Result of Service
4. Deadlines and Fee Schedule: 1 Submission of inception/stocktaking report and outline workplan for activities based on Cross Field Mapping and Analysis- Deadline (from the time of joining) One Month 15% of payment 2 Submission of final draft of report on systemic review of technology literacy of teaching personnel Submission of outline of the design of the training programme for teachers in workshop mode (Training package) – Overall design, flow and themes of sessions. Outline of MEL Framework elements Deadline (from the time of joining) Two Months 20% of payment 3 Submission of first draft of training package – facilitator notes, participant materials, presentations, audio-visual materials. Draft MEL Framework and tools Piloting of the training package and MEL Framework Deadline (from the time of joining)-Three Months 30% of payment 4 Submission of final draft of training package – facilitator notes, participant materials, presentations, audio-visual materials. Orientation notes and online workshop for UNRWA team on the training package Final MEL Framework and tools Deadline (from the time of joining)-Month 4/5 35% of payment
Duties and Responsibilities
1. Background UNRWA has been leveraging technology to enhance teaching-learning in its classrooms guided by the UNRWA Strategy for Information and Communication Technologies for Education (ICT4E), enhancing the delivery of education to over 550,000 Palestine refugee students attending Agency schools. The UNRWA ICT4E strategy outlines how and why the Agency’s Education Programme will interact with technology for learning, teaching and management over the years to come, through the four enablers of devices, internet connectivity, software and digital resources and capacity. After significant progress across these pillars, in 2026-27, UNRWA intends to add extra impetus on the capacity pillar, particularly capacity building of school-level education stakeholders. UNRWA therefore proposes recruiting a consultant with expertise in capacity building on digital education. This consultant would work for a short duration laying the foundational work to scale up capacity building. We envisage the consultancy to build upon the existing initiatives, weaving them together into a comprehensive Technology Enhanced Pedagogy Framework, which could guide the capacity building of educators. The key existing initiatives to build upon would be UNRWAs work on using a Microsoft based environment in schools (primarily MS- Teams), Manara - the UNRWA digital repository of Digital Teaching-Learning Resources (DTLRs) and Tamkeen, the UNRWA online Community of Practice for educators, which supports professional learning, peer exchange and knowledge sharing. Also to be leveraged, would be a rich body of resources developed at various stages of our intervention, namely, the Digital Pedagogy Handbook, The Digital Competency Framework and other training resources for educators. The consultancy would be informed by the existing interventions in ICT education already rolled out in West Bank and Jordan Field Offices and take into consideration learnings and evaluation of these, notably one of the reports by our partners EdTech Hub. 2. Functional Title, Duty Station, Duration, Project (if applicable) Consultant- Technology Enhanced Pedagogy Duty Station – Online, remote Duration – 4-5 months Project – Advancing Neutrality Reforms Through and Beyond the Colonna Recommendations (Phase III) 3. Scope of work The consultant will lead the development of a cross-field capacity-building package, informed by field readiness. Specific Outputs/Tasks include but not limited to: 3.1 Inception & Stocktaking 3.1.1 Cross Field Mapping and Analysis: Structured review, analysis and stocktaking of all existing teacher capacity building activities related to the digital pedagogy practices across the five fields, including inventory of the existing training materials designed in Arabic language, workshop outlines, and field-specific packages. Identifies gaps, overlaps, and entry points for the agile capacity plan. 3.1.2 Review of existing resources developed by Headquarters on ICT education particularly Digital Pedagogy Competency Framework, Digital Pedagogy Handbook and workshop plans developed on specific aspects. 3.1.3 Develop a workplan for the deliverables of the consultancy including an outline for the systemic review and design/development of training package. 3.2 Systemic review of Educational technology (EdTech) literacy of teaching personnel across fields 3.2.1 Rapid systemic review: Undertake consultations with key stakeholders, the consultant will engage a wide range of education stakeholders, particularly Education Specialists (ESs), Education Coordinators (ECs), and Digital Education Officers (DEOs) to design an appropriate methodology to undertake a systemic review of Edtech literacy of teaching personnel. This may include design of an online survey/assessment and review of previous baseline reports on teacher ICT readiness. 3.2.2 Undertake the systemic review and compile a report with specific inputs to inform the development of a capacity development program 3.2.3 The systemic review report should provide advice to enrich and revise the existing teacher digital competency framework, possibly mapped to various stages of education (primary, secondary etc.) and to the ICT operational tools of UNRWA (Teams, Manara, Tamkeen etc.) 3.3 Design and development of a Technology Enhanced Pedagogy training programme/package for teachers, informed by the findings of the inception period and systemic review 3.3.1 Design a modular, hybrid classroom-focused technology enhanced pedagogy programme directly linked to the competency framework in Arabic language with the following elements: 3.3.1.1 A program which is designed around the key aspects of UNRWA delivery mechanism i.e. MS Teams, Manara (online repository of digital resources) and Tamkeen (online community of practice for teachers) 3.3.1.2 A program which can be delivered in a variety of modalities- online/blended/physical as per requirement. 3.3.1.3 A program designed to impact teaching learning, including digital lesson planning as a core component, covering different delivery modes and the purposeful use of Teams, Manara, TAMKEEN, tablets, and interactive panels. 3.3.1.4 Building-on existing resources, the program should be practice-based learning, including ready-to-use classroom tools and subject specific examples, facilitator guide, participant materials. 3.3.1.5 Micro-MEL Framework for assessment: Develop a simple MEL framework (in Arabic and English) that can implemented by education stakeholders primarily, School Principals and teachers providing evidence/practical information on improving classroom practice. It should include designed instruments at each level containing key questions and indicators with guidance for data collection. Also, develop pre/post teacher self-assessment tools. 3.3.1.6 Piloting of the training package and Micro MEL Framework before finalizing the package based on feedback. 3.3.1.7 Work directly with a small 3-4 member UNRWA team throughout the process and ensure feedback loops and/or beta testing for fine tuning. 3.3.1.8 Broad advice as key recommendations on updating and further development of the programme in near future. 3.4 Orientation & Coordination Activities 3.4.1 Orient a 5–6-member team of UNRWA facilitators to implement the designed training program. 3.4.2 Capacity development of the team to cascade the training to UNRWA fields of work. 3.4.3 Coordinate with relevant team members at UNRWA and provide periodic reports on progress.
