International Consultation: Support for the Reform of Initial Teacher Training for... Tender

Procurement Summary

Country : Togo

Summary : International Consultation: Support for the Reform of Initial Teacher Training for Prescolate Teachers.

Deadline : 29 Apr 2019

Other Information

Notice Type : Tender

TOT Ref.No.: 32317990

Document Ref. No. :

Competition : ICB

Financier : United Nations Secretariat

Purchaser Ownership : -

Tender Value : Refer Document

Purchaser's Detail

Purchaser : UNITED NATION CHILDREN'S FUND
No 1124, Rue de Tchamba Tokoin Novissi Lome, Country code 228 Tel: 22.23.15.00 Facsimile: General: 22.21.89.49
Togo
Email :lome@unicef.org
URL :www.unicef.org

Tender Details

Tenders are invited for Togo: International Consultation: Support for the Reform of Initial Teacher Training for Prescolate Teachers in Togo.

UNICEF works in some of the world's toughest places, to reach the world's most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

And we never give up.

For every child, Education

The Education Sector Plan (ESP) 2014-2025 identified teacher training as one of the strategic axes to ensure the quality of student learning and acquisition and thus increase the efficiency of the Togolese education system. The teaching policy recently adopted by Togo also emphasizes the need to strengthen teacher training.

Decree No. 23 / METQDRS / MEPDD of 9 November 1983 on the organization of teacher training colleges sets the duration of training at one year with the baccalaureate of tertiary education as a diploma required to enter ENI. Thus, the training curriculum has declined training in the ENI (National Schools of Teachers) of Togo in thirty-six (36) weeks.

At the end of the successive training of four promotions (2009-2010, 2011-2012, 2013-2014, 2015-2016) of normaliens, the report on the performance of the teachers and the difficulties that the trainers have in unfolding the curriculum training led to a reflection on the duration of training in a logic of improving the performance of teachers and teachers from ENI. The observation on the ground is that the student teachers do not acquire all the capacities considered necessary to assume their function, notably because the duration of the training did not make it possible to carry out entirely the formation curriculum and to sit all the skills judged.

Other observations were also made:

the didactic contents of certain disciplinary fields often do not end before the beginning of the internship in responsibility, not facilitating the taking of class by the pupils - teachers during the internship ;
disciplinary reinforcements are usually not completed, which does not allow student teachers to approach the teaching of certain disciplinary concepts once alone in the field;
training in NIS does not allow trainers to develop and properly implement more personalized mechanisms for remedying the errors and difficulties observed in student-teachers during the follow-up evaluations during the training period in responsibility;
hourly volumes allocated to practical activities do not facilitate the organization of trial lessons so that student teachers can take at least one lesson before going on a practicum.
Moreover, in its education sector plan 2014-2025, Togo embarked on a reform of its education system by adopting the skills-based approach (PCA) instead of the objectives approach (PPO). ). Thus new preschool and primary curricula have been developed to replace the blue booklet from the 1975 reform in force until recent years.

It is therefore necessary to revise the ENI training curriculum to adapt the length of training required to assimilate the new skills required for preschool and primary education in APC.

The new reform of the training of teachers institutes an extension of the training to two years. It also plays a major role in preschool, which becomes an independent option for teacher training during the two years of training.

It is to provide answers to all these findings that a commission was set up by decree N ° 076 / MEPSFP / CAB / SG of 19 November 2018 with a view to proposing a reform of training in NIS.

To accompany this commission, it is important that the ENI teachers work in each of the disciplinary fields to adapt the curriculum which was designed for one year (36 weeks) to the new vision which wishes to extend the duration of the training to two years. (ie 72 weeks).

The present ToRs are aimed at recruiting an international consultant who will support the commission of reflection on the reform of the ENI (i) in the development of the units of pre-school initial training, (ii) the development of the training of trainers guide; and (iii) the actual training of ENI teachers dedicated to preschool (training of trainers).

How can you make a difference? See the attached TDRs for more details: TDR Reform ENI.pdf

The objectives of this study are:

Support the reflection commission on the reform of the ENIs in the preparation of the contents of the preschool teaching units in accordance with the new orientations;
Support the think-tank on the reform of NIS in the development of the training of trainers guide for ENI teachers (preschool);
Support the training of ENI teachers dedicated to preschool training
Main tasks to accomplish :

Develop a detailed work plan in collaboration with the NIS reform committee
Facilitate the content development workshops of Preschool Teaching Units
Finalize the Preschool Teaching Units document and have it validated by the Ministry;
Develop in collaboration with the commission, from the teaching units, the ENI teacher training guide dedicated to preschool
Co-facilitate the training of ENI pre-school teachers with ministry trainers
deliverables:

1 work plan with a brief description of the working methodology
1 Document of Teaching Units (EU) preschool of ENI master students validated and finalized
1 Training Guide for ENI teachers dedicated to preschool validated and finalized
1 detailed report mentioning the number, profiles, the kind of teachers trained for the preschool option in NIS and formulating recommendations for the implementation of the training reform (initial and continuing) of preschool teachers
Methodology:

The consultant, with regard to the objectives, the tasks and the expected deliverables, will have to propose the methodology adapted to the different stages. However, the participatory method is suggested for the elaboration of the teaching units (Step 2), notably the animation of the workshops of elaboration with the national actors and then, a work of harmonization, analysis of the coherence, of drafting and finalization by the consultant. With regard to the trainer's guide, the consultant may write the document on the basis of the teaching units developed and submit it to the validation of the steering committee of the process. The proposed methodology must in all cases be validated with the national steering committee and must appear in the technical and financial offers of the consultant.

To qualify as an advocate for every child ...

BAC + 5 in Social Sciences, Education Sciences or any other similar degree
At least ten years of field experience in the development of curricula, teaching aids and teacher training programs, three of which at least on preschool
Good knowledge of education systems and actors in developing countries and especially in the West and Central Africa region
Experiences in facilitating capacity building workshops for teachers or teacher trainers
Experience in evaluating the quality of education systems
Similar experiences in French speaking countries during the last 3 years are an asset
Speak fluently French and very good writing ability in the same language.
Interested consultants are requested to send their technical and financial offers before the closing date.

For every Child, you demonstrate ...

UNICEF's core values ??of Commitment, Diversity and Integrity and core competencies in Communication, Working with People and Drive for Results.

UNICEF is committed to diversity and inclusion in its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become part of the organization.

UNICEF has a zero-tolerance policy that is incompatible with the aims of the United Nations and UNICEF, including sexual exploitation and abuse, and sexual abuse. UNICEF also adheres to strict child protection principles. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles.

[Disclaimer: The above text is machine translated. For accurate information kindly refer the original document.]

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