Job Description

TERMS OF REFERENCE (TOR) FOR MOES TEACHER EDUCATION ADVISOR

Position type: Advisor to MOES Teacher Education Department and NCTE

Duration: One year. Start date TBD.

Supporting project: GPE System Transformation Grant (STG)

Background

Somaliland MOES in collaboration with the Global Partnership for Education (GPE) has developed a comprehensive Education Sector Strategic Plan 2022-2026, GPE enabling factor analysis, GPE Partnership Compact and full GPE program document which are focused on the key policy priority objectives; programs, approaches, strategies, and activities that are required to be invested and undertaken to amicably address the challenges that hinder education growth and development in Somaliland context. The overall objective of the Somaliland GPE project is Improving Access to Quality Pre-primary and Primary Education for all children in Somaliland.  Under this program MOES is committed to (1) improve access to equitable and inclusive foundational education; (2) improve learning outcomes and (3) strengthen the education system capacity.  The Global Partnership for Education (GPE) has funded a proposal outlining the above key strategic policy priority objectives, plans and activities to be implemented under the approved integrated SL system transformation grant, girls’ education accelerator and system capacity grant. The overall program objectives have the potential to trigger education system transformation.

Under the new GPE program MoES will create a fully functional teacher education department supported by a technical specialist in the first two years. The department will deal with issues of  development of teachers competency frame work and professional  development, Continuous Teacher Professional Development (CPD), establishing an institutional culture on CPD, teacher recruitment, deployment, discipline, remuneration, teacher’s welfare and inclusion of teachers as education stakeholders in education decision making; formation and supporting of teacher unions/groups, Solve issues related to contract/untrained teachers in schools- particularly in rural schools- employment of contract teachers/policy and practice. The department will also oversee teachers’ policy development and monitor its implementation across Somaliland. The policy framework will spell out the core requirements and compliances related to the registration, accreditation of institutions and teacher education programs, certification of teachers, and standards for tutors, head teachers, inspectors and supervisors. The department will develop and operationalize affirmative action policies in the teacher workforce planning and management. This will attract female teachers to join and remain in the teaching profession, as well as ascend to positions of leadership. It will also strengthen the current teacher management information system (TMIS) with expanded coverage and robust linkages/integration with the EMIS to assist to improve capacity of MoES to target interventions to improve teacher education, prioritize areas of greatest need and mobilize broader partner support. The department will design a competency framework to provide career pathways for all categories of teachers in Somaliland (including contract teachers and volunteers who form the majority in remote and nomadic regions). It will also anchor motivational and hardship allowance to teachers in rural communities (including volunteer and contract teachers) to boost their commitment. The department will create a teachers' forum where teachers will meet regularly and discuss challenges and gains in education in addressing gaps in access, quality and retention of children and as well as assessment modalities and use of the feedback to improve learning. Therefore, the project will support the MoES for the development of the capacity building needs assessment for the teacher education department and will embed a technical specialist who will support the department for all the capacity gaps identified and prioritized during the capacity assessment. The technical specialist will specifically support the SNCE in the following areas described below.

The purpose of the Teacher education advisory role is to support relevant MoES, SCI and other GPE implementing partners staff to successfully implement key program interventions that focus on the establishment of the proposed teacher education development and subsequently implement key interventions that focus on improvement of teacher development, deployment, utilization, motivation and effectiveness.

Roles and responsibilities:

• Support the establishment of the new teacher education department.
• Provide technical support in areas of teacher trainees recruitment, development, deployment, utilization, motivation and effectiveness (both pre-service and in-service)
• Provide technical support in Teacher competency framework developement and use it to revise teacher education curriculum.
• Support the implementation of the annual learning assessments (EGRA and EGMA and teacher’s improvement practices that focus on Increased children proficiency in reading and comprehension
• Regular national learning assessments is operationalized, and findings used to improve teaching and learning.
• Support the provision of Incentive scheme to hire female teachers and deploy teachers to remote areas and rural areas.
• Develop and implement a teacher mentorship and coaching program at school level
• Support the development of quality teaching and learning materials for learners, teachers and student teacher trainees.
• Review teacher training modalities and decentralisation of teacher education.
• Revision on SNCE curriculum.
• Support teacher education research and review interventions such as teacher effectiveness.

gender responsive pedagogy in schools; factors limiting female teachers’ recruitment and retention in schools.

Deliverables

1. A well established and functional MOES Teacher Education Department
2. Established and operational teacher information system that is linked to payrol and teacher development programmes.
3. MOES approved Teacher competency framework.
4. Revised teacher education policy and curriculum
5. Good quality annual EGRA and EGMA reports demonstrating successful implementation of learning assessments.
6. MOES approved teacher education modules.
7. Good quality report demonstrating successful training of both pre-service and in-service teachers.
8. Teacher education gender and regional equity report
9. Availability and use of specified teacher education research and or reviews
10. Effective coordination of donor funded teacher development activities.

Experiences and Qualifications

Requirements and qualifications

• Post graduate degree in education, preferably teacher education
• Minimum 7 years practical experience in areas of teacher development, teacher effectiveness; teacher education institutional capacity support; teacher supervision and mentoring programmes
• Fluency in English and Somali languages
• Demonstration of excellent report writing skills
• Ability to work as a good team player.

Management:  The teacher education advisor will be line managed by the MOES Deputy Minister. SCI GPE Director will provide technical supervision and monitoring of the expected deliverables. MoES will provide access to office as required.

Skills Required

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