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Non-Staff Consultant (CapED-Lao PDR)

OVERVIEW

Parent Sector : Education Sector (ED)

Duty Station: Bangkok

Job Family: Education

Type of contract : Non Staff

Duration of contract : From 1 to 6 months

Recruitment open to : External candidates

Application Deadline (Midnight Paris Time) : 03-APR-2020


UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

OVERVIEW OF THE FUNCTIONS OF THE POST

Background and Rationale:

 

In Southeast Asia, many countries have made important quantitative and qualitative progress in the field of teacher education and many countries have developed national teacher education policies as well as standards or competency frameworks. However, in Lao PDR, there is an absence of a comprehensive teacher policy that covers all dimensions of teacher education and development, such as pre-service and in-service teacher education and training, recruitment, placement, deployment, personnel management, incentives, and working conditions of teachers, etc. The country has developed various teacher-related policy documents to address different issues related to the teaching profession, but they are currently scattered.

Long Description

A major obstacle to achieving a high quality standard of education in Lao PDR is the quality of its teaching force. Teachers have limited capacity in, and support for, effectively responding to the diverse needs of learners and supporting the students to their fullest potential. The country has an inequitable distribution of teachers with oversupply in urban and semi-urban areas while reporting a serious undersupply in remote and rural areas. An analysis of the Education Management and Information System (EMIS) data from school year 2013/14 reveals that there is a need to improve the efficiency of teacher deployment within all provinces especially in rural and remote primary schools, in line with the Ministerial Decree 177/Gov. on pupil-teacher ratios. The Lao Ministry of Education and Sports is committed to ensuring that “teachers and educators are empowered, adequately recruited, well-trained, professionally qualified, motivated, and supported within well-resourced, efficient and effectively governed systems” (SDG target 4.c). The country will embark on the development of the first-ever comprehensive national teacher policy as an integrated component of the Education and Sports Sector Development Plan (ESSDP), with support from UNESCO Bangkok and other development partners working in the areas of education and teacher education. The Department of Teacher Education (DTE) will be a key actor in organizing the participatory process for teacher policy development, with collaboration from the relevant bodies.

In January 2017, UNESCO Bangkok Office launched a programme titled “Capacity Development for Education 2030 (CapED) in Lao PDR: Capacity Development Support for Teacher Education in Lao PDR”, with a thematic focus on teachers. The programme is aimed at strengthening individual and institutional capacities to enhance the quality of pre-service and in-service teacher training, with a view to improving the quality of the teaching force of basic education, from early childhood to secondary education in Lao PDR. To achieve the programme’s goal, several interventions were designed to enhance the national capacities in specific areas, including institutional capacity development through developing a national comprehensive teacher policy.

Long Description

In this connection, UNESCO Bangkok supports the Ministry of Education and Sports in the development of a comprehensive national teacher policy. In November 2018, UNESCO Bangkok in collaboration with SEAMEO Secretariat, organized the first consultation meeting to take stock of teacher-related issues that need to be considered in the elaboration of a national comprehensive teacher policy. To launch this initiative, it was agreed that the Ministry of Education and Sports will establish a working mechanism, potentially comprising an advisory committee and a working committee on teacher policy development. The expected roles of the advisory committee are to provide advice and guidance, and oversee the teacher policy development process, whereas the expected roles of the working committee are to manage and implement the process of developing a comprehensive teacher policy. The development process will be guided by the Teacher Policy Development Guide, developed by UNESCO and the International Task Force on Teachers.

 

As the next step, UNESCO Bangkok is looking for a qualified individual to conduct a mapping and situation analysis of relevant legislative frameworks, policies and strategies concerning the teaching force in Lao PDR with a view to developing a comprehensive national teacher policy.

Objectives of the mapping and situation analysis:

To systematically examine the teacher sector situation, collect information on teacher-related policies, identify strengths and good practices as well as gaps in the current legal enabling environment, make recommendations about which issues require immediate attention, and determine ways of addressing them

 

Assignment and Work Objectives:

  • To conduct a mapping and situation analysis of relevant legislative frameworks, policies and strategies concerning the teaching force in Lao PDR to guide the development of a comprehensive national teacher policy   

 

The individual consultant will perform the tasks under the overall authority of the Director of UNESCO Asia and Pacific Regional Bureau for Education and the direct supervisions of the Chief of Section for Inclusive Quality Education (IQE), specifically; the individual consultant shall perform the following assignments:

1.  Undertake a desk review to map the relevant legislative frameworks, policies and strategies concerning the teaching force in Lao PDR, and analyse how these frameworks, policies, and strategies are being implemented, monitored and whether they are interrelated, in order to provide the current teacher sector situation and issues for a comprehensive teacher policy to address. The ‘teaching force’ in this work refers to teachers (contract teachers and voluntary teachers) in the formal education settings at all levels, teacher educators in Teacher Education Institutions, pedagogical advisors, and school principals and administrators. The scope of the mapping and situation analysis should include but not limited to the following dimensions;

(i) teacher recruitment and retention,

(ii) teacher initial education and training (pre-service and in-service),

(iii) teacher deployment,

(iv) teacher career structures/paths,

(v) teacher employment and working conditions,

(vi) teacher reward and remuneration,

(vii) teacher professional standards,

(viii) teacher accountability, and

(ix) school governance.

The country report on SABER-Teachers in Lao PDR, developed during 2015-2016 with support of the International Task Force on Teachers in collaboration with the World Bank, should be used as a reference (to be provided by UNESCO Bangkok);

2. Prepare a draft mapping and situation analysis report (20-25 pages in single-space with Times New Roman font size 11, excluding annexes and references, in English language) that presents the strengths and good practices, gaps, challenges and areas for improvement regarding the teaching profession that will inform and contribute to the development of a comprehensive teacher policy for Lao PDR;

 

3.  Based on the draft mapping and situation analysis report, prepare a PowerPoint presentation to highlight the key findings, in both English and Lao;

 

4.  Present the key findings from the mapping and situation analysis at the national consultation meeting with the government and development partners concerned, and respond to questions and feedback. The national consultation meeting is tentatively planned for the second half of May 2020 in Vientiane, Lao PDR;

5.  Revise and finalize the mapping and situation analysis report on teacher-related legislative frameworks, policies and strategies pertaining to the teaching force by incorporating feedback from the consultation meeting to the extent possible.

In line with UNESCO’s overall gender mainstreaming strategy, the individual consultant is expected to integrate a gender perspective in all activities and apply gender mainstreaming concepts whenever feasible.

 

Deliverables and Timeframe:

All deliverables shall be submitted to UNESCO Bangkok in English. Feedback from UNESCO Bangkok as well as the advisory and working committees on the development of a comprehensive national teacher policy will be provided to the consultant within two weeks from the submission date of each deliverable. Overall supervision and technical guidance will be provided by UNESCO Bangkok staff, through regular communication by distance (via email, Skype, phone). To the extent possible, the consultant shall reflect comments and suggested modifications.   

Long Description

The assignment should be carried out during the period from 16 April to 30 June 2020. The consultant is expected to submit the following deliverables to UNESCO Bangkok.

  1. A draft mapping and situation analysis report on teacher-related legislative frameworks, policies and strategies (in English) as well as a PowerPoint presentation to highlight the key findings (in English and Lao) by 15 May 2020;
  2. Final mapping and situation analysis report on teacher-related legislative frameworks, policies and strategies (in English) by 30 June 2020.

 

COMPETENCIES (Core / Managerial)
Accountability (C)
Communication (C)
Innovation (C)
Knowledge sharing and continuous improvement (C)
Planning and organizing (C)
Results focus (C)
Teamwork (C)
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For detailed information, please consult the UNESCO Competency Framework.
REQUIRED QUALIFICATIONS
  • Possess at least 10 years of professional experience in education and research;
  • Proven track record in conducting situation analyses and/or mapping studies and producing high-quality written analytical reports;  
  • Strong analytical and research skills;
  • Excellent command in Lao, and very good command in spoken and written English;
  • Advanced university degree in education, social sciences, monitoring and evaluation, or related fields;
  • Strong understanding of the education system, in particular teacher education, in Lao PDR; and
  • Experience working in the education-related fields in Lao PDR is required.
HOW TO APPLY

Interested individuals are invited to submit to UNESCO Bangkok office the specific requirements as below:

  • An up-to-date CV stating details of educational qualifications, work experience, including prior experience of similar work;
  • A list of past similar work or report/publication written with hyperlinks to access such paper if they are available online or samples of such papers if they are only available offline.
  • A proposal (not more than 2 pages) discussing the approach/methodology that will be adopted in carrying out the tasks in the TOR with a proposed outline of the mapping and situation analysis report. 
TRAVEL CLAUSE

The individual consultant may be required to travel on mission directly related to programme/projects and implementation during the assignment. The individual consultant should travel economy class and receive DSA at the standard rate (and which should be reduced, as necessary, when the number of days of DSA exceeds the limits stipulated in the table of rates published by ICSC). However, lower rates may be paid where negotiated by the staff member responsible for the contract. DSA is only payable to individuals carrying out assignments away from their usual place of residence or work.  Individual consultant is expected to make her/his own travel arrangements and should be provided with a lump sum to cover travel-related expenses in accordance with UNESCO rules and regulations. Travel-related expenses (e.g. the cost of tickets, terminal fares and DSA) must be fixed and agreed between the parties.

ASSESSMENT

Evaluation of qualified applicants may include an assessment exercise and a competency-based interview.

 

UNESCO places great emphasis on ensuring that the objectives of the work assignment, as described in the Terms of Reference, are met. Accordingly, in evaluating the proposals for the assignment, attention will focus first and foremost on the technical elements. From those proposals deemed suitable in terms of the criteria in the Terms of Reference, UNESCO shall select the proposal that offers the Organization best value for money.

Only shortlisted candidates will be contacted.

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UNESCO is committed to promoting geographical distribution (last update) and gender equality within its Secretariat. Therefore, women candidates are strongly encouraged to apply, as well as nationals from non- and under-represented Member States. Persons with disabilities are also encouraged to apply. Worldwide mobility is required for staff members appointed to international posts.

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