مطلوب للعمل في مجال التعليم لدى منظمة دولية

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Remedial Education Material Terms of Reference

Improving Quality Education Opportunities for Targeted Syrian and Jordanian Girls and Boys aged 7-13 in Host Communities in Jordan

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World Vision International

i. Table of Contents

Summary. 3

Project Background and Rationale. 4

Project’s Beneficiaries and Geographical Coverage. 4

Purpose of consultancy and scope of work. 5

Milestones & Scheduling. 7

Annex. 8

ii. Affirmation

Except as acknowledged by the references in this paper to other authors and publications, the contents described in this terms of reference consists of our own work, undertaken to secure funding, implement the activities, describe and advance learning, as part of the requirements of World Vision’s Monitoring, Evaluation, Accountability and Learning System.

Primary quantitative and qualitative data collected throughout the material development process remains the property of the communities and families described in this document. Information and data must be used only with their consent.

Summary

Country:

Jordan

Area of implementation

Irbid

Project title:

Improving quality education opportunities for targeted Syrian and Jordanian girls and boys aged 7-13 in the host communities in Jordan

Project Duration:

6 years

Project Start Date:

April 1, 2014

Project End Date:

August 30, 2020 (Possibility of Extension)

Primary Sector of Intervention:

Education

Type of Implementation:

Direct WV implementation

Requirements:

Material development for remedial education program

Duration of service

Feb – Aug 2020

Donor:

Japan Platform

Project Background and Rationale

As the Syrian crisis enters its ninth year and livelihoods in Jordan become more difficult, Syrian refugee families are being forced to choose negative coping strategies, such as dropping their children from school to work. In order to accommodate more than 230,000 school-ages refugee children, 204 public schools in Jordan have introduced double shift system, but the reduction in class hours puts children who cannot keep up with their classes at risk of dropping out of school. Furthermore, the chronic stress of Syrian refugee children due to their prolonged refugee life, bullying and discrimination among children of different nationalities, and a lack of understanding toward the importance of education among parents lack of understanding of their parents’ education have led children and parents to choose to leave school, and the situation continues to threaten the educational opportunities of children who will play a role in the reconstruction of Syria and the future of Jordan. Against this background, for the past 5 phases, WV has implemented activities to increase the academic abilities of children with learning difficulties at public schools and to create the situation in which children can learn in peace so that Syrian refugees and Jordanian children (7 ~ 13 years old) can continue to study in public schools in northern Jordan, where hosts many Syrian refugees. In this project, as the final phase to hand over the existing projects to local actors, we will(1) continue remedial education and creative activities at the four target schools that we will support with the participation of community volunteers so that children who have difficulty in learning can improve their academic abilities and learn in peace, and (2) systematically collect the knowledge obtained from the previous phases and build a foundation for handing over the knowledge to other organizations. In addition, the Government of Jordan (GOJ) will strive to reduce the need for remedial classes by providing high-quality lessons at four target schools after the project ends through public school teacher training. Through these activities, WV’s expertise will be continuously utilized through the Ministry of Education (MoE) and other organizations, with the aim of maintaining the activities and their effects in the schools and communities even after the project ends.

Project’s Beneficiaries and Geographical Coverage

Direct beneficiaries:

4 target schools in Irbid:

• 576 children in grade 2 -7 of elementary school (7 -13 years old) enrolled in remedial classes
• Remedial teaching staff (24 remedial school teachers, 4 social advisors, 2 sports instructors)
• 12 community volunteers
• Public school teachers (288 teachers, 8 social advisors)
• Approximately 3,109 children in the 2nd grade -7 of elementary school (7 -13 years old) who are not eligible for remedial classes
• Total of 400 caregivers
• Total of 80 community members
• Approximately 2,000 persons involved in receiving remedial classes teaching materials and materials
• 4 officials of MoE
• Approximately 10 participants in group meetings for remedial classes

Intervention areas

Sector

Governorate

District

Schools

Education

Irbid

Bani Obeid district

• Amar bin Yasser (boys)
• Eydon Basic (boys)
• Al Khaansa (girls)
• Khawla Bint Al Uzur (girls)

Purpose of consultancy and scope of work

WV aims to develop a remedial education handbook as one of the exit strategies after completing 6 phases of the JPF grant (6 years). The purpose of this handbook guide practitioners such as teachers, teacher trainers and program managers in Jordan and beyond of remedial education planning and strategies by sharing WV’s field experience and learning gained from the implementation of the remedial education program. [SM1] [HS2] Adding refinements and modification throughout the whole project period over 6 phases, WV has developed remedial education curriculum and various tools which is necessary to implement and manage the remedial education program. WV also utilized various child protection tools which is mainstreamed throughout the program to create safe learning environment for the conflict affected children. [SM3] [SM4] At the exit stage of the project, WV is now planning to expand and share the curriculum and those tools as well as our implementation experiences and lessons to other practitioners of remedial education program including the Ministry of Education (MoE), NGOs and UN organizations. As a tool for the expansion and sharing, WV is expecting to develop a handbook (Please see draft table of contents in Annex 1[1]) to show prospective users the effective way to use the materials (curriculum and activity tools) and share the lessons learnt and tips to guide them to effective remedial education implementation. In addition, the handbook will include not only WV’s experience but also best practices, tools and knowledge extracted from international resources, which remedial teachers would need during implementation. Primary target users of the handbook is education personnel mainly field practitioners (particularly teachers) of remedial education[2]. The handbook is expected to provide a practical guidance on the implementation and best practices in line with the Inter-Agency Education in Emergencies (INEE) minimum standards as well as global education best practices, which enable end-users to implement quality and inclusive remedial education for children,. The handbook is primarily targeted for Jordanian remedial education practitioners but with special attention to the global audience, aligning to global standard and resources [WVJ5] [SM6] . Please see the following link for the example and sample handbook; already made for accelerated learning program. https://www.humanitarianresponse.info/sites/www.humanitarianresponse.inf…

Roles and responsibilities for the Consultant:

• Consultant will conduct data collection (through FGDs or interviews etc) from the relevant stakeholders such as remedial class teachers to collect field knowledge and tips that the teachers would need them to be covered in the handbook.
• Consultant will develop the remedial education handbook by collecting and compiling WV’s remedial class information and lessons learnt related to the 6 phases of the JPF grant (6 years) from the field practitioners. Consultant will refer to the impact assessment, M&E tools and any other project related documents. Moreover, Consultant will collect evidence and tools related to remedial education programs extracted from world-wide resources.
• Consultant will refer to the attached draft contents on developing the handbook. Consultant will ensure that developed material will be aligned with MoE’s draft Framework for Remedial Education. In addition, the handbook should be aligned with Concept Note which is currently under development by Remedial implementers (NGOs and UNICEF) in Jordan[3]. Consultant will attend Remedial Coordination Meeting if necessary to ensure that there is no unnecessary overlap between the Concept Note and the handbook.
• Consultant will lead coordination of the draft review process, especially the review by the expected users (field practitioners), to ensure the quality and user-friendliness of the handbook. The user-friendliness includes easy language and illustrations (as applicable) and easiness to be used or handled by end-users.
• Consultant will suggest ideas to improve the remedial education material [WVJ7] (Tools and Curriculum) [HS8] as needed.
• Consultant will report to WV (both Education Partnership Coordinator and Project Manager) and meet them regularly for their feedback.
• Consultant will produce the handbook in both Arabic and English languages.
• Consultant will collect feedback in the review of the first draft stage, from project staff and end users and reflect the feedback in the design and content of the handbook[WVJ9] [HS10] .[SM11]
• Maintain proper reference of all cited materials

Roles and responsibilities for WV:

• WV will provide the required documents and materials to Consultant in a timely manner
• WV will facilitate meetings between Consultant and relevant stakeholders as needed and as possible
• WV will provide timely feedback on shared materials and drafts submitted by Consultant

Milestones & Scheduling [SM12]

*Detail schedule will be agreed between Consultant and World Vision at the Kick-off meeting.

Responsible

Milestone

Tentative timeline

WV and Consultant

Kick-off meeting between WV and Consultant to go over the details and objective of the consultancy

26 Apr 2020

Consultant

Consultant to develop and share plan of action/approach as well as a timeline for developing the remedial handbook as per the framework shared by WV

7 May 2020

WV

WV to review plan of action/approach and provide feedback

14 May 2020

Consultant

Develop final version of action plan/approach as per WV’s feedback

21 May 2020

WV

WV to share relevant and available documents required by the consultant in order to develop the handbook

28 May 2020

Consultant

Meet with relevant stakeholders, collect information and data from them through FGDs or interviews etc,

1 June – 30 June 2020

WV & Consultant

Progress meeting as per action plan (catch-up meeting)

17 June 2020

Consultant

Consultant shares first draft of the handbook with WV

1 July 2020

WV

WV and other education actors review the first draft and provides feedback to Consultant

15 July 2020

Consultant

Consultant shares second draft of the handbook. WV and relevant stakeholders review and feedback on the second draft and Consultant improves based on the feedback. Consultant share with WV the third draft which reflects feedback from the end-users.

29 July 2020

WV

WV and MoE review the third draft

2 Aug 2020

WV

WV shares the final draft of the handbook with Consultant for final submission

TBD according to the progress of the MoE review

Consultant

Consultant shares the final version of the handbook to WV in English and Arabic

TBD according to the progress of the MoE review

Consultant & WV

Conduct Explanation workshop to users

TBD according to the progress of the MoE review

Deliverables

• A plan of Action/Approach (due date: 29 Mar 2020)
• Written report / analysis of collected data/ information (due date: 3 June 2020)
• Compiled Remedial Handbook (due date: draft by 6 July 2020, final version to be Determined, both in English and Arabic)

Qualifications, Skills and Experience

• Prior experience in developing material or handbook in Education program for NGOs or other international organizations working in Jordan.
• Prior experience in educational research / data collections for NGOs or other international organizations.
• Experience in conducting event or workshop for launching/disseminating developed material is preferable.
• Experience in working with Ministry of Education in Jordan to develop a material is an asset.
• Strong competency in data collection / analysis.
• Strong skills in technical writing.
• Strong language skills both in English and Arabic.

Annex

1. Contents of Practical Guide on Remedial Education Program (Draft)

[1] The attached table of contents is a draft and can be changed and finalized throughout the development process.

[2] Target users of the materials to be confirmed with discussion between consultant and WV

[3] Developing the Concept Note is an initiative suggested by WV to work together with some NGOs and UN organizations on providing guidance on program level for organizations implementing Remedial Education programs.

[SM1]Professor Komatsu’s recommendation; it is better to clarify the use of handbook in this sentence as follows “[] ”is his addition; The purpose of this handbook is to [inform practitioners such as teachers, teacher trainers and program managers in Jordan and beyond of remedial education planning and strategies by sharing] WV’s field experience and learning gained from the implementation of the remedial education program.

[HS2]done

[SM3] [SM3]Professor Komatsu’s feedback

It is better to mention about protection achieved through education. In society influenced by conflict, protection function is an essential part in education and WV has been focusing on this through this programming.

教育を通じたprotectionについても触れると良いかと思います。紛争影響下の社会では非常に大事な要素ですし、WVもその点を重視していると認識しています。

[SM4]added

[WVJ5]Just to make sure that my understanding is same with you at this point…

The contents will be the extracted best practice, lessons and knowledge from both WV remedial class projects and international (world-wide) resources (which might contribute for universal use in different contexts) and of course we also mention (special attention) the contexualized tips and advice for Jordan context. Is this correct so far..?

[SM6] The contents of handbook will primary target practitioners in Jordanian context, as contents will be based on WV’s experiences and knowledge in Jordan program. However, to increase legitimacy aligning to international standard, international resources and WV’s international technical persons’ review (Marco) to be included.

[WVJ7]Which do you mean Handbook or Remedial Education tools and curriculum?

[HS8]done

[WVJ9]Is it before Consultant develops first draft or do you mean the review of first draft?

[HS10]done

[SM11]Professor komatsu’s comment – great that we included field testing here

[SM12]Dates updated as per delay