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Teacher Research and Development: Migrant Learning Centers

: Save the Children International

: Nonprofits / องค์กรไม่แสวงหาผลกำไร

: 2821

: 14 November 2016

30 November 2016

Save the Children International is looking for Teacher Research and Development: Migrant Learning Centers

 JOB TITLE:  Teacher Research and Development

 TEAM/PROGRAMME: Program Development and Quality, Education, Child Protection      

LOCATION: Bangkok                           Type of Contract: Consultancy

CHILD SAFEGUARDING:

Level 3 – the responsibilities of the post may require the post holder to have regular contact with or access to children or young people.

1. Background

Migrants from Myanmar in Thailand

Migrants from Myanmar have been present in Thailand in large numbers for many years due to the long-term conflict, poor economy and lack of educational opportunities and jobs in the country. As a result, approximately 2.5 million migrants from Myanmar live in Thailand, primarily in areas with large agricultural, fishing, food processing industries or other jobs involving manual labor, such as in Bangkok and Mae Sot, a key border transit and trade site.[1]

The International Labor Organization (ILO) estimates that nearly 400,000 migrant children live in Thailand, approximately 11 percent of all migrants, although due to their illegal status and lack of registration the actual number may be much higher.[2]  In order to provide an education for their children, migrant communities set up Migrant Learning Centers (MLCs) supported by volunteers and community based organization such as Help without Frontiers (HWF) and Foundation for Rural Youth (FRY).

Teacher Development Migrant Learning Centers

Currently there are 74 MLCs operating in and around Mae Sot, Thailand. These centers have been acknowledged and “listed” by the Royal Thai Government (RTG) Ministry of Education (MoE). However these MLCs are not accredited monitored or supported by any formal education authority and as a result students receive no formal recognition of learning.  There is no over-arching or formal coordinated structure to address school governance issues; the funding of MLCs, quality of education, recognition of education and teacher qualifications. The evidence on children’s learning outcomes in MLCs is limited, however a reading assessment by Save the Children in 2014 found that a significant proportion of students are struggling to master basic literacy, especially when it comes to the key area of reading comprehension.

 Despite many efforts to support teachers, they receive a low wage and the turnover of teacher is often quite high. The quality of teaching also varies dramatically between different learning centers, ranging from those with quite well qualified and trained teachers, to those who have little formal education or training.

The focus of this ToR will be on improving teacher quality in existing MLC’s in Mae Sot and not the teacher supply system. The importance of improving the quality of teaching has been recognized as fundamental to improving children’s learning outcomes. However, the goal of actually improving teaching quality has proved elusive in many contexts around the world, with many teacher training programs are ad hoc and offered by various entities, there is not a coordinated and holistic pre-service, induction, and in-service system to support the needs of teachers in the MLCs. Many trainings do not include any follow up monitoring or support to teachers after the training to identify challenges in application of new skills at the classroom level. In the context of MLCs, it is therefore important to further understand teacher development needs and to explore alternative methods for supporting teacher development in addition to traditional teacher training. Some approaches that have proved successful in similar contexts include school-based training and coaching, peer support, and the use of locally produced video.

2. The purpose of this consultancy

The purpose of this consultancy is to contribute to the improvement of teaching quality in MLCs in Mae Sot and build sustainable capacity of local actors to support teacher development. This will be done through 3 specific objectives

1. Assessing critical teacher development needs through observation of teacher competencies.
2. Designing and delivering effective and sustainable approaches to teacher development in target MLCs.
3. Producing a collection of materials to support teachers in target MLCs based on initial consultations (this should include at least one video focused on effective local teaching practice for use in teacher development programs in the future).

      3. Deliverables

1. Project design framework document (including Monitoring, Evaluation, Accountability, Learning (MEAL) plan and exit plan for sustainability)
2. Work plan
3. Consultation to prioritize target MLCs (criteria for selection agreed with SCI and local partners)
4. Mapping of current MLC teacher development programs in Mae Sot and profile of teacher development in target MLCs
5. Teacher observation and needs assessment tool
6. Teacher observation and needs assessment report
7. Development and implementation of materials and manuals for teacher development strategies ( e.g. training manuals, coaching guides, peer support tools,etc.) in at least 2 MLCs.
8. Development of at least one video to be used for teacher development and reflection (clips of maximum 5 minutes, covering at least 3 aspects of teaching practice, scripts for video voiceover etc.)
9. Monitoring and evaluation tools for recording and assessing programs activities and impact
10. Progress and final evaluation reports on program activities
11. Revised teacher development tools based on evaluation findings.
12. Development and delivery of capacity building plan and materials for expansion and continuation of program

4. Timeframe

 The consultancy will be from December 2016 with a maximum completion date of July 31^st 2017. 

5. Consultant/organization qualifications and profile 

• Individuals/team with extensive experience in teacher development
• Team members with qualifications and training in education development
• English and local language skills essential
• Strong experience and understanding of local context
• Experience in the use of video in teacher development preferable 

6. Management of consultancy

• The consultant will report to the education specialist and project coordinator
• Save the Children should approve all plans and documents developed by the consultant 

7. Submissions for the consultancy

The submission must address the terms of reference and include:

• The resume of the candidate/ organization
• A proposal outlining a draft work plan, log-frame, and methodologies/approaches to be employed (max 5 pages)
• A detailed all-inclusive budget 

8. Close date for submissions:

Applicant should submit their interest by 30 November 2016. Submissions should be addressed to: Thailand, HR hr.thailand@savethechildren.org

* Save the Children International will own the intellectual property rights for materials produced under this contract

 

[1] Thailand Migration Report 2011. International Organization for Migration.

[2] Report on the Situation of Migrant Children in Thailand 2008. International Labor Organization

Contact : hr.thailand@savethechildren.org

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