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Ref.
2024/RUISASRFDTOTT/12334

Job offer type
Experts

Type of contract
Service contract

Estimated budget
The Facility applies its own daily rate

Activity sectors
Education, Higher Education and Research

Deadline date
2025/01/24 17:35

Duration of the assignment
Short term

Contract
Freelancer

Duration
35 days

Mission description

SCOPE OF ASSIGNMENT

MAIN OBJECTIVES

The overall programme of the Uganda Country Action Plan (CAP) is mainly focused on supporting the Minitry of Education (MoE) in the actual implementation of the Teacher Policy (TP), at policy, institutional, and operational level through the implementation of the new TP orientations regarding pre-service training / distance learning tools and contents. 

 The general objective of this assignment is to enhance the Capacity building for blended delivery and competency-based pre-service training for teachers.

 The specific objectives of the assignment are to perform an initial study to:

  • take stock of lessons learned in previous experiences to develop and deliver digital teacher training contents considering gender parity
  • map existing Teachers Training (TT) programmes and contents,
  • define technical options to digitalize the TT curriculum (pedagogical & ICT infrastructure),
  • develop a long-term vision and a roadmap for digitalizing pre-service teacher education (from preschool to secondary education)

 METHODOLOGY & GENERAL APPROACH

 The indicative methodology is as follows but not limited to - the consultant is expected to propose a more in-depth methodology in its application.

In implementing this consultancy, the selected consultant will be able to carry out:

  •  Preliminary Research and Preparation
    • Conduct a thorough review of existing literature, reports, and case studies on digital teacher training content development and delivery
    • a rapid desk review of the main policy documents of the Ugandan education system (sector strategy, teacher policy, etc.).
    • Compile and analyze data on previous experiences in similar contexts to identify key lessons learned
    • Prepare a detailed plan for field visits and stakeholder engagements
  •  a scoping meeting will be held with the country partner, Ugandan MoES and the Facility, which will be the subject of a short note outlining the work to be carried out, including the methodology and an updated timetable considering workshops and the distribution between remote work and in-country missions
  •  Field Visits and Stakeholder Engagement
    • Conduct site visits to various teacher training institutions to map existing Teacher Training (TT) programmes and contents.
    • Engage with stakeholders including Ministry of Education officials, teachers, trainers, and other relevant parties through interviews, focus groups, and surveys to gather insights and feedback.
    • Document current pedagogical and ICT infrastructure in place for teacher training.
  • Data Analysis and Technical Options Development
    • Analyze the data collected from literature review and field visits to identify gaps and opportunities in the existing TT curriculum.
    • Develop and propose technical options for digitalizing the TT curriculum, focusing on both pedagogical approaches and ICT infrastructure requirements.
    • Draft an initial outline of the long-term vision and roadmap for digitalizing pre-service teacher education.
  •  Workshops and Validation
    • Organize and conduct workshops with key stakeholders from the Ministry of Education to present initial findings, technical options, and the proposed roadmap.
    • Facilitate discussions and gather feedback to refine the proposed solutions and ensure alignment with national education goals and policies
  •  Reporting and Final Recommendations
    • Compile a comprehensive report detailing the methodology, findings, technical options, and recommendations for the Ministry of Education
    • Present the final report to the Ministry of Education and other relevant stakeholders
    • Provide guidance on the next steps and potential implementation strategies.

 A participatory approach will be necessary to ensure that (1) the products developed address to the real needs of the partner - relevance (2) the perspectives of all stakeholders are taken into account - consistency (3) the administrations concerned take ownership of the project, which will enhance the sustainability and effectiveness of the technical assistance.

 STAKEHOLDERS

During the assignment a close collaboration is expected with the Ministry of Education and Sport and especially the Department of Teacher Education and Training Development which submitted the request. Given the nature of the order which concerns the digitalization of the pre-service teacher training, it will be essential to work closely with the Communication and Information Management Unite. In the purpose of a participatory approach, various actors should be met and involved at different stages of the study. Below is a non-exhaustive list of the relevant stakeholders:

Stakeholders to be involved in information gathering:

  • Basic Education Department (BED)
  • Direction of Human Resources in the MoES
  • Communication and Information Management Unit (CIM)
  • TVET Trainers Training Research and Innovation (TTTRI)
  • Preschool Department
  • Teacher Training Centers/University
  • National Teacher Council
  • Any institution from another country in the sub-region that has institutionalized the integration of an internship programme in initial teacher training.

Stakeholders to be involved in the elaboration of deliverables:

  • Uganda National Institute for Teacher Education (UNITE)
  • Communication and Information Management Unit (CIM)

 Stakeholders who will benefit (directly or indirectly) from Technical Assistance:

  • Ministry of Education and Sports (MoES) and Ministry of Finance

 The consultant will also have to meet, at a minimum the GLPE coordination agency and Enable to ensure synergy of action

 MAIN DELIVERABLES

 The specific deliverables under this consultancy are the following:

 Deliverable #1: inception report - a detailed methodology note including an outline of the work to be carried out (no longer than 4 pages)

Deliverable #2: Feasibility study report that includes at least the following components:

  • An inventory of lessons learned in previous experiences to develop and deliver digital teacher training contents, including an analysis of gender issues
  • A map existing Teachers Training (TT) programmes and contents,
  • technical options to digitalize the TT curriculum (pedagogical & ICT infrastructure),

Deliverable #3: roadmap for digitalizing pre-service training in Uganda

Deliverable #4: final report

Each deliverable will be validated by the MoES and the Facility. The PowerPoint presentation and slides developed to facilitate workshops must be sent with deliverables.

 

TERMS OF IMPLEMENTATION 

ESTIMATED NUMBER OF DAYS & GENERAL TIMELINE

The service may include time spent working remotely on the design and formalization of certain deliverables as well as in-country mission days (up to 20 days).

The proposed calendar for the assignment is as follows:

 

Deliverable

Estimated # of days

Planned Completion date

#1: Inception report

4

30 January 2025

#2: Feasibility study report

22

3 March 2025

#3: roadmap for digitalizing pre-service training in Uganda

7

12 March 2025

#4 : Final report

2

14 March 2025

Consultancy should not exceed 35 working days.

ROLES AND RESPONSABILITIES

The Ministry of Education and Sport – under the leadership of the Teacher Education Training and Development department.

The Ministry will be responsible for:

  • Providing the documentation
  • Facilitating the meeting with the relevant stakeholders
  • Organizing the workshop and providing workspace
  • Comment on and approve deliverables

The Facility of the RTIA

The Facility will be responsible for:

  • Contracting and facilitating the onboarding of the consultant by providing all documents and resources available
  • Monitoring the Consultant's work from start to finish
  • Act as the main resource person for the Consultant
  • Ensure quality control of deliverables in collaboration with the Ministry's focal point for this consultation
  • Share deliverables with key stakeholders and contribute to internal and external Knowledge Management
  • Collect feedback and comments from stakeholders Acknowledge the validation of the deliverables by all parts
  • Evaluate the overall performance of the Consultant for this mandate.

 The Consultant

The Consultant shall have full responsibility for:

  • Review and comment on these Terms of Reference (ToR)
  • Ensure that all deliverables comply with the guidelines formulated at the mission scoping meeting, in accordance with the agreed timetable
  • Notify the Regional Teachers' Facility immediately of any difficulties in implementing the assignment
  • Ensure that the stakeholders are consulted throughout the assignment
  • Behave with the highest levels of personal integrity and commitment to the required standards of conduct 

Project or context description

PRESENTATION OF THE FACILITY

The Regional Teachers Initiative for Africa (RTIA), a programme funded by the EU/EC via the Education section (G3) of DG INTPA aims to improve learning outcomes and the socio-emotional development of children in Africa, by having a more competent, motivated and inclusive teacher workforce in basic education.

The RTIA will especially seek to achieve the following outcomes over the next 6 years:

 1. Improve the governance, management, attractiveness, and gender balance of the teaching profession, with a strong focus on increased digitalisation and innovation.

 2. Enhance the quality, relevance, and effectiveness of initial and continuous teacher professional development, notably through digital education, peer-to-peer learning approaches and regional collaboration.

Within RTIA, the Facility will support teacher policy and improve teacher education and professional development systems by i) providing capacity building at country level through technical assistance, ii) promoting innovation and scaling of effective teaching solutions; iii) increasing the production and use of data and evidence, and iv) promoting the use of regional frameworks, evidence-based practices, and joint learning at regional level.

The Facility will reach the above-mentioned objectives through 3 types of instruments or “windows”: i) a first window to deliver technical assistance on teacher governance and teacher education and professional development based on the demand from eligible partner countries, ii) a second window on testing and scaling effective programs for teacher education and professional development in the thematic areas of digital skills, gender, green skills, and pedagogical skills, including in the context of refugees and displaced population, iii) a research window (third) to create new evidence and support the integration of evidence in the policy making process and in the design of teacher education and professional development programs.

In addition to these windows the Facility’s knowledge management and communication activities will further contribute to the sharing of knowledge, evidence, and best practices related to the overall Initiative outcomes.

The Facility is funded by the European Union and co-implemented by the Partnership formed by three-member state agencies: Expertise France for France, Enabel, VVOB and APEFE for Belgium, EDUFI for Finland. Expertise France has been designated the Coordinating Agency for this Partnership. With the Facility governance scheme serving as the Initiative's governance scheme, it is expected that the Partnership will work closely with UNESCO and AUC, in charge of the other 2 components of the EU Initiative.

The first phase of the Facility (as well as the Initiative) is scheduled from February 2024 to January 2027 (36 months) with a total budget of 46.000.000 EUR.

Call for expert falls within the scope of window 1 on delivering Technical Assistance (TA) to support countries on specific thematic areas related to teacher policy and governance, as well as teacher education and professional development.

UGANDA COUNTRY ACTION PLAN (CAP) CONTEXT – ARTICULATION WITH PREVIOUS WORKS 

Upon request of the Ugandan Ministry of Education (MoE), the Facility of the RTIA is looking for an international expert to support the professionalization of teachers.

Received in May 2024, the country request was the starting point of technical discussions that resulted in the definition of an agreed programme of technical assistance called Country Action Plan (CAP) to be delivered to Uganda by the Facility.

The CAP was co-developed between the Facility International Team and the national partner (MoES), in consultation with other national and international partners developed on the foundations of the national education sector plan (ESP) and teacher policy. The CAP covers 3 technical areas of expertise, including pre-service training, Distance learning tools & contents and policy framework. The related work package aims to enhance Capacity building for blended delivery and competency-based pre-service training for teachers from preschool to secondary education.

Required profile

EXPERT PROFILE

The International Consultant must have the following Academic qualifications, Work experiences and Technical Knowledge and Skills.

 Academic Qualification:

  • A Master's degree or higher in Educational Technology, Information and Communication Technology (ICT), or a related field
  • Professional certifications in digital education or teacher training (preferred)

General Work Experience:

  • At least 10 years of professional experience in the field of education, with a focus on teacher training and development in particular with ICT
  • Proven track record of conducting educational research and consultancy for government or international organizations
  • Specific Work Experience:
  • Experience in developing and delivering digital teacher training contents and programs.
  • Demonstrated expertise in mapping and assessing Teacher Training (TT) programmes and contents
  • Involvement in projects that required defining technical options for digitalizing educational curricula and distance learning modalities.
  • Experience in formulating long-term visions and roadmaps for educational initiatives, specifically in the area of digitalizing pre-service teacher education.

Language Proficiency:

  • Proficiency in English (both written and spoken)
  • Knowledge of French (advantageous but not required)

Interpersonal and Soft Skills:

  • Strong analytical and problem-solving skills
  • Excellent communication and presentation abilities
  • Ability to work collaboratively with stakeholders from various backgrounds, including government officials, educators, and technical experts
  • High adaptability and flexibility in dynamic environments

 Additional Assets:

  • Previous experience working in Uganda or similar contexts within the East African region
  • Familiarity with the education system and policies of Uganda
  • Demonstrated ability to conduct workshops and facilitate stakeholder engagements
  • Technological savviness, particularly in using digital tools and platforms for educational purposes
  • Knowledge of gender equality and relevant policy frameworks, including legislation on equal opportunities between men and women

Additional information

HOW TO APPLY & SELECTION PROCESS

To be considered your application must include the following:

  • The reference of our offer: 2024/RUISASRFDTOTT/12334
  • your CV (following Europass template) and 
  • a technical note explaining the assignment, detailing the methodology used and a description of the implementation (10 pages maximum). It must be written in English, and should be presented in A4 format, Times New Roman 12 font, 1.5 line spacing and sent in Word format.
  • If possible, please attach a sample of previous works (1 to 3 pieces) that you might have performed and that are similar to the above assignment. In each case, you should specify your role (main author, major contributions, minor contributions, etc.)
  • you must hold a valid passport throughout the length of your assignment
  • you must be willing to travel to Sub-Saharan African countries

Please note that the Facility applies its own daily rate in accordance with the current compensation grid. In this respect, fees will be calculated on the basis of the candidate’s status and experience.

Deadline for applications: 2025 January 24th, 11:59 PM Paris time (UTC+1).

The evaluation of the tenders received will be based in particular on the following criteria: (i) the candidate's diploma (ii), the candidate's experience in carrying out assignments that are relevant or similar to those specified in this call for applications, (iii) the candidate's understanding of the expectations of the assignment and the proposed intervention methodology.

 

“Within the Facility of the RTIA, we value all experts as unique individuals, and we welcome the variety of experiences they bring to the Facility. As such, we have a strict non-discrimination policy. We believe everyone should be treated equally regardless of race, sex, gender identification, sexual orientation, national origin, native language, religion, age, disability, marital status, citizenship, genetic information, pregnancy, or any other characteristic protected by law. If you feel that you have been discriminated against, please let the Facility team know as soon as possible. Every complaint will be appropriately investigated”

Selection criteria for applications

The selection process for candidates will be based on the following criteria :

  • Candidate’s training/skills/experience
  • Candidate’s understanding of cooperation project stakes

Deadline for application : 2025/01/24 17:35

File(s) attached : 121224_3 International Experts ToR - Uganda 2.1.1.pdf

Expertise France is the public agency for designing and implementing international technical cooperation projects. The agency operates around four key priorities :

  • democratic, economic, and financial governance ;
  • peace, stability, and security ;
  • climate, agriculture, and sustainable development ;
  • health and human development ;

In these areas, Expertise France conducts capacity-building initiatives and manages project implementation, leveraging technical expertise and acting as a project coordinator. This involves combining public sector expertise with private sector skills to drive impactful results. 

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