International consultation Introduction of life skills in teaching practices and capacity building of staff in the education sector
Closing Date for Applications:
- Education in life skills and citizenship is today considered a priority axis of the international agenda for post-2015 education in that it is a prerequisite for the quality and relevance of learning and education, and ultimately capacity building.
- The Education 2030 framework for action, the essential elements of which were adopted in the Incheon Declaration1, is inspired by this vision by emphasizing the so-called non-cognitive skills that allow children, adolescents and young people to develop to their full potential. potential. This importance is also reflected in the Sustainable Development Goals (SDGs), whose objective 4 “Ensure access for all to quality education on an equal footing, and promote lifelong learning opportunities. life ”and more specifically target 4.7“ By 2030, ensure that all students acquire the knowledge and skills necessary to promote sustainable development, including through education for sustainable development and lifestyles , human rights, gender equality,
- In addition, studies and field experiences carried out in different regions of the world indicate that life skills play a fundamental and essential role in the personal development and success of children, adolescents and young people, not only at the time of school learning, but also through the acquisition and mobilization of skills necessary for their adaptation to changing situations and their inclusion in social life, such as empowerment, acceptance of difference, stress management, social know-how, active citizenship, innovation, the spirit of initiative or the sense of entrepreneurship. Life skills are based on four essential axes: “Learning, Doing, Being, and Living together”. If this knowledge is mainly developed by the education system,
- Education in life skills and citizenship has become an essential component of the education system in Algeria and an essential medium for effectively understanding the complexity of life as mentioned in articles 44 and 45 of the Orientation Law on national education 08-04 of 23 January 20082 which follows the reform of the education system initiated in 2003. These two articles illustrate the importance given by the Ministry of National Education (MEN) to children's access to education quality through the acquisition of life skills. On the other hand, it is important to note that teaching has moved from an objective-based approach to competency-based teaching and that curricula have recently undergone a review.
- This project is part of the initiative on Education for Life Skills and Citizenship bringing together representatives of ministries and national institutions in charge of education from 20 countries in the MENA region as well as United Nations partners and other multilateral partners (UNICEF, UNESCO, ALECSO, ILO, UNFPA, UNHCR, PAM, UNRWA, World Bank) and NGOs (Mercy Corps, NRC, Save the Children). The Arab Institute for Human Rights (AIHR) is also a key regional partner as is ALECSO which has joined the partnership as a key actor in education in the Arab region. At the global level,
- Algeria has expressed its interest in education in life skills and citizenship, its intention to anchor them more in educational content and practices and develop them strategically, with the participation of representatives of the Ministry in particular. of National Education (MEN), the Ministry of Training and Vocational Education (MFEP) and the Ministry of Youth and Sports (MJS) to regional workshops organized on the issue in 2015 and 2016 and 2017 by the UNICEF Regional Office for the Middle East and North Africa.
- This consultation is part of UNICEF's 2016-2021 Cooperation Program with the Algerian State.It is particularly included in the Work Plan with the MEN in connection with support activities for improving the quality and relevance of educational programs and more specifically in the 2021 UNICEF - MEN Action Plan under Output 1 "Improvement of support and learning opportunities that promote the survival, development and inclusion of children, in particular those living in regions with strong disparities ”and more particularly under activity 1.4. "Introduction of life skills into teaching practices".
Objective of the consultation
- Equip students with life skills, essential for their individual and social development, based on the four pillars of learning: “knowing how to be”, “knowing how”, “knowing how to undertake”, and “knowing how to behave” living together ”by introducing life skills such as cooperation, participation, resilience, empathy, respect for diversity, etc. in classroom practices and activities through the development of educational activities and tools.
- NB: It will be important to build on the conceptual and programmatic framework inherent in the initiative for life skills and citizenship education initiated and developed by the UNICEF regional office for MENA countries
- Identification of existing and absent life skills in the education programs currently provided in the primary cycle
- Analysis of the needs for reinforcement in the field of life skills
- Preparation of the training of trainers (teaching tools and resources)
- Training of a core of 50 educational inspectors and teachers
- Support for multiplication seminars for the benefit of inspectors and teachers
- A diagnosis drawn up on the immediate needs in terms of the choice of life skills to be introduced into classroom practices, animation techniques as well as in extracurricular activities
- Educational tools and resources are developed
- 50 inspectors of primary education trained in life skills through training of trainers at the national level, and will have acquired new classroom animation techniques
- 500 inspectors and teachers of primary education are trained in life skills through training cascading across the central, eastern, western and southern regions.
- Primary education inspectors (IEP), all subjects included
- Primary education teachers (PEP), all subjects included
- Deliverables, deadlines and payment terms
- The expert will produce and submit to the UNICEF Algeria office deliverables below. It is understood that the final versions will necessarily have to take into account the comments made by the office on the preliminary preliminary versions. The deliverables must be submitted in French in electronic version (Word and / or Excel and / or Powerpoint format), an Arabic translation would be welcome.
Indicative submission dates Method of payment of fees
- A methodological note and a work plan / schedule. 10 days after signing the contract 20%
- A life skills analysis report as well as identified capacity building needs including recommendations 45 days after signature of the contract
- Training tools as well as the guide (s) of educational activities developed for education personnel drawn up
- Months 2 or 3 after signature of the contract 20%
- Interim report on the progress of the training of trainers sessions including an analysis of the pre and post tests
- Months 4 or 5 after signature of the contract 20% 5. Final report including an executive summary, all the teaching resources developed a list of people trained , and a summary of the consultation including all the presentations made Before closing the contract 20% Working conditions The work of the consultant will take place over a period of 8 months from August 1, 2021. The work can be carried out mostly remotely, missions in Algeria will be encouraged depending on the evolution of the international context.
- The estimated number of working days is 90 days remotely / and or face-to-face whenever possible.
- He / she will work under the supervision of the Education Specialist.
- The fees of the consultant will be negotiated and agreed on the basis of the financial offer presented. Visa fees are the responsibility of the consultant.
- Payments will be staggered and made after receipt and acceptance of the deliverables by UNICEF and the Ministry of National Education.
Qualifications required of the consultant
The consultant must meet the following conditions:
- Have post-graduate training at master's level, in the field of educational sciences, social sciences or other fields relevant to this study
- Have at least seven (7) years of professional experience in the field of education or any other field relevant to this study
- Expertise in the field of life skills education and to citizenship
- Experience in conducting research in the field or in a similar sector
- Documented experience of working with international organizations and / or United Nations agencies
- Perfect command of French.
- Knowledge of Arabic and the Algerian context would be an asset.
- For an offer from an international consultant, he / she may be assisted by national assistants to carry out certain work under his / her supervision, which assistants could be recruited by UNICEF, where applicable.