primary school curriculum, to be introduced in all schools from January 2016. The challenge for 2015 onwards is to prepare all schools and teachers for the implementation, which will involve communicating the child-centred and play-based approach of the new curriculum to relevant stakeholders, disseminating the curriculum to all schools and providing teachers with the teaching and learning materials, knowledge and skills to deliver the new curriculum.

To kick-start the promotion of play-based learning in pre-primary, the Ministry of Education requested UNICEF to provide play materials to 1260 pre-schools in Rwanda. One teacher from each of these schools participated in a workshop on play-based learning and additional workshops trained local government officials to supervise and support these teachers in their pre-schools on the longer term. This system of supportive supervision is being piloted from January 2015 and aims to strengthen the quality of play-based learning in 1260 classrooms. However, follow-up is needed to ensure sustainable and effective impact and there is a need to document the project to feed into future programming.

Moreover, to supplement and further promote the play-based learning agenda, a package of local teaching and learning materials needs to be developed. Appropriate guidance for pre-school teachers will be included in a teacher’s guide, which will be developed and implemented in 2015. To increase the quality of pre-school education, teachers will have to be trained on play-based learning through pre- and in-service teacher development courses.

This will contribute to achieving the national pre-primary goals, which are an emerging priority in the education sector as outlined in the ESSP and the national ECD policy.

UNICEF is seeking technical support from a consultant with suitable technical expertise and experience to promote and strengthen the implementation of play-based learning by supporting the development of local teaching and learning materials and to strengthen pre-and in service training of pre-primary teachers on play-based learning, to support the preparation of the new pre-primary school curriculum.

PURPOSE OF THE JOB

The overall objective of the consultancy is to support, through partnering with the Government and relevant stakeholders, the implementation of play-based learning in pre-primary education as outlined in the new curriculum that will be launched in 2016.

KEY AREAS OF RESPONSIBILITY

To support the preparation of the implementation of the new pre-primary school curriculum, there are 5 specific tasks to be undertaken by the consultant:

1. Promote and increase capacity for play-based learning at local level

To plan and coordinate a national capacity building exercise of pre-primary caregivers on play-based learning to implement the new curriculum, including in emergency contexts, while building on the lessons learned from the 2014 capacity building exercise of 1260 caregivers and 416 Sector Education Officers. A focus on strengthening planning and reporting skills of development partners will be integrated in the project.

2. Strengthen national structures to monitor and support pre-school practices

In collaboration with REB, a system will be developed to regularly monitor pre-schools around the country in order to gather information and actively promote best practices. Sector Education Officers will be trained on M&E and online reporting and the capacity of REB will be strengthened to take ownership and analyse results, to be used for future advocacy and programming. The system will sustainably enhance the quality of pre-primary education around the country.

3. Support the development, procurement and use of pre-primary reading materials

Support REB in the development, procurement and use of pre-primary reading materials to implement the new curriculum, including in emergency settings, while developing appropriate specifications and evaluation criteria.

1. Promote and enhance the production and use of local LTMs

The capacity to locally produce low-cost visual aids and supplementary materials, complementary to procured reading materials, needs to be developed and strengthened in collaboration with a range of development partners. By consulting and engaging with the communities around the pre-schools, caregivers and parents will be trained to develop appropriate local play materials and visual aids. Also, the local industry that manufactures supplementary pre-school equipment and materials will be strengthened.

5. Documenting and reporting

The planning, coordination and results of the capacity building exercise and the development of the wide array of pre-primary learning and teaching materials will be documented for purposes of evidence-based programming and advocacy, while relevant expertise and recommendations can be shared with development partners and colleagues in and outside of the country.

EXPECTED DELIVERABLES

• Report on capacity building of pre-primary teachers and the development of pre-primary learning and teaching materials, to prepare the implementation of the new pre-school curriculum. (March-April 2015)
• Distribution of 950 additional ECD kits planned for and overseen along with implementation of plan for training of users (May-December 2015)
• A well-functioning and government-owned monitoring and support system of pre-school practices, with a focus on implementing the new curriculum, in place. (By October 2015)
• A package of pre-primary reading materials compiled, distributed and its users trained (March – September 2015)
• The capacity of pre-schools, communities and the local industry to develop local pre-primary learning and teaching materials, enhanced. (By December 2015)
• Contribution to the development of a pre-primary Teacher’s Guide to be used in teacher training (By December 2015)
• Contribution to capacity building initiatives for REB, Sector Education officers and development partners in the area of early childhood education. (April – December 2015)

MINIMUM QUALIFICATIONS AND EXPERIENCE

· Master’s university degree in education and/or international development;

· A minimum of 3 years relevant working experience in international development or education;

· Experience with the UN system, and UNICEF in particular, is desirable;

· Experience in developing learning and teaching materials, community engagement and in planning and coordinating capacity building programmes with government partners, teachers and development partners would be a strong asset;

· Experience in monitoring capacity building initiatives and evaluation the impact of those trainings on education outcomes;

· Strong planning, reporting and documenting skills;

· Fluency in English and good knowledge of French is required. Knowledge of the local language, Kinyarwanda, is an asset.

COMPETENCY PROFILE

Core Values: Commitment; Diversity and Inclusion; Integrity

Core Competencies: Communication [II]; Working with People [I]; Drive for Results [I]

Functional Competencies: Formulating Strategies and Concepts [I]; Analyzing [II]; Applying Technical Expertise [II]; Learning and Researching [II]; Planning and Organizing [II];

Specific Technical Knowledge: Essential professional knowledge of Basic Education programmes; Essential Technical Knowledge of theories, principles and methods in areas of: Education; Primary Education, teacher education; school-based quality improvement.

PAYMENT SCHEDULE

Payment will be on Monthly basis tied to a monthly progress report and updated activity plan.

MANAGEMENT ARRANGEMENTS

The consultant will report to the Chief of Education but will work very closely with other staff within the concerned sections as well with the national ECE Technical Working Group.

He/She will be based in Kigali but will be requested to travel frequently to schools across the country.

He/She shall not make use of any unpublished or confidential information, made known to him in the course of performing his duties under the terms of this agreement, without written authorization. He/She shall respect the habits and customs of the local population and abstain from interfering in the country's political affairs.

How to apply:

Qualified individuals are requested to submit their cover letter, CV and P11 form (which can be downloaded from: http://www.unicef.org/about/employ/files/P11.doc), to Human Resources at: rwajobs@unicef.orgby February 26^th 2015, with subject: “Consultancy to support the Implementation of a Play based Curriculum in Pre-pri mary Education.”

You may also submit to: Human Resources Specialist, UNICEF Rwanda, P.O. Box 381, Kigali, Rwanda.

UNICEF IS A NON-SMOKING WORKING ENVIRONMENT.UNICEF IS COMMITTED TO GENDER BALANCE AND DIVERSITY WITHOUT DISTINCTION AS TO RACE, SEX OR RELIGION, AND WITHOUT DISCRIMINATION OF PERSONS WITH DISABILITIES.

Organization: Concern Worldwide
Country: Sierra Leone
Closing date: 27 Oct 2014

The main objective of this consultancy is to provide support in technically reviewing curriculum materials for the Emergency Education Radio Programme.

Specific Objectives

a) Technically review Scope and Sequence documentation for initial 3 month Early Grades Literacy and Numeracy radio programme.

b) Technically review and support the development of content for radio based Literacy and Numeracy sessions for Early Grades.

Specific tasks

a) Review Scope and Sequence documentation for initial 3 month period (12 weeks)

b) Provide technical support to the review of overall Emergency Education Response.

c) Provide technical support for the content development of an initial 24Literacy and Numeracy lessons within a one hour scripted programme for Early Grades.

d) Each month, review the entire content used over the previous month, and identify gaps, strengths and changes/areas for improvement required. within a one hour long programme/script.

1. Expected Outputs (Deliverables linked to tasks above)

a) Input provided into the development and review of Scope and Sequence documentation.

b) Feedback provided on appropriate content to guide scripting of radio sessions.

For both outputs a) and b);

o Review documents within 48 hours of receipt and provide feedback and suggested changes including rationale.

o At the end of each month of lessons, review progress and provide a 3 page report on lessons learned including guidance notes for the upcoming month. These will need to be referred to and incorporated in the next month of lessons, and be reported against in the next period

o Provide an overall review of the 3 month period completed, and make recommendations for the next quarter of lessons

c) Emergency Education Response Strategy reviewed and feedback documented and discussed with Education team

o Summarise recommendations in a report (ca 5 pages)

2. Duration

The overall consultancy work is expected to span for an initial three month period. Please see work plan below.

3. Experience and Qualifications required

· Qualified and experienced primary school teacher

· Strong technical understanding of Early Grades Literacy and Mathematics

· Experience working in education in development/emergency contexts (minimum 2 years)

· Third level qualification in Education or a related field

· Experienced teacher trainer and experience in curriculum development at primary levels

· Very strong technical knowledge and understanding of child centred teaching and learning practices

· Excellent English skills

· Ability to be creative and innovative

4. Lines of Communication

The Consultant will report to the National Education Coordinator- Sierra Leone and may work remotely provided they have access to reliable internet connection.

How to apply:

Please apply to Nina Gehm via email with a covering letter and CV –

Nina.Gehm@concern.net

Organization: Women for Women International
Country: Nigeria
Closing date: 05 Sep 2014

Organizational OverviewIn countries affected by conflict and war, Women for Women International supports the most marginalized women to earn and save money, improve health and well-being, influence decisions in their home and community, and connect to networks for support. By utilizing skills, knowledge, and resources, she is able to create sustainable change for herself, her family, and community.

Since 1993, Women for Women International has served more than 407,000 women in 8 conflict-affected countries, including Afghanistan, Bosnia and Herzegovina, the Democratic Republic of the Congo, Iraq, Kosovo, Nigeria, Rwanda and South Sudan.

Project Background

Women for Women International-Nigeria (WfWI-N) is implementing an eighteen month project funded by the MAC AIDS Fund titled, “HIV/AIDS Curriculum Improvement and Program Enhancement Project.” The overall goal of the project is to increase HIV/AIDS education, testing, and uptake of services among women, through the following key objectives:

• Improve WfWI’s understanding of existing local services and barriers women face in accessing HIV/AIDS services;

• Improve WfWI’s health referral system, particularly for HIV/AIDS treatment and prevention services, in the communities where we work, to better support women’s health needs;

• Update, expand and enhance our existing HIV/AIDS curriculum and training materials based on information gained from the mapping exercise;

• Evaluate the effectiveness of WfWI’s revised curriculum;

• Monitor the progress and challenges of 100 new participants in the WfWI-N 12 month program who will pilot the new Health curriculum.

Objectives of the Work: Curriculum Revision Design and Implementation

To accomplish the key objectives of the “HIV/AIDS Curriculum Improvement and Program Enhancement Project,” WfWI seeks a qualified Consultant to support WfWI to design and implement an assessment of the effectiveness of the new HIV/AIDS curriculum that is being developed under the project and referrals to existing HIV/AIDS services that WfWI-N provides to participants.

The assessment will also enable WfWI to understand the relevance and effectiveness of the revised HIV/AIDS Health curriculum which aims to improve participant’s understanding of HIV/AIDS prevention and treatment, as well as knowledge of available, local resources. It should build off of the data that WfWI-N routinely collects related to health and wellness indicators.

The assessment should provide WfWI with lessons about the health training curriculum, methodology, and delivery to inform additional expansion of these activities to other communities to improve the lives of socially excluded women at risk for contracting HIV/AIDS in Nigeria and other WfWI countries. In cases where the curriculum and delivery fell short of objectives, the assessment should recommend solutions or alternative approaches for future work.

Finally, the assessment will also serve as an excellent opportunity to build the capacity of WfWI-N staff who observe and understand the assessment process.

Assessment Period

September – November 2014 (design)

November 2015 - January 2016 (implementation)

Location

International, with travel to Nigeria

Scope of Work

Briefing and Desk Review:

At the start of the assessment period, WfWI-N and WfWI-HQ staff will brief the researcher on the specifics of the project, evaluation objectives and scope of work. The evaluator is expected to review all relevant documents to gain understanding of the program and project activities.

Assessment Design and Methodology:

The consultant will finalize an assessment design and methodology that incorporates feedback from WfWI-N and WfWI-HQ. It will also specify an appropriate methodology taking into consideration the project timeline, pilot nature of the project, and resources.

Desk Report:

The consultant will submit a desk report that captures the assessment design and methodology, initial findings from a desk review of documents and M&E data and provides an outline of the final report. The report should also specify the schedule and contents of progress reports to WfWI-N and WfWI-HQ.

Field Work:

The evaluator will work closely with WfWI-N to collect data in the field, which will involve travel to Jos, Nigeria.

Final Evaluation Report:

The consultant should produce a final evaluation report that captures results of the assessment. It should incorporate feedback from WfWI-N and WfWI-HQ, and where there is disagreement in interpretation and recommendations, to include those in the report. The final evaluation report will provide detailed insight into the effectiveness of the new curriculum and of the referrals to existing HIV/AIDS services of WfWI-N towards reaching the overall goal of improving HIV/AIDs prevention and treatment in the region.

Timeline and Deliverables

DeliverableTimeline • Desk report (including assessment design and methodology final report outline) September 2014 • Communication with WfWI-N and WfWI (HQ) on existing curriculum and referral methods etc. September –November 2014 • Field Work/Data collection in Nigeria following the 100 women in the pilot group after completion of Health module November 2015 • Draft evaluation report November 2015 • Review and feedback of evaluation report by WfWI December 2015 • Final evaluation report, to include

• Executive summary

• Background

• Assessment design and methodology

• Data analysis and results

• Conclusions

• Lessons learned

• Recommendations January 2016

General Terms and Considerations

The Consultant should anticipate being involved in discussions with WfWI-Nigeria and WfWI-HQ and provide recommendations on the project’s direction.

WfWI will commit to provide the necessary documentation and support needed for the Contractor to successfully conduct the work.

Qualifications

• Working experience in training in HIV/AIDS education, testing, and uptake of services among women;

• Working experience in West Africa within the public health sector;

• Experienced trainer of trainer;

• Excellent knowledge and experience of appreciative, participatory approaches;

• Have working experience with the poorest of the poor women with low literacy rates;

• Strong communication skills ability to listen to teams and integrate reflection;

• Fluent in English - knowledge of local language would be an advantage.

How to apply:

All interested candidates should submit the following application materials: a proposed work plan, profile or CV, calendar and budget on how they will complete the above mentioned tasks to http://www.womenforwomen.org/about-us/careers latest by September 5, 2014. It should not exceed 2 pages.