RTIA-W1/ International Expert TCPD FL (M/W) – Tanzania

Assignment Background

Formation / Diplômes

Under the Facility from the Regional Teacher Initiative for Africa (RTIA), Expertise France is recruiting an International Expert to support the Ministry of Education, Science and Technology (MoEST) in Tanzania Mainland. The mission aims to strengthen continuous professional development for pre-primary and primary teachers, focusing on foundational learning practices in the classroom (Reading, Writing, and Arithmetic – 3Rs). Objective of the assignment The overall objective is to enhance the quality of teaching practices in pre-primary and primary schools to improve learning outcomes in the

• 3 R’s (Reading, Writing and Arithmetic) in Tanzania Mainland. The technical assistance will specifically aim to:
• examine the extent to which the existing TCPD programme on Foundational Learning addresses the professional learning needs of pre-primary and primary teachers, identifying its strengths and gaps;
• identify evidence-based best and/or innovative practices in Africa enabling enhanced foundational learning outcomes;
• based on the assessment and benchmark findings and recommendations, review and update the existing TCPD programme on foundational learning jointly with the teacher colleges. Main activities The International Expert will work closely with the Ministry of Education, Science and Technology (MoEST) and the National Expert. The assignment will include:
• conducting a desk review of key education policy documents in Tanzania Mainland;
• participating in a scoping meeting and developing a scope note, methodology and updated timetable;
• conducting consultations with relevant stakeholders, including teachers, master trainers and quality assurance officers;

Autres informations

• contributing to data collection, including classroom observations, focus group discussions and key informant interviews;
• conducting a benchmark of innovative and promising practices for foundational learning in Africa;
• co-facilitating technical working sessions with MoEST, Teacher Training Colleges (TTCs) and the Tanzania Institute of Education

(TIE);

• contributing to the review, update and development of relevant TCPD content and tools;
• incorporating feedback received during the validation process;
• preparing a final assignment report. A participatory approach and close coordination with national stakeholders will be essential to ensure alignment with country needs and promote national ownership. Gender considerations will be integrated throughout the assignment, including through gender disaggregated data and analysis. Expected deliverables The International Expert will contribute to the following key deliverables:
• 1. Delivrable #1 : TCPD program assessment report;
• 2. Delivrable #2 : Benchmark findings’ report;
• 3. Delivrable #3 : Strategy to enhance teacher training on Foundational Learning;
• 4. Deliverable #4 : Updated TCPD program;
• 5. Deliverable #5 : Monitoring tools and classroom observation tools.

Academic qualification

• Advanced degree in Education, with a specialisation in teacher continuous professional development.

Expérience

General professional experience

• Minimum 10 years of experience in basic education;
• proven track record in developing capacity-building programmes for teachers;
• experience in consultancy assignments for governments or international organisations.

Specific experience and skills

• Demonstrated experience and knowledge of foundational learning teaching practices and innovative approaches, including child-centred and active pedagogies, activity-based learning, differentiated instruction and positive discipline techniques for classroom management;
• experience in developing and implementing teacher capacity-building programmes focused on the transition from theoretical understanding to practical classroom application;
• experience in designing and conducting field surveys, managing data collection and analysing quantitative and qualitative data;
• excellent knowledge and practical experience of competency-based curricula;
• experience in designing/updating classroom observation and teacher capacity-building programme monitoring tools;
• knowledge and understanding of gender issues in foundational learning teaching and learning outcomes;
• demonstrated skills in participatory workshop facilitation and project coordination;
• familiarity with the education context and policies of Tanzania;
• good knowledge of foundational learning initiatives in Africa. Language proficiency
• Excellent proficiency in English, both written and spoken;
• good command of Swahili is an asset.

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