Job Description
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Background Under the Facility from the Regional Teachers Initiative for Africa (RTIA) funded by the European Union, this technical assistance
Formation / DiplĂ´mes
assignment supports Tanzania’s Ministry of Education, Science and Technology (MoEST) in implementing its ongoing education reform. The main objective is to enhance students’ smooth transition from pre-primary to primary. Objectives & Scope of Work Working as part of a team alongside a national expert, the international expert will:
- Strengthen pre-primary teachers’ capacity to facilitate/implement school readiness activities.
- Strengthen Standard 1 & 2 teachers’ capacity in play-based and child-centered pedagogy.
- Promote peer learning and harmonization of teaching practices between pre-primary and Standard 1 & 2 teachers. Main Deliverables (Co-developed with National Expert)
- Deliverable 1: School readiness activities in pre-primary schools’ assessment report.
- Deliverable 2: Guidelines on school readiness.
- Deliverable 3: Assessment report on existing capacity building modules on play-based pedagogy.
- Deliverable 4: Package on play-based pedagogy for CoLs (Communities of Learning).
- Deliverable 5: Module on holistic ECD/early learning.
Academic qualification: Advanced degree in Education, ECD/ early learning specialist.
- General work experience: Minimum of 10 years of experience in basic education including pre-primary education; proven track records of
Expérience
developing capacity building contents for teachers; experience in consultancy for government or international organizations. Specific work experience:
- Sound knowledge/ experience in Early Childhood Development and early learning. In-depth knowledge of play-based pedagogy and child-centered pedagogy.
- Proven experience in building capacities of teachers.
- Experience in developing contents/programs on school readiness.
- Excellent knowledge and hands-on practices of competency-based curriculum.
Demonstrated skills in participatory workshop facilitation and coordination.
- Knowledge and practical understanding of gender-sensitive and gender-responsive pedagogy (asset).
- Previous experience working in the education sector including at preschool level in African contexts and familiarity with the education context and policies of Tanzania.
- Language proficiency : Excellent proficiency in English (both written and spoken); good command in Swahili is an asset.
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