Review of In-service of Primary Teacher Training Curriculum and Incorporate Special Needs 129 views

REVIEW OF IN-SERVICE OF PRIMARY TEACHER TRAINING CURRICULUM AND INCORPORATE SPECIAL NEEDS

Opportunity Background

Background

Education is a crucial service in any country. Through education, a country not only gets the required human resources in a variety of economic and social sectors but also gets a literate and numerate population which is relatively easier to govern and implement government programmes. Quality in education learning outcomes remains as a problem in education in Somaliland. In adequate basic academic skills of teachers have contributed to the poor quality of education delivery. In fact, lack of teacher quality compels many parents to send their children to private school where they pay high fees. Quality requires continuous professional development measures to improve the academic and pedagogical skills of existing teachers, and to support the development of teachers throughout their careers.

Teacher education is the heart of any education system. It is the quality of teacher education that determines the quality of teacher trainees and, consequently, the quality of the graduates of the education system. Teachers determine the quality of appropriate knowledge, skills and attitudes acquired by the students in any education system. Indeed, it may be appropriate to surmise that an education system is as good as is the quality of its teachers.

One of the key determinants of an effective teaching force is the quality of teacher education curriculum offered to the teacher trainees. A weak teacher training education curriculum results in an ineffective teaching force while the converse is true for an effective force. Pre- and in-service training and on-going professional development are necessary to improve the quality of the teachers. The current modes of teacher training are not sufficient to guide the teachers towards a learner centered pedagogy that puts front and center the cognitive, social, emotional and physical

needs of the learners. Therefore, opportunities for improving the teacher training modes and/or accessing short-term professional development courses will have to be explored in order to increase the quality of and access to education services.

One of the key ministry strategies to improve the quality of basic education is to increase the number of qualified teachers in primary schools. To address supply-side barriers related to the proportion of qualified teachers at primary school, activities under this strategy will focus on delivering teacher training based on government quality standards and the new national curriculum framework. The quality of teaching and learning in schools will be further supported through regular school monitoring exercises that will ensure adherence to teaching quality standards and provide ongoing mentoring support to teachers through monitoring activities conducted at school level.


The Project details

This GPE Program is based on the Somaliland Education Sector Strategic Plan (ESSP, 2017-2021), and is aligned with the GPE guidelines for education sector strategic plans. The priorities of ESSP (2017-2021) are based on the findings of the Somaliland Education Sector Analysis (ESA, 2016), and are centered around the 7 pillars in the education sector, namely; Early Childhood Education; Primary Education; Non-Formal Basic Education; Secondary Education; Teacher Education; Technical and Vocational Training (TVET); and Higher Education. They are also anchored on the mission, goals and objectives of the Somaliland National Policy of Education (SNPE, 2015-2030), which articulates the commitment of the MOES to provide quality, affordable and competitive education to all citizens. These broader goals and objectives of the SNPE are in line with the principles of the United Nations Convention on the Rights of the Child (UNCRC), specifically Article 28, which views education not only as the right of the child, but a powerful ingredient in the national democratization process.

The SNPE on which the ESSP is anchored, and which by extension informs and guides this GPE Program articulates that education as human right equips the nation with lifelong skills which will progressively lead the nation towards the achievements of the Sustainable Development Goals (SDGs).

The SDGs of particular interest to the SNPE, the ESSP and by extension this GPE Program include:

  • Goal 4: Quality Education: Ensure inclusive and quality education for all and promote lifelong learning for all
  • Goal 5: Gender Equality: Achieve gender equality and empower all women and girls
  • Goal 10: Reduced Inequalities: Reduce equalities within and among countries
  • Goal 16: Peace and Justice: promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

Three GPE goals are also of interest to this application, including:

  1. Improved and more equitable learning outcomes
  2. Increased equity, gender equality and inclusion for all
  3. Effective and efficient education systems

The key successes of the ESSP 2012-2016, as articulated in the ESSP 2017-2021 are highlighted below:

  1. A policy of free primary education has been implemented across the country (though yet to be realized for many children);
  2. 66% of primary teachers are now on the payroll of the government;
  3. An increase in the teaching force and slight growth of learners has meant the teacher-to-learner ratio has been maintained. The pupil-teacher ratio for formal primary was 31:1 in 2014/15;
  4. A school construction program of classrooms has kept pace with the expansion in learner numbers;
  5. The introduction of a new outcome-based curriculum framework with syllabi (but is insufficient support learning materials produced based on the framework);
  6. The Gender Parity Index for primary education has improved over the last four years from 0.76 to 0.83; and
  7. Encouraging results in Somali literacy; there is also some improvement in examination pass rates for grade 8 and Form 4.

The Somaliland National Education Policy (SNEP, 2015-2030) shows the commitment of the Government/MOES to the reconstruction and development of education in the country. It articulates policy priorities of expanded access and equity for all Somaliland children at all levels of education, regardless of their socio-economic background and physical status; quality, relevance of education, and learning outcomes; the need for an efficient and effective education system; and the importance of a strong and functional management system of education from the central to devolved levels, including disaster management and emergency response to minimize negative impact on students. This commitment to provide educational services to all children is shown partly in the policy of Free Primary Education (2021) whose implementation is ongoing across Somaliland, and the increased number of teachers in the government payroll, and reiterated in the ESA 2016 report and ESSP 2017-2021. Both the ESA and ESSP discuss education as a tool for national economic development, the transformation of lives at the individual, community and national levels, and for promoting peace between communities and national stability.

As a result of this commitment, the MOES in partnership with international and local educational development partners, continues to invest in the expansion of access to learning both in rural and urban areas; the improvement of the quality of education offered through curricular reviews, the training and certification of teachers at the primary and secondary school levels; and strengthening of institutional management and administrative systems both at the central and devolved (REO/DEO/school) levels. The increase in national budget allocation to the education sector almost doubled (from 7.5 % to 14%) over the last five years is also another indication of this commitment. The successful pilot local partnership between the MOES and three municipal authorities of Borama, Burao and Berbera, to fund local educational services is further testimony to the commitment of the government both at central and local levels to support educational development in Somaliland.

As part of improving learning outcomes program, In-service teacher training curriculum reviewed and revised in line with the new primary national curriculum frame work, as well as incorporate skills in language teaching (reading, writing, and comprehension), gender-sensitive pedagogy and inclusive education practices. The Somaliland Unified In-service teacher training curriculum was reviewed in 2010 and this is old and not aligned with National competency based primary school curriculum.

This curriculum will be used by the teacher training college to train pre-service teachers those will be supported by the project.

The SCOTT programme was the first major donor funded programme in the country with uniform curriculum and set of objectives to train teachers. The programme was funded to provide in-service training to existing unqualified teachers serving Somaliland schools. However, the final evaluation report and discussions with teacher education experts indicate that this in-service programme was unable to systematically upgrade teacher performance as most of the participants did not have the necessary basic knowledge, and pedagogical skills. In fact, it was reported that most of them lacked basic reading, literacy and numeracy skills to progress to certification. Up to date, it is reported that the existing in-service teacher training programmes under Horumarinta Elimiga III, GPE and ECW which are based on the previous SCOTT Programme curriculum have very limited scope and impacts of changing teacher knowledge and pedagogical practices, and that the general standard of training provision in this in-service programme are poor. Despite these challenges, the SCOTT programme partially responded to satisfy the local demand and pressure for teacher demand throughout all regions in Somaliland. The SCOTT programme was based on five local universities considered as public/community owned higher education institutions


Opportunity Structure

Overall objective

The overall aim of the consultancy is to revise the pre-service primary teacher education curriculum and to a relevant and standard curriculum to achieve optimal fitness-for-purpose. The specific objectives were to:

Specific objectives

  • Review the existing primary teacher education curriculum to produce a unified pre-service primary teacher training curriculum that is in line with current competency-based primary school curriculum.
  • Produce pre-service primary schools’ teachers training curriculum with a rationalised subject matter so that it is consistent with the requirements of the national primary school curriculum.
  • Produce the training curriculum with courses’ details which are logically consistent and progressively sequenced, and that there are no gaps or repetitions among subjects.
  • Integrate the teaching methodology input so that teacher educators find it easier to teach subject matter in a way which exemplifies student-centred learning approaches. Include modelling of different methodologies through the inclusion of session plans for teacher educators which walk them through the actual delivery of a session using student-centred learning.
  • Incorporate skills in language teaching (reading, writing, and comprehension), gender-sensitive pedagogy and inclusive education practices into the training curriculum.
  • Include different forms of assessments, both as content material and in the actual delivery of the teacher training programme.
  • Incorporate behaviour management techniques, especially the use of alternatives to corporal punishment and other humiliating forms of punishment.
  • Add /include basic aspects of information and communication technology as they are relevant to the trainees to be part of the curriculum.
  • Integrate cross-cutting issues such as life skills, gender awareness, HIV/AIDS awareness, civic education and ethics, female genital mutilation, gender-based violence, peace-building and conflict management, Child protection and safe guarding, youth development, care of the environment, water and sanitation, migration etc. within the curriculum.
  • Include basic differentiation of teaching methods and materials to address students with special educational or individual needs.
  • Make the educational administration and management as part of the training program including school improvement plans and basic financial management,
  • Include mentoring skills and approaches, to encourage graduates of the programme to become in-school resources to other teachers, especially new or unqualified teachers.
  • Include action research techniques, through a practical project-based approach, to instil a commitment to lifelong continuous professional development and to encourage reflective practice.


Scope of work

  • Carryout a desk review and to build an understanding of the current training programme. This should include a review of the in-service primary curriculum and the Diploma secondary pre-service in order to identify specific relevant strengths and areas for consideration in developing primary pre-service training curriculum.
  • Review the key teacher training reports, curriculum documents, teacher education policy and other MoE documents related to teachers.
  • Lead and manage MOES subject experts who will work on the development of the curriculum, and assign the writing tasks and deadlines using standard evaluation tools, including agreeing the required outputs and formats.
  • Collate the contributions into one draft document (Unified curriculum) and together with subject specialist edit it for content, thematic and stylistic consistency.
  • Conduct a curriculum validation workshop at which the draft unified pre-service curriculum document is reviewed by the MoES, consortium partners and other ESC members.
  • Revise the draft curriculum document with subject specialists and to incorporate the comments made at the validation workshop.


Proposed methodology of the curriculum review and development process.

  • The consultant(s) should work closely with the Director of teacher Education College, curriculum director and Horumarinta Elmiga III consortium partners included technical officers from the Ministry of Education, especially the Teacher Education Unit, Primary education and quality assurance.
  • They should work with a panel of curriculum writers, other education stakeholders including the consortium members, former training implementing institutions
  • The methodology undertaken during the validation should be highly participatory and to include group discussions and plenary sessions on all issues identified and discussed.


Deliverables/outputs

The following outputs should be delivered

  • A final approved National pre-service Primary Teacher Training Curriculum including the training modules/Manuals.
  • A technical report outlining activities undertaken during the consultancy. It should also indicate emerging insights and the rationale for choices made by consultants during execution of their tasks and recommendations for the implementation and action plan of the revised curriculum. Finally, it should detail the recommendations for the future direction of the training programme.
  • MoE certified/approved checklist of all the curriculum/modules reviewed.
  • Trainers of trainers’ report.


Timeframe

The consultancy shall be executed within a maximum of 30 days commencing date on signed contract.


Competitive Scope

Qualification and Experience

  • An advanced degree in education, specializing in curriculum development, teaching methodology or another closely related area.
  • At least five years of relevant experience in curriculum and/or materials development for teacher training programs.
  • Experience as team-leader in review activities related to curriculum development.
  • Demonstrable experience in developing and implementing gender sensitive educational programs in the context of complex socio-cultural challenges.
  • Ability to assess critically the review activities and results.


Application Procedure

  • Interested consultants should submit their applications via email to [email protected].

The applications should be submitted in PDF format as one document comprising Technical and Financial sections as detailed below.

  • A technical proposal with a detailed response to the TOR, with specific focus on the scope of work, methodology to be used and key selection criteria.

Initial work plan based on the methodology outlined, and indication of availability

  • A financial proposal detailing the daily rate expected but not including accommodation, transportation, stationary, research assistances and all other cost related to this assignment.
  • Company profile and CV’s of key experts
  • At least 3 sample of previously conducted similar tasks.
  • Detailed budget breakdown based on expected daily rates.

Applicants should also indicate the date they are available to start working on the consultancy

All applications MUST be submitted on or before the closing date below to be considered for the assignment.

Only shortlisted Candidates will be contacted.


Closing date for Applications

  • Interested consultants shall submit their applications through the email address provided above on 29th March 2021
  • To help us track our procurement effort, please indicate in your email where (ngotenders.net) you saw this tender/procurement notice.
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