Consultant for strengthening the cooperation among actors for the education of the children on the move

UNICEF is committed to diversity and inclusion within its workforce, and encourages all qualified candidates, irrespective of nationality, religious and ethnic backgrounds, gender identity and sexual orientation, as well as persons living with disabilities, to apply to become a part of the organization. UNICEF’s office is accessible to a certain extent, and employees are entitled to reasonable accommodations that are needed for ensuring equitable working conditions.

Since 2015, hundreds of thousands of children on the move have transited through Serbia. Almost 4,460 refugees/migrants are currently stranded in Serbia, of which 407 (m285, f122) are children (UNHCR, Commissariat for Refuges and Migration of Republic of Serbia, March 2021). Since the onset of the refugee crisis, UNICEF has provided a wide range of support both through direct service provision and technical assistance to the government.

From mid-March 2020, due to COVID-19 outbreak, schools in Serbia were closed and the entire education system switched overnight to remote teaching and learning. The pandemic has had a profound negative impact on the education system. Although overall participation of children in distance learning in the 2019/2020 school year was 99%, children from vulnerable groups were significantly less included in distance learning compared to general population due to the lack of appropriate equipment and lack of learning support (UNICEF, MoESTD, 2020). In terms of children on move, during the first year of outbreak of COVID-19 crisis, out of 7 reception/asylum centers (RC) which accommodated a large number of children, distance learning had only been taking place in 2 RCs. Enabling continuing education for children on the move is recognized as a top priority and severe challenge for the majority of European countries. Therefore, UNICEF has initiated a partnership with Akelius Foundation with an aim to facilitate the continual learning for children on the move during and after the COVID-19 crisis. The project implemented in Serbia was aimed at supporting the inclusion of children and youth on the move in the formal education system of Serbia and to assist them in learning by strengthening the key competencies (English language and digital competencies).

The Phase 2 of the project is built on the lessons and achievements from the first phase of the implementation, and will focus on expanding and advancing the distance learning opportunities for up to 3501 children on the move included in 3 RCs (Belgrade-Krnjača, Bosilegrad/Vranje and Šid) providing online English courses, further strengthening children’s digital skills including online safety, and assisting with individual support to continue schooling within the formal education system in Serbia.

Work Assignment Overview:

Under the general guidance and direction of the MoESTD and UNICEF, the consultant will develop the guidance and propose methods of coordination, collaboration and exchange of information and good practices (horizontal exchange) based on educational policies and procedures that define the roles and obligations of different engaged actors. The guidance will serve to the Teacher coordinator, and SCRM local coordinators to coordinate timely and quality cooperation between schoolteachers, teams for inclusive education in schools, teacher tutors, and parents to meet the best interest of children in education.

Duration of the assignment: December 2021 – June 2022 (up to 20 workdays)

Detailed task description:

Task 1. Developing the guidance and propose methods of coordination, collaboration, and exchange of information between engaged actors – schoolteachers, teams for inclusive education in schools, teacher tutors, and parents, to support the realization of quality education for children on the move accommodated at three (3) Reception Centres.

Activities:

• Taking part in information sharing meetings with a representative of MoESTD, UNICEF and NGO INDIGO and other partners regarding the development of the Learning Support Program and role of all actors (half day).
• Desk analysis of the policy and program documents relevant for development of the guidance and direction for collaboration, information sharing and coordination (2 days).
• Development of the draft document of guidance and consultation with MoESTD, UNICEF and NGO INDIGO (3 days).
• Development of the framework and direction for the work of the Teaching Coordinator aimed at coordinating the exchange information on children and youth on the move and between school teams and teacher- tutors and learning plans and materials (1 day).
• Development of the framework and direction for the work of the SCRM Local Coordinators and Teaching coordinator aimed at engaging parents in education of their children and informing them on children progress and achievements, including tools and materials for realization of info-sessions, guides for preparation and realization of parental meetings and workshops with parents on topics of interest (2,5 day).
• Preparation and delivery of the orientation sessions aimed at preparing the Teaching Coordinator and SCRM Coordinators for implementation of the guidance in planning and realization of the activities and up to three supervisions and mentoring sessions (4 days).
• Providing guidance for selection of the best materials, tools and documentation of good practice, that will be stored at the learning platform, supervising process of upload of materials/documents/tools (3 days).

Task 2: Developing framework and guidance (tools and materials) for realization of the exchange of best practice and tools among teacher-tutors and schoolteachers from local schools rising the quality of education for children on the move.

Activities:

• Developing the document that propose framework and methodology (tools and materials) for realization exchange of good practice among teacher-tutors and schoolteachers from local schools regarding: : development of integrative lessons, realization of differentiation of learning in group, experience in use different online tools (3 days).
• Developing of the guidance for Teaching Coordinator for coordination of the activities exchange of best practices and providing the orientation for its delivery (1 day).

Knowledge/Expertise/Skills required:

• University Degree in Education, Psychology, Pedagogy, Law, Political Sciences or other fields of Social Studied and Humanities;
• At least 10 years of experience in education and social inclusion policy and practice in Serbia;
• Experience in teaching children and youth from migrant population;
• Experience in realisation of teacher training programmes, mentoring and coordination;
• Excellent communication skills;
• Very good organisation skills;
• Excellent oral and written Serbian language skills;
• Work experience with UNICEF and/or other international organizations would be considered as an advantage.

How to apply:

The application must include a financial proposal in RSD as a separate document, providing the following information:

1. Daily rate (all costs included, e.g. usage of mobile phone).

 

Important notes:

Incomplete applications will not be taken into consideration.

Only shortlisted candidates will be notified and advance to the next stage of the selection process.

For every child, you must demonstrate UNICEF’s core values of Care, Respect, Integrity, Trust and Accountability.

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