Afghanistan: Teacher Education & Development Consultant (Adult Literacy)

1.Introduction:

Afghanistan has one of the lowest literacy rates in the world, currently estimated at about 30% of the adult population (over 15 years of age). Female literacy levels are on average 17%, with high variation: the highest female literacy rates of 35% are found in the capital Kabul, while rates as low as 2% are found in the southern provinces of Zabuland Helmand. Male literacy rates average about 45%, again with high variation. The highest male rates are in Panjsher at 78% and the lowest in Helmand and Uruzgan (10% and 15% respectively). Progress in schooling over the past decade and in literacy acquisition by young adults has resulted in higher literacy rates in the age range of 15-24 years. Rates for young women average 24%, about twice as high as the national average for all female adults.

2.Project:

The Enhancement of Literacy in Afghanistan (ELA) programme began as a multi-dimensional project with two distinct kinds of activity: first, the provision of Basic General Literacy (BGL) and Skill Based Literacy (SBL); and second, building capacity within the Deputy Ministry of Education for Literacy (DMoEL) of the Government of Islamic Republic of Afghanistan to plan, manage, and implement literacy programmes in the country. ELA1 and 2 launched in 2008 (implementation started 2009) were designed as a six-year project aiming to deliver literacy classes to 600,000 youth and adults by April 2013, of whom 60% were to be female. The first and second phase of ELA aimed to institutionalize processes and place structures for the gradual extension of the programme across the country. The third phase of ELA embarked aiming to cover all the 34 provinces delivering literacy classes to over 630,000 youths and adults for 3 years (2014 -2016). ELA programme has been strengthened the ownership and sustainability of the programme within Government of Afghanistan and achieving gradual transition of the ELA programme from UNESCO to the Ministry of Education in line with a wider transition process in Afghanistan.

3.Core Activities:

Under the overall authority of the Director of UNESCO Kabul , with technical oversight of the Chief of Education Unit and under the direct supervision of the ELA Programme Manager, working in close coordination with the Ministry of Education’s Literacy Department, Curriculum Directorate and Teacher training department and UNESCO education staff and consultants, the consultant will provide technical assistance to the ELA Programme with more focus on institutional capacity building for literacy curriculum reform and literacy facilitators pedagogy.

4.Main duties and responsibilities:

In particular, the incumbent shall undertake the following tasks:

· In close coordination with MoE and UNESCO curriculum and Teacher training teams, provide technical leadership for the review of the current curricula and pedagogical practices in literacy facilitators/teachers training.

· Based on the review findings and in reference to the newly developed youth and adult literacy curriculum and BGL and SBL instructional materials, strengthen the understanding and implementation of best practices in training adult educators.

· In collaboration with MoE and UNESCO teams, develop and pilot new and revised literacy teachers’ education courses and training modules for teacher educators and Ministry of Education staff.

· In close coordination with MoE, UNESCO staff and consultants ensure that the Literacy facilitators’ course and training modules are aligned with the new Competency Based youth and adult literacy curriculum, teaching and assessment.

· Provide technical leadership in conceptualizing, design and development of a cascade framework/plan for literacy facilitators training that will guide the roll out of the developed courses across all the 34 target provinces.

· Work closely with the DMoEL and UNESCO ELA Programme team to contribute to the planning and facilitation of national validation workshops of the literacy teacher training modules and course.

· In close collaboration with MoE and UNESCO ELA team, contribute to planning and facilitating literacy facilitators Masters Trainers and DMoEL staff orientation workshop.

· Work closely with UNESCO team and LD teacher training and curriculum to plan and facilitate the first level/layer of the literacy facilitators cascade training.

Expected deliverables:

· An inception report of the assignment including an indicative detailed work plan for the assignment.

· Assessment report of the review of the current pedagogical practices and curricula of the literacy facilitators’ training.

· Literacy facilitators’ education course and training modules/teacher guide for Basic General Literacy (BGL) and Skill Based Literacy (SBL).

· Outcomes reports for the national validation workshop and LD/ELA staff orientation workshop.

· Detailed cascade plan for Literacy facilitators’ training to guide the roll out of literacy facilitators training in all the 34 target location.

· Training report on the first level literacy facilitators cascade training

· Final Assignment report

4.Organizational environment and partnerships:

(a) Level of independence and to bring initiatives in the team:

The incumbent will be supervised by ELA Quality Coordinator. This post does not involve supervisory role.

(b) Contracts:

The incumbent will maintain a daily contact with government counterparts at the Literacy and curriculum development Departments of Ministry of Education together with her/his colleagues at ELA team and as well as with education operation team and administration team at the main office.

(c) Timeframe:

The incumbent will be issued a 4 month contract with the possibility of extension

5.Profile of the Project Assistant:

Educational Background

· Advanced degree in Education or any related social science

· Experience in collaboration with a range of stakeholders including Government Ministries/agencies, civil society organizations and development partners.

Work experience:

· Minimum of 10 years’ experience related to education and teacher education development, particularly in the areas of adult education, institutional strengthening, teacher education and curriculum development, initial teacher training, and andragogy and other adult teaching methodology.

Language:

Good facilitation skills and excellent writing skills in English

6.Competency frame work

Core Values

· Commitment to organization

· Integrity

· Respect for Diversity

· Professionalism

Core competencies

· Accountability

· Communication

· Team work

· Innovation

· Result focus

· Planning and organizing

· Knowledge sharing and continuous improvement

Managerial Competencies

· Driving and Managing change

· Strategic thinking

· Making Partnerships

· Leading and empowering others

· Managing performance

Interested candidates are asked to send below required document by 25 October, 2016 to the contact:** ki.consultant@unesco.org

1. Up-to-date UNESCO curriculum vitae (https://en.unesco.org/careers/media/3705)
2. CV in free format
3. Cover letter explaining qualifications and motivations for the position

For further information, please write to ki.consultant@unesco.org

The successful candidate is expected to start workASAP.Only short-listed candidates will be contacted.

Thank you for your interest in this UNESCO call.

We look forward to receiving your applications in due time.