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TERMS OF REFERENCE for providing a training course on Monitoring and Evaluation for the Azerbaijan Parent-Teacher Association to support roll-out of Child Friendly School Initiative

Background and Context:

 

The Central and Eastern European states and the Commonwealth of Independent States (CEE/CIS) have a history of universal education, gender equity and relatively high academic achievement.  However, the break -up of the Soviet Union and the Former Yugoslavia in the late eighties and early nineties resulted in the birth of 22 independent states across the region.  This transition to independence was characterized by political instability, war, ethnic hatred, economic collapse, and the destruction of social services.  Education systems collapsed or suffered greatly during this time.

 

The Child-friendly Schools (CFS) concept was developed by UNICEF and its partners following the adoption of the Convention of the Rights of the Child (CRC) in 1989.  The CFS concept is a holistic and systemic approach to improving educational quality that places the child and the child's right to an education of high quality in the center of education reform. Because of country-specific conditions and contexts, CFS has developed differently among countries around the world.  However, the CFS approach usually includes the following dimensions: inclusiveness (which usually includes multiculturalism); democratic participation; health, protection and safety; effectiveness; and gender responsiveness. 

 

The CFS program in Azerbaijan follows an evolution in thought, priorities and action responding to the needs and rights of children, during the period 2000-2010. A major outcome was the policy on Active Learning which influenced a new national curriculum, new textbooks and learning materials as well as the development of a new pre-service teacher training curriculum. During the 2000 - 2004 UNICEF initiated a new approach to including parents and community representatives in school decision making. The new Parent Teacher Association (PTA) proved to be an important and successful initiative which complimented ALSL and provided a key strategy for increasing participation of parents and young people as in some cases it became PTSA (Parent/Teacher/Student Association). The PTA’s mission is to provide a public control over education by enhancing parent-teacher cooperation and to improve quality of education through parents’ active support and participation in the education process. UNICEF together with the Ministry of Education has been cooperating with PTA in promoting the Child Friendly Schooling through development of parent-teacher-student partnership, involvement of community and parents into a process of school management and other relevant activities.  

 

In 2008-2009 The formulation and development of quality standards for general schools started under “Child friendly school” by UNICEF and the Ministry of Education. In 2009, a taskforce comprised of MOE and independent experts finalized quality standards for general schools.

 

Quality standards reflect the quality indicators of the general schools and are used to assess the extent of compliance of school operation with these standards. The quality standards are the tool for assessment of the quality indicators of all type of general education schools (primary, basic, secondary), new type of schools (lyceum, gymnasium) and boarding type of schools. Development and implementation of the quality standards particularly aimed at following purposes:

·         Identify main areas of the school activity;

·         Improve quality and quantity indicators of the school activity;

·         Identity the framework of the needs that can provide progress in schools

·         Prepare School Development Program for 5 years.

 

Quality standards for general schools are recognized as a normative document. At the end of every academic year, an assessment is carried out in education institutions and local education offices to identify whether these standards are followed or not. Herein, relevant “indicators” are established. Indicator-based assessment has some advantages and these include; firstly, specific activities to be carried out by the institution directories are defined, then it is found whether the activity is implemented on the basis of identified outcomes, as well as the quality of the implementation of the activity is recorded and assessed.

 

The quality standards for general schools are classified under 5 main categories, including adequate and measurable quality standards:

·         School management;

·         Professional development of the pedagogical staff;

·         Establishment and management of the educational process;

·         Personality enhancement of the students;

·         Partnership of the school with parents and community.

 

 

Purpose of the assignment

 

To support the Ministry of Education in the introduction of Child-friendly School Quality Standards through improvement of monitoring and evaluation capacity of the Parent-Teacher associations to provide an independent assessment of schools on compliance to CFS standards.

 

Duty station:   Azerbaijan (Baku)

 

Major tasks to be accomplished:

 

The Consultant performing the Assignment had to complete the following tasks and responsibilities:

·         Do a needs assessment of a group of Parent-Teacher Association staff and experts to identify the available knowledge and understanding of the monitoring and evaluation basics and methodology as well as to compile and to assess the existing data collection and analysis mechanisms practiced by the Parent-Teacher Association in their activities;

·         Develop a 30-hour training course on monitoring and evaluation for PTA specialists with particular focus on monitoring and evaluation for results and introduction to Supportive Supervision;

·         Train 30 PTA staff and specialists on general framework, methodology and case-based strategies for monitoring and evaluation of schools on compliance to set standards, including CFS and other standards;

·         Demonstrate the right use of methodological and training materials provided to the participants;

·         Provide recommendations to the Parent-Teacher Association staff on a M&E framework and specific instruments used by the organization at a national and regional level;

·         Evaluate the implementation of the training programme, performance of the trainees and submit a final report with recommendations on the further interventions to improve the capacity of the Parent-Teacher Associations to provide quality monitoring and evaluation results.

 

 

Outcomes and deliverables:

 

·         30  May- 1 June 2012  - a needs assessment of the PTA staff and specialists to participate in the Monitoring and Evaluation training course

·         4-11 June 2012 - a training package on Monitoring and Evaluation, including exercises, session notes and agenda for conducting training developed and submitted to UNICEF

·         18-22 June 2012 –  training conducted for 30 PTA specialists

·         28 June 2012 – training report is submitted to UNICEF, recommendations on M&E framework and instruments provided to the PTA.

 

 

Time-Frame:

May 30 – June 28, 2012 (21 days)

 

 

Qualifications or specialized knowledge/experience required:

 

The consultant should have:

·         An advanced degree in education, public policy, economics or a related field;

·         Excellent proven training and facilitation skills;

·         Experience in the development of training and methodological materials, including in the areas of Monitoring and Evaluation;

·         Previous experience as a trainer on Monitoring and Evaluation;

·         Experience in mainstreaming gender and equity concerns in training programs,

·         Excellent Azerbaijani and English communication, writing and analytical skills.

 

9.                             Estimated cost :

 

Consultancy fee is to be proposed by a potential individual or organization and agreed with UNICEF in line with UN rules and regulations.

 

30% advance payment to be paid upon signing of the contract and 70% at the end of the contract, after clearance of the final report by UNICEF/MOE

 

Application:

 

Interested individual should send:

a)      A Project Proposal with detailed budget;

b)      the organizational profile or individual resume;

c)      in case of an institutional application, the resumes of each of the proposed team members;

d)      references of previous relevant work;

 

in a sealed envelope /email to:

Human Resources

United Nations Children's Fund (UNICEF)

Dalga Plaza, 3rd floor

24 Neftchilar Avenue, AZ1095

Baku, Azerbaijan

or send the documents mentioned above electronically  to baku@unicef.org

 

All applications will be treated with strict confidentiality. UNICEF is an equal opportunity employer.

 

UNICEF is mandated by the United Nations General Assembly to advocate for the protection of children's rights, to help meet their basic needs and to expand their opportunities to reach their full potential.

 

Deadline   24 May 2012  18:00 hours  GMT+4

 

 

 
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