Education Development Trust
Consultancy Engagement – Terms of Reference
Project: GEC- Wasichana Wote Wasome
Education Development Trust, formerly CfBT Education Trust, is a not-for-for profit international education services company with over 40 years’ experience, working in more than 80 countries.
Our vision is to provide outstanding, sustainable education solutions that transform and improve the school education and life chances of children and young people worldwide.
We have specialist experience in strengthening education systems and supporting school improvement in post-conflict, transition and early-recovery fragile states.
Education Development Trust has a strong commitment to Sub Saharan Africa and has been working in the region for over 20 years. Education Development Trust has been working in Kenya since 1992 and has implemented many programs that support Education in Kenya.
Such programs include DEMA, SPRED, PRISM and many others aimed at improving schools and teachers’ capacity. Education Development Trust through the Wasichana Wote Wasome (WWW) project aims at improving learning outcomes in numeracy and literacy in primary grades by employing Teacher Coaching approach.
The teacher coaching approach enhances teacher skills and competencies for effective delivery & learning. Education Development Trust is looking for a qualified and suitable consultant to work in the WWW Project
2.0 Overview of Wasichana Wote Wasome Project
Wasichana Wote Wasome (WWW – ‘Let All Girls Learn’) is a four year DfID funded project that is aimed at increasing school enrolment of 7400 girls, retention of 6400 girls and improved attendance and learning outcomes for 124,000 marginalized girls in Kenya.
The project is working in 500 primary schools and in the communities, they serve in two contexts: Arid and Semi-Arid Lands (ASALs) namely: Turkana, Samburu, Marsabit, Tana River, Kwale and Kilifi) and urban slums that include Nairobi and Mombasa.
Education Development Trust is the lead partner in a consortium including AMURT, Concern Worldwide, Girl Child Network and WERK.
The project uses an integrated approach towards girl child education by putting in place strategies that address the girl herself, the girl at home, the girl at school and the girl in the community.
The principal government partners are the Ministry of Education Science and Technology (MoEST), the Teachers Service Commission (TSC) and the Ministry of Health (MoH).
A key component of the project is Teacher coaching approach that supports the teacher on teaching practices for improved learning outcomes.
Education Development Trust wishes to develop coaching material for functional numeracy and literacy pedagogy in primary school upper grades.
The existing manual is focused on early grades and the project following the cohort of girls has now moved to upper grades.
3.0 The Purpose and Objectives of the consultancy
The purpose of this consultancy is to develop instructional coach training Manual for upper grades Literacy and Numeracy to improve teacher’s pedagogical skills and student’s learning outcomes.
The manuals will improve the quality of teaching and support boys and girls acquire functional skills in literacy and numeracy.
3.1 Gaps in the current coaches training manual
- The existing Project Coach training manual focuses on literacy and numeracy for early grades. Education Development Trust has since moved most of its coaching to upper grades and there is should align the Coaching manual to this change.
- The existing early grades manual covers pedagogy and content but in upper grade the focus should be on pedagogy and teaching approaches that improve the learning of functional literacy and numeracy. Subject content is not a focus in this consultancy in view of the ongoing national curriculum review.
- As the coaching moves to upper grade, there is need for deliberate effort to include gender responsiveness that is sensitive to the needs of adolescent girls and boys.
3.2 The scope of work
In consultations with Education Development Trust, the consultancy will perform the following tasks:
3.2.1 Assessment and review
Critically review the existing Coaches Instructional Manual and other approaches currently in use for appropriateness for use in upper grades to deliver on functional literacy and numeracy.
3.2.2 Design and develop
- Design a conceptual framework for the coach’s training manual for upper grade with clear objectives and structure.
- Develop the Literacy and Numeracy (English and Mathematics) instructional material for the coaches with focus on functional literacy and numeracy and gender and learner friendly pedagogy.
- Participate in the validation process of the draft manual and thereafter incorporate agreed changes into the final draft. The validation will be subject to a panel of reviewers including KICD, TSC, MoEST and other key stakeholders.
- Review and design relevant approaches and teaching methodologies at the coach and teacher training level.
3.2.3 Key deliverables
- Provide technical leadership for the process of upper grades manual development
- Develop Instructional Manual for functional literacy and numeracy for the coaches and teachers for upper grades.
- Develop a learning measurement framework and observation tools
- Train coaches on the use of the manual
- Prepare a process report for the services you offered in developing the manual.
3.2.4 Process Deliverables
- Develop and submit at the consultancy outset, a conceptual framework and detailed Work plan that stipulates a breakdown of the work and the period for implementation.
Time distribution for the main tasks
|1||Development of initial draft- concept stage||3 days|
|2||Panel session to discuss concept ideas||2 days|
|3||Development of manual||5 days|
|4||Pane session to review draft manual||2 days|
|5||Final draft||3 days|
|6||Training of coaches||5 days|
|7||Technical backstopping||5 days|
The consultant will use methods including desk review, interviews, focused group discussions, engage technical review panels etc. to assess and develop an appropriate manual for functional literacy and numeracy for upper grades.
Consultants’ required expertise and specifications
Technical area and Consultant Specifications
- Master in Education or literacy related field
- At least 10 years’ experience in teaching/tutoring/training especially teachers, developing training manuals for literacy, writing books and other literary materials.
- Experience in material development or training for Tusome, or any other project with literacy component. Added advantage for experience in upper materials.
- Experience in authoring literacy training materials/Books for Colleges or schools, readers, phonetic guides etc
- Demonstrated ability to train teachers on methodology and teaching approaches
- Master in Education, specialised in maths, at least a degree in math
- At least 10 years’ experience in teaching/tutoring/training especially teachers, developing training manuals for numeracy, writing books and other numeracy materials.
- Experience in material development or training for SMASSE or GPE or similar interventions.
- Experience in authoring numeracy training materials/Books for Colleges or schools, guides, training manuals etc.
- Demonstrated ability to train teachers on methodology and teaching approaches
NB: Education Development Trust would like to work with individual consultants with relevant expertise not firms.
Interested and eligible candidates should submit a detailed CV detailing relevant assignments and Cover letter including four referees and the expected fee to email@example.com ONLY with the subject line of the name of the assignment. Applications will be reviewed on a rolling basis.
Applications must be received on or before 10th November, 2016.
Only shortlisted candidates will be contacted.
Education Development Trust is committed to safeguarding and promoting the welfare of children, and applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and police clearance checks.