CONSULTANCY POSITION
Development of the National Continuous Professional Development Framework for teachers in Malawi
VACANCY#: UNICEF/MLW/2015/021
1.BACKGROUND
In 2014 the Government of Malawi launched the education Sector implementation (ESIP) II for 2013 to 2018, which focuses on the improvement of quality of education. This is built on the National Education Sector Plan (2008- 2017) which aims at improving the quality of education. The ESIP II points out that the challenges in Teacher education as having been those of “quality of teachers as opposed to the quantity”. During the ESIP I, MoEST focused on the increased output so much so as to reduce the pupil teacher ratio. MoEST is currently on track to meet the PTR 60:1 by 2017. The ESIP II outlines policy priorities for primary teachers in Malawi among them are to (a) increase the quality of Primary Teacher Training and (b) attain a motivated, high-performing teaching staff. ESIP II outlines the following as strategies towards achieving these policies:
- The introduction of tuition fees and cost sharing measures in government TTCs
- Improvement of management and governance of TTCs
- Construction of additional TTCs and the phase out of ODL program
- Evaluation of the move of qualification of primary teacher from certificate to diploma level.
- Introduction of the new comprehensive and transparent framework on teacher promotion and assessment.
Whilst the government has clearly outlined how to improve the quality of the Teacher Education, the potential for improving the 56,534 primary school teachers (2012/13) and 9,826 secondary school teachers (2012/13) already practicing remains unclear. The provision of in-service teacher training and professional growth is a basic requirement for quality education, since the teacher is central in facilitating the learning process. In most developing countries, Malawi, included, where supportive materials and equipment are in short supply, education, to a large extent, depends on teachers, as they are the key source of knowledge, skills, and wisdom. Teachers, further, provide appropriate orientation and inspiration and act as role models for the students. Globally, the values of having consistent and coherent in-service training and continued professional development opportunities are seen as central to maintaining a motivated and effective teaching force. This is particularly relevant because of the speed of globalization, which requires that teachers’ knowledge and skills should be consistently up-dated to cope with related challenges. To date, there is no coherent in-service teacher education system in place in Malawi, as the CPD framework continues to remain in draft form. With exceptions of a few centralized and donor driven school based CPD which are heavily impeded by lack of resources, the provision of inset and professional growth is ad-hoc and un-coordinated and the Strategic Plan providing oversight and coordination for a system of teacher in-service training provision is lacking.
One of the ways to improve the quality of teachers in Malawi would be the provision of an effective scheme of Continuous Professional Development (CPD) which includes outlining a series of learning areas, teacher competencies and the use of a variety of learning opportunities through linking the PRESET and INSET. The Government of Malawi seeks to review the roles Teacher Training Colleges (TTCs) and other higher learning institutions could play in teacher education beyond the initial stages of training.
UNICEF is therefore seeking to hire a consultant to carry out a review of the potential link between PRESET and INSET that will guide the design and implementation of the CPD framework.
2.SCOPE OF WORK
The Consultant will specifically carry out the following tasks:
PHASE I (42 working days include preparatory meetings with partners)
- Conduct a rapid review of the linkages between the pre-service training and in-service training of teachers in collaboration with DTED, TTCs, Domasi College of Education (DCE), institutions of higher learning and other key stakeholders
- Prepare a short report outlining how best the linkages can be enhanced with an emphasis on implications for INSET design.
- Develop an agreed set of primary and secondary school teacher competencies, linked to the teacher qualification framework, with MoEST’s guidance, through a participatory workshop with key stakeholders,
- Identify how the competencies will be used in developing the training materials/modules based on the competencies developed
PHASE II(42 working days)
- Develop the Continuous Professional Development (CPD) framework, in collaboration with the MoEST (Department of Teacher Education) and other key stakeholders,
- Develop outlines for the learning areas for INSET and CPD for primary and secondary school teachers, and TTC lecturers.
- Develop assessment and monitoring and evaluation plans for the implementation of CPD activities
- Make recommendations on how CPD activities can be used and linked to the teacher qualification framework.
3.EDUCATION AND WORK EXPERIENCE
· Advanced University degree (Masters or PhD) in one of the following disciplines: teacher education, curriculum development and materials development.
· At least 5 years institutional experience in teacher education and material development
· Excellent understanding of the education management and planning; familiarity with the Malawi education system and culture of learning.
· Experience in designing innovative (technology based) INSET program and continuous professional development
· Demonstrates, applies and shares technical knowledge to government partners, Experience in conducting participatory workshops and material development and consensus building meetings.
4.DURATION
4 months
HOW TO APPLY:
5.METHOD OF APPLICATION
Qualified candidates are requested to submit:-
Qualified candidates (national and or international, but legally residing in Malawi) are requested to submit a cover letter, performance evaluation report (if applicable), CV and Personal History Form (P-11 form) to be downloaded from the website http://www.unicef.org/about/employ/index_53129.html), a financial proposal (including all eligible fees, transportations and DSA for desktop research, data collection, and fieldwork, communication, presentation costs)on or before 23 May 2015 via e-mail address:hrmalawi@unicef.org
NOTE:
· UNICEF is committed to gender equality in its mandate and its staff. Well qualified candidates, particularly females are strongly encouraged to apply.
- Only shortlisted applicants will be acknowledged.
- Applications sent through the post office or hand delivered is not accepted.
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