Country: Tajikistan
Closing date: 28 May 2017
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International Consultant, Multilingual education in Tajikistan
Duration of contract: 15 June 2017 – 15 December 2017 (25 working days in total)Location: Dushanbe, Tajikistan
1. BACKGROUND:
Tajikistan is a multiethnic country where main ethnic-linguistic minorities are Uzbeks (12.2%), Kyrgyz (0.8%), and Russians (0.5%) with others accounting for 2.5%. According to legislation ethnic-linguistic minorities are guaranteed the right to free basic education. For instance, the Law on Education proclaims that the rights of members of all nations and ethnicities living in Tajikistan to education are based on the principles of non-discrimination. Article 7 of this law guarantees the right of the citizens to choose the language of instruction and obliges the State to provide education in mother tongue for non-Tajik nationalities in the areas with large population of these ethnicities.
The Ministry of Education (MoE) is committed to continually improving the education system ensuring access to quality education for all students and maintains a network of schools where main language of instruction is ethnic language. According to EMIS (2015-2016) data, currently there are 4542 classes with an ethnic language as the main language of instruction. NSED 2020 also sets an objective to ensure access of national minorities to receiving education in their native language, preserving cultural and language diversity in educational area, while the improvement of ethnic minority schools was one of the key targets of GPE-3 and 4.
However, despite generally supportive policy for mother-tongue learning, children are not receiving appropriate quality of mother tongue instruction in practice. This is likely to worsen disparities in learning between majority and minority groups. As most minority languages are concentrated in discrete communities (rather than distributed across mixed communities) such disparities can entrench barriers between communities which contribute to cross-border instability (Save the Children and CfBT, 2009). Lack of appropriate learning materials is often cited as the main challenge, but provision of textbooks and other learning materials is not always the most effective strategy.
The Ministry of Education and Science has also raised concern that minority children’s education is not preparing them to learn sufficient Tajik language. The Ministry may be considering promoting more Tajik-language instruction in early grades of school and preschool for minority groups. Teaching in Tajik is problematic due to the reportedly weak Tajik language skills of preschool teachers in minority areas. Given the strong linguistic differences between Tajik language and the Uzbek and Kyrgyz languages, minority children are likely to need carefully structured support to learn Tajik effectively.
UNICEF will support the Government in rolling out the Early Childhood Education (ECE) model in 15 additional settings in the Sughd region during 2017, 2018 and 2019. At present, the ECE model is not set up to specifically respond to language challenges, although it supports mother tongue-based teaching. Initial assessment suggests that it would be relatively straightforward to incorporate a bilingual education approach into the ECE model, because most preschool teachers reportedly speak children’s mother tongue. Also, Uzbek and Kyrgyz use the same Cyrillic script as the Tajik language, and early literacy materials from neighboring countries are likely to exist. This means that early literacy materials in minority languages should not need to be developed anew.
Such an approach would demonstrate the value of strengthening children’s mother tongue and second language acquisition in early grades. To achieve strong impact on curriculum learning and language acquisition, such an approach would also need to be continued throughout primary education (Save the Children & CfBT, 2011). ECE offers a useful entry point to create demand for better multilingual teaching approaches within the basic education system.
Global evidence is clear that for children in monolingual environments, particularly in poor rural areas, a Mother Tongue Based Multilingual Education model (MTBMLE) is necessary to guarantee sufficient mother tongue development for effective curriculum learning and to promote effective second language learning (SIL International, 2008). MTBMLE delivers education predominantly in the mother tongue in early grades, gradually introducing and teaching more second language as students progress through school grades. Initial literacy is taught in children’s first language.
For majority language speakers, preschool and primary education also needs to have a strategic focus on language development, in order to boost children’s chances of learning second language effectively. In addition, MLE is likely to contribute to greater social cohesion through concerted inclusion of ethnic minorities in Tajikistan.
Given the above, there has been an agreement reached between UNICEF and MoES to develop a model of Multilanguage education for ethnic minorities that is fit for Tajikistan context based on local and international good practices.
2. PURPOSE, OBJECTIVES AND EXPECTED RESULTS The purpose of this consultancy it to provide technical assistance in development and modeling of Multilanguage Education (MLE) integrated within the ECE model to be piloted in Sughd region in Tajikistan.
Following results are expected to be achieved by the end of the consultancy:
• An MLE programme designed using a MTBMLE-based approach and strategies focused on oral mother tongue and second language development, pre-literacy and pre-numeracy. • The MLE is piloted in 15 ECE centers in selected districts of the Sughd region• A monitoring framework developed to document the progress of implementation of the model • Capacity of key implementing partners developed in delivery of MLE model
3. SCOPE OF WORK AND KEY TASKS• Conduct rapid desk review to produce a brief situation analysis on language education issues in the early years in Tajikistan. • Advise on sourcing, selection and use of pre-literacy and pre-numeracy materials in first and second languages.• Develop baseline and endline tools to capture practices, capacities and attitudes around first and second language use, for preschool children, teachers and parents and community in minority areas. • Work with a working group appointed by MoES to revise and extend ECE training tools and teacher guidance materials, incorporating language-focused teaching strategies based on MTBMLE. • Produce orientation and advocacy materials to introduce MTBMLE strategies in ECE in cooperation with MoES, targeting District Education Departments, preschool teachers, head teachers and parents.• Mentor the working group to roll out and monitor the revised ECE approach
4. DELIVERABLEs
The following deliverables and indicative schedule are expected from the consultant. Exact dates of beginning and completion stages as well as scope of works for each phase can be adjusted by UNICEF Tajikistan based on reasonable justification by the Consultant.
# Tasks / Deliverables/Number of days/Timeline/Payment schedule:1. Desk review conducted to produce a brief situation analysis on language education issues in the early years in Tajikistan,5 days, home-based, by June 23, 2017 (payment of 35%)2. ECE training programme/tools and teacher guidance materials revised and extended, incorporating language-focused teaching strategies based on MTBMLE (based on revision of tools and materials in English.) Materials and tools will be shared with consultant by 8 May 2017; 7 days, home-based. First draft by July 10: Final draft by July 31, 2017 3. Baseline and endline tools developed to capture practices, capacities and attitudes around first and second language use, for preschool children and teachers in minority areas; 3 days, home-based, first draft By July 10, 2017: Final draft by July 19 2017 4. Implementing partner trained to deliver the MLE programme; 7 days, Tajikistan, by October 20, 2017 (payment of 40%)5. Produced orientation and advocacy materials for MoES, District Education Departments, preschool teachers and head teachers to introduce MTBMLE strategies in ECE; 3 days home based, by December 15, 2017 Total: 25 working days; 100%
All activities and deliverables must be implemented through consultation with all partners involved and outcomes must be approved by MoES and UNICEF. All deliverables and a final report under this assignment should be submitted electronically in English language to UNICEF Tajikistan.
UNICEF in Tajikistan will provide translation and interpretation to and from English where required.
5. STRUCTURE OF THE REPORT:The final report produced and presented to UNICEF should be presented in the following format:• Executive Summary• Methodology and limitations• Purpose • Results achieved • Conclusions • Recommendations (plan for follow up actions)
6. PERFORMANCE INDICATORS FOR EVALUATION OF RESULTSThe evaluation of the results will be based on: • Technical and professional competence (quality of the product delivered to UNICEF);• Scope of work (no. of meetings/consultations with the stakeholders);• Quality of work (quality of deliverables);• Quantity of work (completing the assignments indicated in table above)• Quality of communication and interpersonal working relationships
7. REQUIRED SKILLS AND QUALIFICATIONS• Advanced university degree in the area of Education, Pedagogy and other Social Sciences; • Strong experience in development of multi-language education and development of teaching methodology; • Technical knowledge and experience in developing and modelling innovative programmes related to multi language education;• Knowledge of application of relevant pedagogic approaches through different stages of the child life cycle; • At least five years of professional work experience in education sector (programme planning, development, implementation, monitoring and evaluation);• Ability to use information and communication technology as a tool and resource for training programmes;• Familiarity with UNICEF’s mandate, goals and programmatic approach in education; knowledge and experience of Tajikistan education context is an advantage;• Good analytical, negotiating, communication and facilitating skills;• Fluency in English is required. Knowledge of Russian or Tajik is a strong asset;• Computer skills, including internet navigation and various office applications.
RESERVATIONS:All materials developed will remain the copyright of UNICEF and UNICEF will be free to adapt and modify them in the future.
Working Conditions:The consultant will work under direct supervision of the UNICEF Education Specialist and overall supervision of the UNICEF Chief of Education. A visit to Tajikistan will be arranged to work on the deliverables related to finalization of the programme and materials as well as training of UNICEF implementing partner.
TERMS OF PAYMENT:The contract fee will be paid upon delivery of the set assignments and submission of the final report certified by the UNICEF Education Specialist and Chief, Education. If the contractor fails to implement assignment tasks, UNICEF will have the right to withhold the consultancy payment.
PROCEDURES AND LOGISTICSUNICEF does not provide or arrange health insurance coverage for the consultants.
APPLICATION PROCEDURES:UNICEF accepts applications from individual consultants. For the purpose of selection, a consultant is requested to submit a Technical Proposal, which will include the following documents and information:• A completed Expression of Interest form (see Appendix A) and responses to the questions, including the professional fee/rate, per person day; • A work-plan, showing the inputs;• A proposed timeframe; • Proposed consultant’s curriculum vitae;• A summary of experience in similar assignments; • A financial proposal with a description of unit costs (in US Dollars). The proposal will be a key basis for the selection.
The link to review detailed Terms of Reference would be available at the following links: www.untj.org/jobs, www.unicef.org/tajikistan/resources , www.facebook.com/uniceftajikistan.The candidates who are interested to apply for the position should follow the electronic application's instructions at:http://jobs.unicef.org/cw/en-us/job/504697?lApplicationSubSourceID=
It requires the applicant to upload the detailed CV and academic degrees/diplomas. UN candidates should upload at least two latest performance evaluation reports. Individual contracts should, to the extent possible, stipulate all-inclusive fees, including lump sum travel and subsistence costs, as applicable andupload the Technical Proposal package as well.
Deadline for applications - 28 May 2017
Competencies of Successful Candidate:
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Please indicate your ability, availability and daily/monthly rate (in US$) to undertake the terms of reference above (including travel and daily subsistence allowance, if applicable). Applications submitted without a daily/monthly rate will not be considered.
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organisation.
How to apply:
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization. To apply, click on the following link http://www.unicef.org/about/employ/?job=504697