Closing
date: 15 Aug 2016
date: 15 Aug 2016
1.1 Background to
Build Africa Uganda
Build Africa Uganda
Build
Africa Uganda (BAU) was registered as a Ugandan NGO in 1996. BAU’s programs
seek to combine earning and learning opportunities for children and their
families. With 16 years’ experience
Africa Uganda (BAU) was registered as a Ugandan NGO in 1996. BAU’s programs
seek to combine earning and learning opportunities for children and their
families. With 16 years’ experience
working in rural areas of Uganda, BAU has
strong working relationships with communities and local authorities. BAU is
currently operational in the nine districts of Kumi, Ngora, Bukedea,
Pallisa, Kibuku, Masindi, Kiryandongo, Oyam and Buliisa. Within these districts
BAU is working with 154 primary schools and the surrounding communities.
Find
Build Africa on http://www.build-africa.org
for more information.
Build Africa on http://www.build-africa.org
for more information.
1.2 Background to the
Early Years Learning programme
Early Years Learning programme
Currently,
Build Africa is implementing 2 Early years Learning projects in Masindi region
all aimed at ensuring that boys and girls in P1 to P3 receive support for their
learning, both in and out of school, so that they acquire the fundamental
skills they need to achieve a good level of educational attainment.
Build Africa is implementing 2 Early years Learning projects in Masindi region
all aimed at ensuring that boys and girls in P1 to P3 receive support for their
learning, both in and out of school, so that they acquire the fundamental
skills they need to achieve a good level of educational attainment.
a) Supporting
Transition and Early Preparation to School’ (STEPS)
Transition and Early Preparation to School’ (STEPS)
Over
three years (2015-2017), STEPS will work directly with more than 5,000 of the
most disadvantaged pupils in the Masindi, Kiryandongo and Buliisa districts of
Uganda covering 10 primary schools, including those with disabilities, orphaned
children and those from elderly headed or child-headed households.
Interventions have been designed to address key transition issues that prevent
children learning foundation skills in the first few years of primary school
which results in considerable disadvantages later in their school lives. Using
a holistic approach, STEPS will engage with pupils, teachers and parents to
build a support network around the youngest school children bringing about
lasting change for the target communities. The planned activities will result
in children having the skills they require for future learning and achievement
in upper primary and beyond, supporting them to reach their potential and help
their families overcome poverty.
three years (2015-2017), STEPS will work directly with more than 5,000 of the
most disadvantaged pupils in the Masindi, Kiryandongo and Buliisa districts of
Uganda covering 10 primary schools, including those with disabilities, orphaned
children and those from elderly headed or child-headed households.
Interventions have been designed to address key transition issues that prevent
children learning foundation skills in the first few years of primary school
which results in considerable disadvantages later in their school lives. Using
a holistic approach, STEPS will engage with pupils, teachers and parents to
build a support network around the youngest school children bringing about
lasting change for the target communities. The planned activities will result
in children having the skills they require for future learning and achievement
in upper primary and beyond, supporting them to reach their potential and help
their families overcome poverty.
b) Early Years
Education Quality in Uganda: Advancing Learning Component (EQUAL)**
Education Quality in Uganda: Advancing Learning Component (EQUAL)**
The
project is working with children, parents and teachers in 15 schools in the
districts of Masindi, Kiryandongo and Buliisa to ensure P1 to P3 school
children have the fundamental skills that they need for future learning and
achievement. The component targets working with 10,604 children in P1 to P3
(including 1,500 children from exceptionally disadvantaged groups – orphans,
children with disabilities, etc.); 9604 parents and 60 teachers.
project is working with children, parents and teachers in 15 schools in the
districts of Masindi, Kiryandongo and Buliisa to ensure P1 to P3 school
children have the fundamental skills that they need for future learning and
achievement. The component targets working with 10,604 children in P1 to P3
(including 1,500 children from exceptionally disadvantaged groups – orphans,
children with disabilities, etc.); 9604 parents and 60 teachers.
This
project design has a three pronged approach, a) empowering teachers to improve
teaching quality; b) empowering parents to promote learning at home; and c)
working with teachers and older children to provide support to the young ones.
project design has a three pronged approach, a) empowering teachers to improve
teaching quality; b) empowering parents to promote learning at home; and c)
working with teachers and older children to provide support to the young ones.
1.3 Project
Description
Description
Each
of the 2 Early Years Learning projects seeks to achieve the following four
outcomes:
of the 2 Early Years Learning projects seeks to achieve the following four
outcomes:
Outcome
1:
Young girls and boys receive both academic and social support for their
learning, in and out of school, ensuring that they acquire the fundamental
skills they need in order to achieve a good level of educational attainment.
1:
Young girls and boys receive both academic and social support for their
learning, in and out of school, ensuring that they acquire the fundamental
skills they need in order to achieve a good level of educational attainment.
Outcome
2:
Teachers are skilled and inspired, which ensures they provide children friendly
and good quality teaching, improving children’s engagement in class.
2:
Teachers are skilled and inspired, which ensures they provide children friendly
and good quality teaching, improving children’s engagement in class.
Outcome
3:
Older children are empowered to mentor younger children, enhancing the learning
and emotional support that those younger children receive at school, improving
their academic and social skills.
3:
Older children are empowered to mentor younger children, enhancing the learning
and emotional support that those younger children receive at school, improving
their academic and social skills.
Outcome
4:
Parents are equipped to champion their children’s education, ensuring children
are prepared for school and their learning is nurtured resulting in a positive
learning culture for children at home.
4:
Parents are equipped to champion their children’s education, ensuring children
are prepared for school and their learning is nurtured resulting in a positive
learning culture for children at home.
2. Background to
Teacher mentorship
Teacher mentorship
Teacher
mentorship can be defined as “helping novices speed up the learning of a new
job or skill and reduce the stress of transition, improving instructional
performance of novices through modelling by a top performer, and socializing
novices into the profession of teaching” (Podsen & Denmark, 2000, p. 31).
Usually, mentorship is the special relationship that is cultivated between a
mentor and protégé whereby the mentor counsels, guides, and helps the protégé
to develop both personally and professionally (Gardiner, Enomoto, & Grogan,
2000). The purpose of mentorship efforts range from orientation and induction
of new teachers to instructional improvement with intent to change the culture
of the school to a more collaborative learning environment (Podsen &
Denmark, 2000).
mentorship can be defined as “helping novices speed up the learning of a new
job or skill and reduce the stress of transition, improving instructional
performance of novices through modelling by a top performer, and socializing
novices into the profession of teaching” (Podsen & Denmark, 2000, p. 31).
Usually, mentorship is the special relationship that is cultivated between a
mentor and protégé whereby the mentor counsels, guides, and helps the protégé
to develop both personally and professionally (Gardiner, Enomoto, & Grogan,
2000). The purpose of mentorship efforts range from orientation and induction
of new teachers to instructional improvement with intent to change the culture
of the school to a more collaborative learning environment (Podsen &
Denmark, 2000).
3. Purpose of
Technical Support
Technical Support
The
curriculum/ guide is being designed to address Outcome 2 of the projects;
curriculum/ guide is being designed to address Outcome 2 of the projects;
Outcome
2:
Teachers are skilled and inspired, which ensures they provide children friendly
and good quality teaching, improving children’s engagement in class.
2:
Teachers are skilled and inspired, which ensures they provide children friendly
and good quality teaching, improving children’s engagement in class.
This
support is being undertaken to provide credible and useful step by step
procedures on the operationalization of the coaching and teacher mentorship
intervention in all the 25 schools and identify foreseen challenges of the
intervention that could inform future interventions.
support is being undertaken to provide credible and useful step by step
procedures on the operationalization of the coaching and teacher mentorship
intervention in all the 25 schools and identify foreseen challenges of the
intervention that could inform future interventions.
The
chosen consultant will provide a clear set of guidelines and activities which
embody the outcome given above. They will also maximise the integration of the
activities and outcomes with other elements of the project.
chosen consultant will provide a clear set of guidelines and activities which
embody the outcome given above. They will also maximise the integration of the
activities and outcomes with other elements of the project.
4:
Expected outputs from the Technical Support
Expected outputs from the Technical Support
A
detailed report detailing the following:
detailed report detailing the following:
- Process
to Identify a core set of areas[1] where teachers need additional guidance
or learning support[2] - A
design / identification of key resources addressing the core areas of
support identified during research which the mentors can use to guide
their work - Outline
of a training programme for Head teachers and teachers to learn how to
mentor and to test the resources identified - Checklist
or guidance for mentor and mentee to identify areas of support needed and
selection criteria and process of pairing of the teachers - Outline
of the roles and responsibilities of the mentor and mentee and the head
teacher in ensuring the success of the programme in their schools - Guidance
and suggested programme of weekly /monthly/ termly activities for the
teachers. Each activity should have a clear rationale and anticipated
impact, including some suggested follow up activities which can be
implemented as part of existing lesson plans - Outline
model of how the mentor scheme will operate from 1) selecting areas /
topics of intervention 2) Selection of mentors and mentees 3) Training of
mentors and head teachers 4) Design of resources needed to support
mentorship 5) Measuring outcomes of the programme from mentee, mentor and
school perspective including the a monitoring guideline for head teachers,
CCTS and BAU. This monitoring guide should propose when, how and how often
the monitoring should be done by the various stakeholders.
5. Timeline for
delivery
delivery
The
final report and materials of this assignment must be delivered by the 30th
Aug 2016
final report and materials of this assignment must be delivered by the 30th
Aug 2016
6.0
Skills and qualifications of consultancy team
Skills and qualifications of consultancy team
The
consultancy team should consist of one or more consultants who meet the
following requirements:
consultancy team should consist of one or more consultants who meet the
following requirements:
§
Master’s degree in Education, coupled with advanced skills in research
methodologies (preferred);
Master’s degree in Education, coupled with advanced skills in research
methodologies (preferred);
§
Experience in designing and / or supporting teacher training or mentorship
schemes in East Africa (preferred)
Experience in designing and / or supporting teacher training or mentorship
schemes in East Africa (preferred)
§
Extensive recent experience working within/ engaging with the primary school
system in Uganda (essential)
Extensive recent experience working within/ engaging with the primary school
system in Uganda (essential)
§
Familiarity with the Ugandan education and teacher training policies and
systems (essential)
Familiarity with the Ugandan education and teacher training policies and
systems (essential)
§
Excellent communication skills including report writing (essential);
Excellent communication skills including report writing (essential);
§
Able to reliably access the Internet, as well as relevant national
policy/planning documents and surveys (essential);
Able to reliably access the Internet, as well as relevant national
policy/planning documents and surveys (essential);
§
Fluent English in both writing and speaking (essential) but Runyoro and Swahili
will be an added advantage;
Fluent English in both writing and speaking (essential) but Runyoro and Swahili
will be an added advantage;
§
Willingness to familiarise self with, and sign up to abiding by, Build Africa’s
Child Protection Policy (essential).
Willingness to familiarise self with, and sign up to abiding by, Build Africa’s
Child Protection Policy (essential).
7.0
Child Safeguarding
Child Safeguarding
It
is essential that the successful applicant familiarise self with, and sign up
to abiding by, Build Africa’s Child Protection Policy.
is essential that the successful applicant familiarise self with, and sign up
to abiding by, Build Africa’s Child Protection Policy.
We
reserve the right to conduct background checks for all shortlisted applicants
in line with our child safeguarding policy. This may include collecting
references from past employers or commissioning organisations.
reserve the right to conduct background checks for all shortlisted applicants
in line with our child safeguarding policy. This may include collecting
references from past employers or commissioning organisations.
8.0Application
process and timeline
process and timeline
Interested
consultants must submit the following documents:
consultants must submit the following documents:
1)
Technical proposal (with a maximum of 6 pages), which must include the
following:
Technical proposal (with a maximum of 6 pages), which must include the
following:
- Outline
of methodology to develop guidelines for the implementation of the
coaching and mentorship strategy - A
timeline of consultant work plan with number of days for desk research,
primary research, material development and review , finalizing materials
and final report - Sample
of previous report written for similar consultancy work, with contact
details for commissioning client. - The
schedule for conducting a Training of Trainers.
2)
Detailed budget submitted in Excel.
Detailed budget submitted in Excel.
There
is a fixed internal budget for the consultancy including professional fees,
ancillary costs and support costs with the assumption that the consultant is
based in Uganda or in the East Africa region (to minimise travel costs).
is a fixed internal budget for the consultancy including professional fees,
ancillary costs and support costs with the assumption that the consultant is
based in Uganda or in the East Africa region (to minimise travel costs).
Consultants
must have an existing legal right or hold the relevant visa to work in Uganda.
must have an existing legal right or hold the relevant visa to work in Uganda.
The
selected consultant(s) will be chosen based on their relevant experience,
robustness of their submission, availability as well as overall cost
effectiveness.
selected consultant(s) will be chosen based on their relevant experience,
robustness of their submission, availability as well as overall cost
effectiveness.
[1]
Sample include: ( classroom management, positive discipline, Scheming and
lesson planning, development of resources from local materials, record keeping,
exam setting and measurement, understanding different learning styles,
identification of special education needs, Continuous assessment, Preparation
of co-curricular activities for thematic classes )
Sample include: ( classroom management, positive discipline, Scheming and
lesson planning, development of resources from local materials, record keeping,
exam setting and measurement, understanding different learning styles,
identification of special education needs, Continuous assessment, Preparation
of co-curricular activities for thematic classes )
[2]
The mentoring guide will not address specific subject areas such as Mathematics
or English or other subjects on the national curricula.
The mentoring guide will not address specific subject areas such as Mathematics
or English or other subjects on the national curricula.
All
documents must be submitted no later than Monday 15th Aug 2016 at
17:00 hrs East Africa time via email to Fred Semyalo, Head of Programs ; semyalo@build-africauganda.org
documents must be submitted no later than Monday 15th Aug 2016 at
17:00 hrs East Africa time via email to Fred Semyalo, Head of Programs ; semyalo@build-africauganda.org
