National Consultants to Provide Technical Assistance for Development of National Continuous Professional Development (CPD) Framework

• Country: Zimbabwe
• Summary: National Consultants to Provide Technical Assistance for Development of National Continuous Professional Development (CPD) Framework
• ZWT Ref No: 33044693
• Deadline: 24 May 2019
• Financier: United Nations Secretariat
• Purchaser Ownership: Government
• Tender Value: Refer Document
• Notice Type: Tender
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• Description:
• Tenders are invited for National Consultants to Provide Technical Assistance for Development of National Continuous Professional Development (CPD) Framework. 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, quality education! How can you make a difference? 1. Background In 2015, the Ministry of Primary and Secondary Education developed a set of Teacher Professional Standards (TPS). The development of TPS stemmed from the Ministry's conviction that teachers constitute the backbone of any education system, and their standards in terms of knowledge, skills, and values make an immense contribution to the delivery of good quality education (Ministry of Primary and Secondary Education (2015)). The crafting of TPS was a major milestone in the Ministry's efforts to enhance the capacity of teachers and restore the professional status of teachers which had been eroded during the period of economic downturn which the country experienced in the period between 2000 and 2008 (Ministry of Education 2015). The stipulation of professional standards has, as one its main aims, the provision of benchmarks for self-assessment of teacher performance which lays the basis for teacher professional development programmes. Through TPS, teachers are able to assess their professional competencies against a set of stipulated standards and, on the basis of their self-assessment, they can then come up with their own professional development plans to address skills gaps that would have been identified. The advent of the updated competency-based curriculum which was launched in January 2017 also, to some extent, placed new demands on the teacher. In order to deliver on the new curriculum, the teacher is expected to acquire a whole set of new competencies based on the principles set in the TPS document. According to the Ministry of Primary and Secondary Education (2015:41), "The curriculum framework stresses learner-centred approaches. The focus on learning revolves around learners as they engage in the search and discovery of new knowledge. The teacher acts as a co-explorer and facilitates knowledge discovery in order to arrive at an objective understanding of content and demonstration of skills so acquired". The same notion is amplified in the Ministry's Education Sector Strategic Plan 2016 - 2020 which talks of strong focus on improving the standards of teaching and the opportunities for teachers to develop their professional knowledge and skills (Ministry of Primary and Secondary Education 2016). The Ministry of Primary and Secondary Education has put in place a number of in-service training programmes to capacitate the teacher in line with the provisions of the TPS as well as the demands of the new curriculum. While the programmes have made some impact in enhancing the skills of the teachers, it has been noted that the programmes have tended to be on an ad hoc basis with a number of stakeholders supporting some areas and not others. It has also been noted that, although the majority of teachers in Zimbabwe are trained, there exists a gap between what teachers learn at the teacher education institutions and the practical realities of the classroom when they get deployed upon completion of teacher training. And, in any case, a good teacher is one who does not stop learning but adopts life-long learning. There is, therefore, a need to come up with a structured continuing professional development (CPD) programme for teachers and their supervisors through a framework which articulates the skills gaps and development needs of the teachers and supervisors as well as the in-service programmes to address the identified needs. Apart from equipping teachers and supervisors with developmental skills, the CPD Framework will identify and elaborate the components that will provide an enabling environment for CPD to contribute to their career progression. It is against this background that the Government of Zimbabwe, through the Ministry of Primary and Secondary Education, is seeking the services of a consultant to lead the process of developing a comprehensive CPD Framework and implementation plan for the country in close cooperation with MoPSE and identified stakeholders. The development of a CPD framework is a complex undertaking that requires guidance from a broadly exposed and experienced educationist with expertise in situation analysis and experience in teacher professional skills development, as well as planning and implementation matrix development. The CPD framework must reflect the interplay and linkages between pre-service and in-service teacher training. 2. Scope of work and Expected Outputs Key Expected Outputs The expected key output is the production of a CPD framework with an implementation matrix. Scope of Work Under the supervision of the Education Manager, UNICEF; together with the Director of Training at MoPSE, guided by the CPD Core Group, the consultant will: I. Review the linkages between pre-service and in-service training of teachers in collaboration with DTE, UZ, Institutions of Higher Learning, Teachers' Colleges and other key stakeholders. This will include an outline of how best the linkages can be enhanced with an emphasis on implications for in-service training design. II. Develop an agreed set of Primary and Secondary school teacher competences linked to the Teacher Professional Standards (TPS) and other relevant documents, as well as the teacher career path. III. Establish and prepare a short report outlining the baseline of Primary and Secondary teachers and supervisors' qualifications and competences as a basis for establishing CPD needs for the teachers and supervisors. IV. Identify how the competences will be used in developing the training materials/modules based on the competences developed. V. Assess and report on existing CPD governance structures and recommend an effective structure. VI. Lead the process of development of Continuous Professional Development (CPD) Framework, to include issues of accreditation and governance of CPD implementation in collaboration with the MoPSE and other key stakeholders in line with the identified teacher competences and continuing professional development needs, including different forms, such as e learning. VII. Develop outlines for the learning areas for in-service training and CPD for Primary and Secondary school teachers, and supervisors, including e-learning. VIII. Develop a detailed implementation plan/matrix for the designed CPD. IX. Develop a monitoring & evaluation and quality assurance plan for the implementation of the CPD activities. 3. Major tasks, Deliverables, Timeframes and Payment Schedule The consultant will be expected to successfully complete the following key tasks, shown in the table below: Major task Deliverable Timeframe Payment schedule 1 Prepare an inception report that presents in detail the consultants' understanding of the tasks involved and time-framed work plan to complete the CPD framework. Deliverable No. 1: a) An inception report endorsed by MoPSE 30 June 2019 20% of agreed contract value 2 § Conduct a review and analysis of a broad range of relevant documents on linkages between pre-service training and in-service training; Carry out consultations and interviews; produce outline of baseline of Primary teachers, Secondary teachers and supervisors qualifications and competences as a basis for establishing CPD needs for the teachers and supervisors. § Develop a CPD Framework document (including learning areas for in-service training) with guidelines for incorporating the competences in developing training modules and recommendations for CPD governance structures § A time-framed implementation matrix with clear targets, roles and responsibilities of stakeholders and M&E modalities § Presentation of draft CPD framework and implementation matrix to joint audience from MoPSE and UNICEF Deliverable No. 2: a) A draft CPD framework endorsed by MoPSE b) A draft implementation matrix endorsed by MoPSE c) A power point presentation of the CPD framework and Implementation matrix to the CPD Core Group and MoPSE 30 August 2019 40% of agreed contract value 3 § Prepare the final version of CPD framework and Implementation matrix that incorporates feedback from MoPSE and UNICEF. Deliverable No. 3: a. Final version of the CPD framework and Implementation matrix approved by MoPSE 30 September 2019 40% of agreed contract value 4. Consultancy Timeframe The consultancy will begin upon the signing of the contract, which is scheduled to be on or before 1 June 2019 and end on 30 September 2019. To qualify as an advocate for every child you will have… § An Advanced University Degree in Education. Qualifications in Teacher Education, Educational Administration/Management, Curriculum Development and Instructional Studies would be an added advantage § Sound knowledge of both pre-service and in-service teacher education programmes in Zimbabwe § Sound practical knowledge on teacher capacity development § Excellent analytical and report writing skills Work Experience § At least 5 years institutional experience in teacher education, teacher Supervision and mentoring § Familiarity with the Zimbabwean education system including excellent understanding of education planning and management practices. § Experience in designing innovative (including technology based) in-service training programme and
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