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**Deadline expired** Expressions of interest sought for Action Research Team, VSO, Malawi

Expression of interest for Action Research Team.

Action-Based Research Programme: Design and implementation services for the Unlocking Talent through Technology project in Malawi.

Full details on VSO’s website.

VSO is an International development organisation that contributes towards addressing poverty and disadvantage through the placement of International and National skilled professional volunteers with national partners who work in its thematic areas of Inclusive Education, Health and Secure Livelihoods.

We will be running a tender process with the intention of awarding a contract for the provision of action research and are seeking expressions of interest from suitably experienced and qualified organisations.

Background

Since 2014, VSO Malawi has been implementing the Unlocking Talent through Technology (UT) to address Malawi’s chronic poor learning outcomes and increase the quality of education. Through its UT programme, VSO Malawi, in partnership with onebillion and with funding from the Royal Norwegian Embassy in Malawi, is ensuring access to proven tablet based learning apps by children across Malawi. The goal of the programme is the attainment of literacy and numeracy core competencies in primary school age children in Malawi, or in simpler words, for children to have achieved significant learning outcomes by accessing curriculum aligned digital education technology (DET) at school based learning centres (LC). It targets early grade learners, in-service and pre-service teachers, Teacher Training College (TTC) lecturers, Primary Education Advisors (PEA), out-of-school youth and children with special learning needs. To date, the UT programme has been implemented within purpose built learning centres, with learners accessing the intervention on an individual basis through a hand-held tablet connected to a set of headphones.

Three evaluation trials of the UT approach have been conducted to date and results showed children receiving the UT intervention made significantly greater learning gains than children receiving standard classroom practice.  

Action research objectives

Aiming to improve the implementation and reach of the Unlocking Talent programme in Malawi, VSO Malawi would like to engage an experienced action research service provider to conduct a series of action-based research studies within the programme.

The action research team will design, plan and conduct a participatory, gender-sensitive and inclusive action research over the next 2 years focusing on three components:

  1. How do different modes of implementation affect learning within UT;
  2. What is the impact of using UT across different modes of implementation on teaching practice; and
  3. Can UT be used effectively with different user groups to enhance reach.

The role of the researchers will focus on training practitioners; including teachers, inspectors and advisors to become researchers. The research will be carried out by practitioners under the supervision of the professional action research team. The professional action research team will train and mentor practitioners in this process.

Required skills and experience

Prospective service providers must have experience of conducting action-based research in education settings, similar to UT projects to UT including.  Bidders should have:

  • Post graduate degree in Education, Social Science or other development related field for the team leader           
  • Experience in training practitioners including teachers, inspectors, advisors to investigate their own practices to improve children’s learning outcomes.
  • Expertise and experience in conducting action research in an education setting.
  • Skills in quantitative and qualitative data collection and analysis, drawing findings from multiple sources and handling potential contradictions between data sets.
  • Knowledge and experience required on conducting action research with children, the education sector, disability and gender to ensure that the action research design and research methods are as relevant and meaningful as possible given the aims and objectives of the project and the context in which it is being delivered.
  • Manage a potentially large-scale and complex multi-site research process from end-to-end, including conducting training, monitoring, evaluating and reporting on each action research component
  • It is particularly important that the team has the appropriate country knowledge /experience and language proficiency required to conduct the research required

Expressions of interest: all expressions of interest must be received by VSO by 28th March 2019 12 noon Malawian Time and must be submitted electronically (emailed) to the following email address:  

LeviGwede.Banda@vsoint.org.

The EOI must include a contact name, company name, company address, phone and email address.

Tender documents: tender documents will be sent to those who expressed an interest shortly after the close of the EOI period.

Anticipated contract start date: May, 2019

VSO reserves the right not to award a contract.

 

Survey: How inclusive is English language teaching?

How inclusive is English language teaching? This survey is gathering information to inform discussions at the British Council signature event “Is English teaching inclusive – do we practice what we preach” at the IATEFL conference in Liverpool in early April 2019.

The survey is aimed at English language classroom teachers, English language head teachers / supervisors or school leaders working in any educational stage or setting around the world? The survey will help the researcher to better understand attitudes and practices regarding inclusion in English language teaching.

The survey will take you about 10 minutes and is anonymous. The survey deadline is Friday 15 March 2019.

Note: this is not an EENET survey so if you have any queries please contact the researcher, Maha Khochen-Bagshaw, directly using the contact details provided in the survey.

**Deadline expired** Mapping and capacity analysis – education needs of children with disabilities, Timor-Leste, UN Women and UNICEF

Application deadline: 11 March 2019.

Send applications to: procurement.timor-leste@unwomen.org

Email enquiries to: lhelin@unicef.org.

The consultant will support the Ministry of Education, Youth and Sport and UNICEF to undertake an assessment of current interventions and capacity needs of MoEYS, service providers and key development partners to meet the learning needs of children and adolescents with disabilities. Recommendations and an action plan will be developed based on the assessment. The assessment is aimed at supporting the implementation of the Inclusive Education Policy and to meet the Sustainable Development Goals.

Read the full details (PDF).

 

 

EER 8 call for articles – Portuguese

The call for articles for EENET’s next edition of Enabling Education Review is now available in Portuguese (Brazilian).

EER 8 will be published in August/September 2019. The theme will be ‘Family and community action for inclusive education’. 

Please help spread the word about this call for articles.

Remember, authors can write in English or in their preferred language.

You can also read the call for articles in Arabic, English, Russian Spanish and Ukrainian.

EER8 call for articles – Spanish

EENET’s next edition of Enabling Education Review will be published in August/September 2019. The theme will be ‘Family and community action for inclusive education’.

The call for articles is now available in Spanish.

Please help spread the word about this call for articles.

Remember, authors can write in English or in their preferred language.

You can also read the call for articles in Arabic, English, Russian and Ukrainian.

From Promises to Action: Education & Disability in the Global South, 15 March 2019, Cambridge UK

Date: Friday 15 March 2019, 10:00 – 19:00 GMT.

Venue: Faculty of Education, University of Cambridge, UK.

Organisers: Dr Nidhi Singal (University of Cambridge), Dr Paul Lynch (University of Birmingham), Dr Shruti Johansson (University of Gothenburg).

Free to attend. Online registration required.

This event provides an opportunity to critically engage with how we can deliver “inclusive and equitable quality education” (Sustainable Development Goal, 4) for children with disabilities.

Speakers, drawing on empirical insights, will explore the complexities and dilemmas encountered, as well as the opportunities in providing education for children and young people with disabilities in South Asia and Sub-Saharan Africa.

Speakers will include:

  • Professor Elina Lehtomäki, Professor Global Education, University of Oulu
  • Professor Tom Shakespeare, Professor of Disability Research, International Centre for Evidence in Disability, London School of Hygiene and Tropical Medicine
  • Dr Maria Kett, Head of Research, Leonard Cheshire Disability and Inclusive Development Centre, UCL Institute of Epidemiology and Healthcare
  • Dr Matthew Schuelka, Lecturer in Inclusive Education, School of Education, University of Birmingham
  • Dr Elizabeth Walton, Associate Professor in Special and Inclusive Education, Faculty of Social Sciences, University of Nottingham

Attendees will also have the opportunity to hear from session discussants who work in policy and INGO spaces.

The event will be followed by a drinks reception to mark the launch of the new book:

Education and Disability in the Global South: New Perspectives from Africa and Asia. Published by Bloomsbury.

NOTE: This event is not organised by EENET. Please see the online registration website for more details and to contact the organisers.

**Deadline expired** Inclusive Education Consultant, USAID Armenia

Application deadline: until vacancy is filled, please apply as soon as possible.

USAID Armenia’s short-term technical assistance (STTA) for inclusive education will provide key programming support to the Ministry of Education and Science (MOES).  The STTA will provide policy guidance and programming advice to improve the quality of inclusive education and to ensure ‘inclusion’ and not simply ‘integration’ for children with special educational needs and/or with disabilities and with learning difficulties. 

Specific tasks include:

  • Development of a Strategic Vision Paper: the Paper will include strategic level vision for the IE reform implementation and be the basis for the policy development for the GOAM.
  • Development of a Roadmap: the roadmap will provide the needed steps and timeline to accomplish the policy recommendations.

The MOES expects to receive the STTA deliverables – Strategic Vision Paper and the Roadmap – in March 2019 so that it moves ahead with the approval of respective bylaws in May 2019.

The STTA will advise the Minister/Deputy Minister of Education and Science and/or their designate, share analyses and strategies on the inclusive education programming.  The Senior Education Policy Advisor will mainly work independently ensuring that tasks are achieved in a timely manner. S/he will report to USAID/Armenia’s Activity Manager of the direct assistance to the MOES, while sharing updates and copies of produced deliverables with DCHA/DRG’s Empowerment and Inclusion (EI) Division and E3/Education’s Disability Inclusive Education division, which together lead much of USAID’s work on children in adversity and disability inclusion.

Read the full details.

** Deadline expired ** Education Coordinator – Rohingya refugee response. Translators without Borders

Application deadline: 11 February 2019.

Location: Cox’s Bazar – Bangladesh.

The Education Coordinator is responsible for developing and implementing TWB’s creative, reactive, innovative and constantly relevant Mother Tongue Education work in Cox’s Bazar.  The Coordinator will ensure the timely and effective identification, planning and delivery of activities. The Coordinator will also contribute to proposal writing and fundraising, financial and people management, and innovative and scalable research and learning.

Read full details and apply online.

Call for EER articles now in Russian and Ukrainian

EENET’s next edition of Enabling Education Review will be published in August/September 2019. The theme will be ‘Family and community action for inclusive education’.

The call for articles is now available in Russian and Ukrainian.

Other language translations of the call are coming soon. Please help spread the word about this call for articles.

Remember, authors can write in English or in their preferred language.

You can also read the call for articles in English and Arabic.

** Deadline Expired ** Inclusive Education Development Officer – Humanity & Inclusion

Application deadline: 31 January 2019.

Location: Brussels, London, Lyon or Paris.

Contract duration: 18 months.

Read full details.

HI is looking for an Inclusive Education Development Officer to bring new skills and expertise to this expanding area. 2019 will be a crucial year for inclusive education on an international level. The Development Officer will help build new consortiums and help capitalise on the commitments made at the Global Disability Summit for new partnerships and make the most of new donor initiatives. The Inclusive Education Development Officer is a member of the inclusive education team under the management of the Social & Inclusion Director, based in Lyon (HQ)

The Inclusive Education Development Officer will provide technical support and engage in communication and advocacy to develop and expand HI’s profile and impact through:

  • Contributing to influencing donor and stakeholder policies including states, practices and budget priorities to improve inclusion of children and young people with disabilities and vulnerable children in education in international development;
  • Promoting HI’s inclusive education technical positioning, approaches, know-how and expertise in relevant mainstream networks with the objective to form alliances and consortia, especially in the field of inclusive education in emergencies and protracted crises;
  • Providing technical expertise and capacity building to HI staff (so they are better able to propose technical assistance to mainstream organisations);
  • Developing and following up of new inclusive education projects and support to global inclusive education specialists with other inclusive education projects with a portfolio of flagship projects (TBD) (representing the range of expertise in the sector).

Person specification

  • university degree in education or education related degree or in social work, international development
  • 5-7 years of experience in education in emergency, fragile and/or development contexts
  • strong experience of inclusive education focusing on excluded groups, vulnerable people and/or persons with disabilities, and strong background experience in networking, building partnerships, advocacy and policy development
  • excellent written and oral communications skills, capacity to transfer skills and train or coach others, and solid experience providing technical support and oversight to education programmes both in humanitarian and development settings.

This is a full-time position. The successful candidate will regularly travel internationally, including to Europe/North America as well as to countries of intervention.