Handicap International is looking for a well experienced consultant who can develop practical teacher’s guide on how to teach children with disabilities in an inclusive setting for inclusion of CwDs at classroom level in collaboration with Ministry of Education.
Mission Period: From May 21 - July 21, 2017
1. Rationale
Handicap International (HI) is an independent and impartial international aid organisation working in situations of poverty and exclusion, conflict, and disaster. Working alongside persons with disabilities and other vulnerable groups, its actions and testimony are focused on responding to their essential needs and improving their conditions.
Between October 2011 - September 2013, HI run a small pilot inclusive education project in 6 schools in Dire Dawa, Harar, and Jijiga. Based on the experience and successes of this project, starting from October 2014, the project has expanded the number of schools from 6 to 49 with a support from USAID in Dire Dawa City Administration, Harari Regional State, Somali Regional State (Jijiga town and Shinile Zone), Oromia Regional State (East and West Hararge Zones) and Amhara Regional State (North Shewa Zone) and Addis Ababa City Administration. The project is called, “Expanding the participation of persons with disability in educational programs in Ethiopia,” aims at improving access of children with disabilities to primary education based on the lesson learned and successful approaches tested during the pilot phase.
Experience from HI’s IE project indicated that, lack of Practical Teachers' Guide on how to reach children with disabilities in an inclusive setting for inclusion of CwDs at school level is one of the key problems working against quality, disability inclusive teaching learning process in Ethiopia.
The country has Education Sector Development Program (ESDP), and SNE strategy which outline the overall approaches to the education of vulnerable children in general and children with special educational needs in particular. However, there is no properly developed specific standards that can guide teachers and the school community in their attempt to provide quality inclusive education.
Currently, HI is seeking a competent individual consultant/firm to develop sustainable Practical Teachers' Guide for Inclusion of CwDs at Classroom Level in collaboration with MoE, REB and other stakeholders. This ToR outlines the details of the mission.2. Objective of the Mission
The main purpose of the mission is to develop sustainable Practical Teachers' Guide for Inclusion of CwDs at classroom level in collaboration with MoE.
3. Role of Handicap International (HI)
Ø HI will provide the budget required (Cover the fee of the consultant/firm)
Ø Provide technical support and feedbacks throughout the development of the guideline
Ø Avail project staff who will support the process
Ø Organise workshops for the validation of the Practical Teachers' Guide
4. Role of Ministry of Education (MoE)
Ø Participate in the selection of the consultant/Firm who will develop the sustainable Practical Teachers' Guide for Inclusion of CwDs at classroom level
Ø Provide consultation and regular support to the consultant/Firm
Ø Provide technical feedback/comments on the draft.
Ø Participate in meetings (national or local) to be organised in relation to the production and validation of Practical Teachers' Guide.
Through HI’s head office in Addis Ababa, and field office in Dire Dawa City Administration, the consultant/Firm is expected to make field visits, meet REB, Zone/Woreda Education Offices, DPOs, and Schools to collect data and consult with stakeholders in the process of producing the sustainable Practical Teachers' Guide for inclusion of CWDs.
1. Regular meeting with SNE, and Curriculum Directorates, and experts at MoE, in Addis Ababa for feedbacks and comments.
2. Regular meeting with HI’s Technical Advisor in Addis Ababa, and EPPD’s project manager in Dire Dawa for regular updates on the status of the mission, and related issues.
3. Collect data and study the situation from EPPD, HI inclusive education project, currently under implementation in 6 regions: in Dire Dawa City Administration, Harari Regional State, Somali Regional State (Jijiga town, and Shinile Zone), Oromia Regional State (East, and West Hararge Zone), Amhara Regional State (North Shewa Zone) and Addis Ababa City Administration.
NB: it should be noted that the above list may not be exhaustive, depending on context, in collaboration with HI’s staffs, and partners, the consultant/Firm should expect to make some adjustments.
6. Time table
Ø The overall mission will be from May 21 to July 21, 2017 (the proposed fee should include the amount for the whole service/period).
Ø The production of the document, Practical teacher’s guide on how to teach children with disabilities in an inclusive setting for inclusion of CwDs at classroom level, should be finalized within a month between May 21 - June 21, 2017. During this time, the consultant/Firm will collect data/material, consult MoE, visit EPPD schools, and involve DPOs and finalise the draft.
Ø Between June 16 - 30, 2017, the consultant/Firm, in collaboration with Handicap International, presents the draft Practical teacher’s guide on how to teach children with disabilities in an inclusive setting and allow all stakeholders validate the material.
Ø Between July 1 - 21 2017, the consultant/Firm should finalise the overall work.
The assignment will be contracted to an individual consultant/Firm, with expertise in primary education in general, and inclusive education in particular as per the details listed below:
Required | Desirable |
Ø Demonstrates experience in education projects, inclusive education in particular, preferably with vulnerable groups such as CWDs, girls, and displaced children and related; Ø Demonstrates experience in the Education sector in Ethiopia, sub-Saharan Africa etc. Ø Understanding of disability, primary education/IE, including the social model of disability; Ø Proven excellent communication skills; Ø Proven ability to work within a multi-disciplinary team and a multicultural context; Ø Excellent English language skills; Ø Proven strong analytical & report-writing skills | Ø Experienced in primary education, inclusive education setting; Ø Good understanding of primary education in general and education under emergency situation especially in low income countries in Sub Saharan Africa (preferably including Ethiopia); Ø Experience working with children with disabilities, and other vulnerable groups. Ø Have a good understanding of the structure of Ethiopia’s Education authorities particularly recent changes in relation to inclusive education. |