International Co- Lead Consultant- Teacher Professional Learning at UNICEF

UNICEF contributes to the achievement of the Millennium Development Goals in Nigeria with a mandate to advocate for the protection of children’s rights, to help meet their basic needs and to expand their opportunities to reach their full potential.

UNICEF’s Nigeria country programme:

Aims to accelerate the realization of the rights of all children and women to survival, development, protection and participation.
Promotes efforts to reduce infant, child and maternal mortality; expand access to quality basic education; and strengthen social and child protection systems.
Uses a rights-based and gender-sensitive approach
Plays a catalytic role in supporting federal, state and local governments in identifying key bottlenecks that hinder realization of the rights of disadvantaged children, supported by equity-focused, inclusive advocacy, planning, action and monitoring at all levels.
Supports adolescent development.Scope of Work:

Nigeria is home to approximately 206 million people, 43 per cent of whom are below 14 years of age. By 2030, there will be close to 126 million children in Nigeria. The growing child population places significant pressure on the provision of schooling and the delivery of education services. Despite the progress made in the past years, 10.2 million children of primary school age and 8.1 million children of junior secondary school age remain out of school. Due to the limited access to schooling and poor quality of education, about 75 per cent of children aged 7–14 do not develop foundational literacy and numeracy skills, which are critical building blocks for continued learning and acquisition of advanced skills. Insecurities such as armed conflicts and natural hazards in Northeast and North West of Nigeria poses additional challenges in securing and expanding access to quality, inclusive education for children in Nigeria.

The scope of work for this consultancy is to:

Co-lead a series of high-level technical workshops with UBEC to review the model (with input from our ongoing research of the model) and identify the areas for refinement.
Support UBEC to develop a roadmap for the refinement of the model including a timeline with a technical working group
Co-lead the technical group to undertake the agreed refinements, which will include:
The development of a handbook outlining the model and how to conduct the learning lab approach in schools updated training materials for the SSO and headteacher instructional leadership training.
The development of a series of pedagogical modules to support learner centered teaching and learning. These could include (but not restricted to) learner centered methodology, activity-based learning, summative assessment, planning lessons, conducting formative assessment and using the data to support student learning etc.
Conduct two train the trainer workshops to Master trainers.
Provide up-to-date ideas, teaching practices and models to the technical group through-out the consultancy

Work Assignment Overview

Task/work area

Co-lead a series of high-level technical workshops with FME to review the model (with input from our ongoing research of the model) and identify the areas for refinement

Deliverables/Outputs

Workshop programme, including agendas, content, materials submitted
Support FME to develop a roadmap for the refinement of the model including a timeline and initiate a technical group to work on the refinements

Deliverables/Outputs

Agendas and minutes of meetings submitted.
.Conduct knowledge sharing sessions and provide regular ongoing technical support to States who are implementing SBPD. (at least two knowledge sharing sessions)

Deliverables/Outputs

Knowledge sharing plan (2 out of 4) and materials submitted

To qualify as an advocate for every child you will have… 

Minimum requirements

Advanced university degree in education with a preference for teacher education, curriculum development
Teaching qualification required.
At least ten years of leading/involvement in teacher reform programmes including in developing contexts•
At least ten years of experiences in writing teacher professional learning materials and teacher training/professional learning
At least five years’ experience in school based professional development programmes
Experience in hybrid, online teacher professional learning programmes
Experience in working with Ministries of Education in developing contexts
Fluency in English with strong written and oral skills.
Experiences in working in Nigeria or other sub-Saharan African countries an asset