Request for written proposal. Reference: GEM Report 2020 Senior Researcher. Request to submit a written proposal for a work assignment with UNESCO

Transcription

1 United Nations Educational, Scientific and Cultural Organization Organisation des Nations Unies pour l'éducation, la science et la culture Individual Authors Contract Request for written proposal Reference: GEM Report 2020 Senior Researcher Request to submit a written proposal for a work assignment with UNESCO UNESCO is inviting written proposals from Individuals for the work assignment described in attachment I. To enable you to prepare a proposal for this assignment, please find attached the following documents: Terms of Reference (see attachment A); Background note (see attachment B) Your written proposal should comprise: a) A Technical Proposal consisting of: an up to date curriculum vitae (in UNESCO format, see: UNESCO_CV_Form.doc ) an approach and methodology for the assignment, in c lu d in g a work plan in line with the Terms of Reference. b) The amount to be charged for the assignment, which should be quoted in US dollars or in euros only for the period 15 February September 2019 as a monthly fee. Please include any costs for travel to Paris as a separate line item Your proposal and supporting documents must be in English. UNESCO places great emphasis on ensuring that the objectives of the work assignment, as described in the Terms of Reference, are met. Accordingly, in evaluating the proposals for the assignment, attention will focus first and foremost on the technical elements. From those proposals deemed suitable in relation to the criteria set forth in the Terms of Reference, UNESCO shall select the proposal that offers the Organization best value for money. 1

2 Your proposal should be submitted by no later than close of business (18:00) on Friday, 1 February proposals should not exceed 5MB. The should be addressed to The hiring manager: gemrpost@unesco.org It is the individual s responsibility to ensure that his/her proposal is received by the deadline. Thank you for your interest in this UNESCO assignment; and we look forward to receiving your proposal. Anissa Mechtar Budget and Finance officer Global Education Monitoring Report 2

3 Attachment A Terms of Reference DUTIES AND REQUIREMENTS The GEM Report is seeking to recruit a senior author specialising in education and inclusion. I. Duties Under the overall authority of the Director of the GEM Report and the direct supervision of the Senior Project Officer of the Global Education Monitoring Report, he/she will analyse the structural challenges affecting the education of people with disabilities and the solutions that have been attempted around the world to include learners with different types of disability in education (e.g. physical or intellectual), following the six-element framework outlined below. The Work is expected to: Adapt and refine each of the six elements of the inclusive education framework with reference to people with disabilities: o Under each element, identify 3-5 main policy issues based on a thorough literature review o Expand and elaborate each policy issue within each element with at least two examples that describe (i) how countries have responded to make education inclusive and (ii) how learners with different types of disability have been affected by the implementation of this response. Across all issues and examples: o Maintain an overall balance by region (sub-saharan Africa, Northern Africa and Western Asia, Central and Southern Asia, East and South-eastern Asia, Oceania, Latin America and the Caribbean, Europe and Northern America) and by country income level (low, lower middle, upper middle and high income countries), showing how policy responses for different issues vary by context o Maintain an overall balance between children, youth and adults, showing how policy responses vary by age group o Identify where inclusive education policy approaches and solutions are common for people with disabilities and other vulnerable groups and where they need to be distinct o Identify where disability interacts with other characteristics, for example gender, location, income, ethnicity or displacement, to exacerbate or ameliorate the challenges In addition, during the course of the research, the Work should make recommendations to the GEM Report team for additional in-depth case studies to further support the development of the 2020 GEM Report: Identify 8-10 in-depth case studies for groups of children, youth and adults with a specific disability, requiring the Report team to carry out a closer investigation than what can be afforded in this Work, and propose a starting point for this research Identify 8-10 in-depth and geographically balanced case studies for countries or territories with a particular policy, requiring the Report team to carry out a closer investigation than what can be afforded in this Work, and propose a starting point for this research 3

4 Six elements of the inclusive education framework of the 2020 GEM Report National legal frameworks and policies. Legal tools are essential in the development of an inclusive education system. International declarations represent important commitments to inclusion. However, their impact is limited if they are not supported by national frameworks or if educational stakeholders are not aware of them. Many countries formulate their own explicit statements on inclusion, to reflect their specific complexities and barriers. But vague or contradictory language in legal frameworks can hinder inclusion, while even an inclusive national legal framework does not necessarily prevent local discriminatory practices. Governance and finance. Persistent gaps remain between inclusive education policy and practice. Weak governance can prevent the implementation of inclusive policies. Moreover, different sectors ned to collaborate effectively, especially as many learners are vulnerable to exclusion face overlapping challenges, related to health, security, poverty or remoteness. To clarify responsibilities and push toward common goals, national education planning and governance should mainstream inclusion, involve stakeholders from different sectors and from different tiers of government. The issue of funding is crucial in ensuring education for all. Funding formulas need to recognize the additional costs associated with the education of vulnerable children, including for accessibility in transport and buildings. Resource allocation that supports inclusion also involves coordination mechanisms across ministries and tiers of government. But some funding mechanisms encourage some learners to be labelled as requiring special needs distorting the allocation of additional support for schools. Finally, there is a concern that international support is not sufficiently targeted at inclusive education. Curricula and learning materials. The curricula used in schools can play an important role in whether students feel included or excluded. In following the principles of inclusion, curriculum development should involve different stakeholders, inclusion experts and communities, as well as those vulnerable to exclusion. There is more than one approach to learning: the same curriculum needs to be flexible enough to be taught to learners with different backgrounds and abilities. Using inclusive curriculum requires diverse modes of instruction and learner-centred approaches to learning. Discriminatory or stereotypical content in learning materials can increase exclusion. Lack of diversity in content is another obstacle to building a culture of inclusion. Teachers, school leaders and education support personnel. School staff need to be prepared to accommodate students of all abilities and backgrounds, especially where a transition from special needs to mainstream schools is taking place. Practical pedagogy that prepares teachers to anticipate and resolve challenges or be familiar with referral options for students in need is rarely emphasized. Cooperation between special needs and mainstream teachers, as well as between teachers and support personnel, is important to ensure inclusive practices. Alongside knowledge and skills, school leaders and teachers motivation for and commitment to inclusive education are essential, even in systems where teacher training for inclusion exists. Education personnel can be important role models and can help overcome discriminatory views among all students. They can facilitate individual learning and foster a welcoming and more understanding community. The role of regulation, inspection and mentoring is also key. But staff motivation can be curtailed by structural barriers, such as lack of autonomy in adapting curricula. To ensure all feel welcome and included in a school, the diversity of the student population should be reflected in diversity among education staff, including teachers, school leaders and support staff. Schools. To access education facilities, many learners need to overcome obstacles such as lack of mobility equipment, poor transport infrastructure and road conditions, inappropriately designed buildings, and absence of teaching aids. In some countries, non-state, special needs, provision opportunities are increasingly used despite official inclusive education 4

5 policies. Such provision may not generate the promised learning environments for learners and how it influences inclusion and equity in the education system as a whole. School selection tactics may also lead to exclusion. For instance, in systems where special schools exist, access to mainstream education can be restricted through the targeted identification of special needs among a particular disadvantaged group. Some vulnerable groups can be disproportionally assigned to special schools through the misdiagnosis of learners based on biased screening tests. Communities, parents and students. Communities with discriminatory beliefs and attitudes can prevent learners from accessing education opportunities. Discriminatory community views can diminish learners safety and outcomes while in school. Parent preferences are important when considering inclusive education. Some parents may feel like a separate or special school will provide their children with a sense of belonging and meet their physical or intellectual needs. Many initiatives focus on involving parents and community members in school management. Learners social and emotional well-being in school should not be undervalued. Bullying and cyber-bullying can lead to exclusion from education opportunities, but it also targets students who are already particularly vulnerable to exclusion. Finally, the role of non-government organizations, notably organizations of people with disabilities, in the provision of education services and support for inclusive education is vital but there is always a risk that they substitute activities to be undertaken by government. Deliverables: The Work shall consist of: A. A report of approximately 25,000 words (excluding appendices, annexes and bibliographies) written in the English language at a very good level. It will also include an abstract adapted to a non-technical audience. It shall be structured as follows: 1. Abstract 2. Introduction (250 words) 3. Framing (1000 words) 4. National legal frameworks and policies (3000 words) 5. Governance and finance (5000 words) 6. Curricula and learning materials (3000 words) 7. Teachers, school leaders and education support personnel (5000 words) 8. Schools (3000 words) 9. Communities, parents and students (4000 words) 10. Conclusion (750 words) 11. Bibliography (in Endnote) 12. Appendix B. A list of 16 to 20 recommended in-depth case studies (by group of people with a particular disability and by country) to support the further development of the 2020 GEM Report with an indication of a starting point (e.g. 2-3 references) of this further research. C. Participate in research meetings and provide input and feedback on draft report and commissions The Consultant shall submit to the GEM Report team, for its approval: A detailed outline of the Work A list of proposed case studies A first draft of the Work (either three full sections or six partial sections) 5

6 A second draft of the Work (either three more full sections or six full sections) The complete Work, incorporating GEM Report team comments Full bibliographic references, tables and charts Feedback and review of other chapters (at least 2) of the Report. II. Requirements Education Advanced university degree (Masters degree or equivalent) in a program in education, development studies, economics, sociology, social policy, or other related social science discipline. Work experience At least 7 years of professional experience as a researcher and/or analyst in issues of inclusion and disability in education, of which preferably 4 years acquired at international level. Proven record of publications, particularly in peer reviewed journals Skills/Competencies Knowledge of different research methods Strong analytical and drafting skills in English Ability to think critically and innovatively Ability to link theoretical concepts with practical policy considerations Experience of writing for an audience of policy makers and practitioners Demonstrated capacity to work under tight deadlines Languages Excellent oral and written English. 6

7 Attachment B. Background note Global Education Monitoring Report 2020 The Global Education Monitoring Report (or GEM Report), formerly known as the Education for All Global Monitoring Report (GMR), is an editorially independent, authoritative, and evidence-based annual report that monitors progress in education in the Sustainable Development Goals (SDGs), which have been adopted as part of the 2030 Agenda for Sustainable Development. The Report is funded by a group of governments, multilateral agencies and foundations and published annually by UNESCO to serve the international community. It is widely recognised as an indispensable advocacy and technical tool supporting inclusive and equitable quality education and promoting lifelong learning for all. With its renewed mandate, established in the Incheon Declaration of the World Education Forum in May 2015, the annual GEM Report series has two objectives: provide updates on national, regional and global progress with respect to the SDG 4 monitoring framework; and analyse a major theme identified in the Education 2030 Framework for Action that puts progress towards the education targets at risk, proposing effective policies and making recommendations. The theme of the 2020 GEM Report will be inclusive education. Originally, the concept was focused on students with disabilities. Over time, inclusive education has taken on a broader meaning, encompassing all learners and focusing on policies to provide quality education to all. The Report will cover all mechanisms that expose any children, youth and adults to exclusion risks, while maintaining a special focus on people with disabilities. 7