Expert on development and implementation of the Teacher Training Programme at United Nations


Expert on development and implementation of the Teacher Training Programme

Location :Home based with one travel mission to Sukhumi, GEORGIA
Application Deadline :29-Nov-19 (Midnight New York, USA)
Time left :12d 22h 9m
Type of Contract :Individual Contract
Post Level :International Consultant
Languages Required :
Russian
Expected Duration of Assignment :13 consultancy days with one eight-day mission

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Background

The “Horizons. Strengthening community resilience in Abkhazia” (Horizons) project is aimed to promote the social and economic resilience of local communities, especially youth, through improved access to high quality health and education services in Abkhazia. In doing so, the project aims to increase the space for reconciliation, confidence-building and social cohesion, thus expanding the ‘horizons’ of local communities affected by 1992-1993 conflict. The project is implemented by the United Nations Development Programme (UNDP) in cooperation with the United Nations Children’s Fund (UNICEF) and funded by the United States Agency for International Development (USAID). The 5-year project intends to achieve its goal through reaching targets within and across three primary objectives of the program:
  1. Improved access to quality health services for vulnerable populations in Abkhazia;
  2. Improved access to quality education, skills development and social participation opportunities for children and youth;
  3. Enhanced dialogue across respective youth and professional groups;
  4. Enhanced Business Development Skills and Access to Vocational Trainings for Young People.

Within the education component of the project, UNDP supports foreign languages quality teaching and learning of foreign languages through teachers’ professional development in all seven regions districts of Abkhazia. English and German languages as a part of core curriculum are taught in almost every secondary schools of Abkhazia, as well as in tertiary level. Schools also optionally allocate one of the so-called additional hours («?????????????? ????») to contribute to German language acquisition at school level. However, due to various circumstances, including limited funding and political isolation, local language teachers/instructors have limited access to participate in international professional development programmes, attend conferences, participate in study visits, or training-workshops to develop professional teaching and learning skills and learn modern, innovative way of delivering quality modern language classes for students of all levels. During the project implementation, UNDP, in cooperation with local education stakeholders and partners at all levels, continuously contributed to quality Foreign languages teaching and learning of quality foreign languages through the various capacity building project activities both with students and language teachers. In addition, UNDP commissioned a Brief situational analysis on German Language Teaching in Abkhazia, and supported the establishment and operation of a Language Learning Center (LLC) at the Abkhaz State University (ASU) following the results and recommendations of a Concept of the LLC, designed by an attracted United Nations Development Programme (UNDP’s) international consultant.
Further, UNDP intends to hire an international expert to contribute to the foreign language education at school level in Abkhazia through development and implementation of the capacity-building programme for local language teachers. This programme will include a two-module teacher-training event for school level German language teachers. The training module will be developed following identified needs and requirements of language teachers in Abkhazia, which will be generated and analysed through a 2-day workshop with the relevant stakeholders in the area of German Language teaching and learning at school level in Abkhazia. The consultant is expected to reach out German language teachers in seven regions districts of Abkhazia. As of completion of the capacity-building events, beneficiaries are expected to develop competencies in teaching and learning of German as a Foreign Language as well as build the synergy and cooperation between language teachers of all districts in Abkhazia through the establishment of teacher’s network.

Duties and Responsibilities

Under the direct supervision of the Project Manager, and overall guidance of UNDP CPR Team Leader, the Consultant will travel to Abkhazia within the fall semester 2019 to conduct a 2-day workshop with a range of partners and stakeholders engaged in the area of school level German Language teaching and learning in Abkhazia. The aim of the workshop is to collect required data to build ground for the development and implementation of the Teacher Training Programme for school level GFL (German as a Foreign Language) teachers of Abkhazia, during spring semester 2019 following textbooks and curriculum used in schools of Abkhazia.
Prior to his/her visit to Abkhazia the expert is expected to develop the agenda and finalise with UNDP for the 2-day workshop with the relevant stakeholders in the area of German Language teaching in Abkhazia. In addition, the expert will be provided with a briefing from the UNDP team in Abkhazia before the visit to the country.
During the mission in Abkhazia, the expert will carry out a 2-day workshop with the relevant stakeholders in the area of German Language teaching and learning at school level and other partners, including but not limited to representatives of regional education authorities responsible for language teaching and learning, professional development programmes/in-service training programme for school level teachers, as well as senior GFL teachers from districts of Abkhazia. During the workshop, the consultant is supposed to identify gaps in teaching and learning German as a Foreign Language at schools of Abkhazia that need be addressed through professional development of GFL teachers; as well as build ground and provide recommendations and suggestions for UNDP broader interventions in the area of Foreign Language Teaching and Learning. Following the results of the workshop, the consultant, based on individual knowledge and research, and the workshop group findings and recommendations, will address the identified gaps through development and implementation of Teacher Training Programme (TTP) aimed at professional development of GFL teachers of school level in Abkhazia. Specifically, the consultant is responsible to develop a TTP for school level teachers (including a 2 - module training agenda, power point presentations for each module, hand-outs, as well as homework assignments) to be carried out through one-day training event in Abkhazia.
The consultant will implement TTP for German language teachers of school level from all seven regions of Abkhazia. TTP will focus on increasing skills, knowledge and competencies of German language teachers. The objective of training programs is to improve the performance of both teachers and students during German class sessions by enabling teachers to create the effective teaching and learning environment in the classroom. Specifically, the TTP will focus on three key knowledge areas for teachers: subject content knowledge, pedagogical content knowledge, and the usage of ICT in the classroom for language learning. Under subject content knowledge, TTP covers identifying and elaboration of exact content knowledge that teachers required to possess and to further pass to students at a certain stage of language learning (i.e. grammar: correct spelling, usage of articles, tenses, subjunctive mood, usage of modal verbs etc.; vocabulary: scope of words students required to be able to operate with at a certain stage; essay writing etc.). Importantly, under subject content knowledge TTP will focus on language skills development among teachers themselves (speaking, listening, reading and writing skills). Within pedagogical content knowledge, TTP will focus on HOW to teach/deliver the subject content knowledge. Specifically, TTP will cover modern exercises, approaches for language teaching that could be introduced based on current curriculum and textbooks used in local schools. With regard to usage of ICT for language learning, TTP will illustrate and practice the use of ICT (specific exercise, applications and video and audio materials used) for more productive and quality language teaching and learning. In other words, TTP will concentrate on how ICT can contribute to teaching German in Abkhaz schools under current curriculum.
TTP will target all school level German language teachers in Abkhazia, which is approximately up to 22 teachers. The consultant will carry out two trainings events of 1st module and another two training events of the 2nd module, targeting all GFL teachers of the region. It is suggested that the consultant assign some practical homework to participants/trainees after completion of the 1st module training event, so that participants/trainees perform prepared homework during any of the sections of the 2nd module to also reflect/illustrate on gained skills from the 1st module. It is encouraged that TTP sessions is carried out in a very interactive way, including working in pairs and groups, discussions, reflection exercises, collaboration and all other sorts of informal approaches to language development skills.
Training event participants are expected to improve the following knowledge and skills upon successful course completion:
  • Increased skills, knowledge and competencies of German language teaching;
  • Increased skills in the usage of ICT in the classroom for improved language learning following the textbooks and curriculum used in schools of Abkhazia;
  • Developed confidence and motivation among teachers themselves to use the language (speaking, listening, reading and writing skills) in the classroom with less fear and discomfort;
  • Increased skills and knowledge on self-education tools and resources for GFL teachers (online including);
  • Increased confidence and motivation to use informal and semi-formal approaches for more productive and quality language teaching and learning in the classroom following the current curriculum and content of textbooks used.

Summary of Key Functions:
  • Development of the programme agenda for the 2–day workshop with a range of partners and stakeholders engaged in the area of school level German Language teaching and learning in Abkhazia;
  • 2-day workshop with a range of partners and stakeholders engaged in the area of school level German Language teaching and learning in Abkhazia;
  • Development of strategy on implementation of the Teacher Training Programme (including the training agenda, power point presentations for each module and hand-outs);
  • Conducting of 4 on-site training events (2 times two training module) for GFL teachers of school level in all regions of Abkhazia

Total number of working days: Up to 4 w/days are envisaged for home-based work prior to arrival to Abkhazia and after completing the mission, up to 1 w/day; and 8 working days are envisaged for the mission to Abkhazia. In total, up to 13 w/days for the duration of the November 2019.
Deliverables:
  • Programme agenda for the 2 –day workshop with a range of partners and stakeholders engaged in the area of school level German Language teaching and learning in Abkhazia;
  • 2-day workshop with a range of partners and stakeholders engaged in the area of school level German Language teaching and learning in Abkhazia conducted;
  • Development of the Teacher Training Programme (including the training agenda, power point presentations for each module, hand-outs as well as homework assignments);
  • Two training module for GFL teachers of school level in all regions of Abkhazia. Overall 4 days training (two training groups per module).

Description of deliverables, timelines and corresponding percentage of payment due per output:
  • Review of documents specifying the background of the area of intervention, including but limited to Brief situational analysis on German Language Teaching in Abkhazia, a Concept of the LLC, developed by United Nations Development Programme (UNDP), briefing with UNDP team - 2 working days (home based);
  • Programme agenda for the 2 – day workshop with a range of partners and stakeholders engaged in the area of school level German Language teaching and learning in Abkhazia – 2 working days (home based);
  • 2-day workshop with a range of partners and stakeholders engaged in the area of school level German Language teaching and learning in Abkhazia conducted – 2 days (during the mission);
  • Development of the Teacher Training Programme (including the training agenda, power point presentations for each module, hand-outs as well as homework assignments); – 2 working days (during the mission);
  • Two training module for GFL teachers (22 teachers) of school level in all regions of Abkhazia (during the mission) – 4 days (during the mission);
  • A brief analysis of works carried out with lessons learned and recommendations for future actions (from home) - 1 working day (home based).

Payment modality:
The payment will be processed in one installment upon submission and certification of the deliverables, time-sheets and progress/mission reports.

Competencies

Core Competencies:
  • Demonstrated commitment to UNDP’s mission, vision and values;
  • Sensitivity and adaptability to cultural, gender, religion, race, nationality and age;
  • Highest standards of integrity, discretion and loyalty.

Functional Competencies:
  • Ability to collect field data;
  • Ability to produce analytical reports/assessments in written;
  • Ability of interpretation, development and analyses of related documentation;
  • Ability to work under pressure with several tasks and various deadlines;
  • ICT competencies;
  • Excellent written and spoken German and Russian skills;
  • Strong professional communication and inter-personal skills and ability to transfer knowledge to targeted groups of beneficiaries;
  • Flexibility and ability to adjust to teaching environment and needs.

Required Skills and Experience

Education:
  • Master’s degree or equivalent in Humanities, Education and Social Science or related field (minimum requirement: Master's degree - 7 points; Ph.D. - additional 3 points).

Experience:
  • At least 5 year working experience in the area of Education, including technical assistance in foreign languages or relevant courses (minimum requirement: 5 years - 18 poitns; more than 5 years -additional 4 points (depending on nature of expertise, relevance, international nature of work etc.), more than 10 years– additional 3 points);
  • Experience in writing education, foreign language teaching/learning related courses and program curriculum;
  • Technical expertise on development of (in-service) Teachers Training Programs;
  • Written and analytical skills to conduct comprehensive analysis and produce papers, concepts, briefs and reports;
  • Experience in teaching using a variety of methods, including traditional classroom and interactive teaching methods;
  • Experience in conducting professional development teacher training events for language teachers;
  • Work experience in countries of the former Soviet Union is an asset; Experience in specificity of instruction of foreign languages in Russian speaking countries is a strong asset; Work experience in education in conflict affected areas is an asset;
  • Recorded track of at least 1 similar mission carried out as an international consultant/expert is an asset (minimum requirement: 1 training event conducted – 3 points; more than 1 conducted – additional 2 points).

Language Requirements:
  • Proficiency in both German and Russian languages. Candidates not fluent in Russian language will not be considered for this assignment.

Evaluation:
Individual consultants will be evaluated based on Cumulative scoring analysis, against combination of technical and financial criteria. Technical evaluation stage encompasses desk review of offers and interviews. Offerors not meeting any of minimum technical qualification requirements will be automatically excluded from the list of offerors for further technical evaluation. In addition, offerors not meeting Language requirements will as well be disqualified. Maximum obtainable score is 100, out of which the total score for technical criteria (desk review and interview) equals to 70 points (70%) and for financial criteria 30 (30%). Offerors who pass 70% of maximum obtainable scores as a result of desk review (i.e. 40 x 70% = 28 points) will be considered as short-listed Offerors, and will be invited to the interview. Those offerors passing 70% threshold of maximum obtainable scores as a result of the interview, i.e. obtain minimum 21 points will be shortlisted and requested to provide financial proposal.
Financial Proposal:
Short-listed Offerors will be requested to provide financial proposal. The financial proposal shall specify a total lump sum amount, and payment terms around specific and measurable (qualitative and quantitative) deliverables. Payment will be made in one installment upon satisfactory completion and submission of the respective deliverable and approval by the Project manager. Payment is based upon output, i.e. upon delivery of the services specified in the TOR. The financial proposal shall include a breakdown of this lump sum amount (including daily fee, travel costs, living allowance etc.). All envisaged travel costs must be included in the financial proposal. UNDP will not accept travel costs exceeding those of an economy class ticket. Should the IC wish to travel on a higher class he/she should do so using their own resources.

UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence.
UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.


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