Consultants needed for UNESCO ACCRA’s review of ICT in Education Policy in Ghana

UNESCO Korean Funds-In-Trust (KFIT) Project

ICT Transforming Education in Africa:
Review of ICT in Education Policy in Ghana 


1. Background/Context 

UNESCO Korean Funds-In-Trust ICT Transforming Education in Africa is a project developed under  the UNESCO-Korea Funds-in-Trust framework to support a selected number of Sub-Saharan  African countries to test scalable and effective models of using information and  communication technologies (ICT) as a catalyst for institutional and/or systemic  transformations with a view to contributing to achieving goals and targets of Sustainable  Development Goal 4 (SDG 4) in the beneficiary countries including Ghana. The first phase of  the project ran from 2016 to 2019 and focused on Mozambique, Rwanda and Zimbabwe.  Côte d’Ivoire, Ghana and Senegal have been selected for this Phase II. The overall goal of this  project in Ghana is to facilitate the achievement of the SDG 4 (ensure inclusive and equitable  quality education and promote lifelong learning for all) through ICT-enabled systemic and  institutional transformations. This project will improve access to quality basic education  (including secondary) through innovative ICT solutions (such as e-assessment, use of  technology for learners with special needs and digital resources, etc.) and teachers adopting  new pedagogical approaches. Secondly, the project will enhance the quality and  coordination of ICT in education training programmes for pre and in-service teachers and  educators.

2. Problem Statement/Relevance 

In its ICT in Education Policy (2015), the Government of Ghana identified integration of ICT in  the teaching-learning process as a key strategy to improve upon poor learning outcomes at  all levels of the education system. The policy is organized around seven thematic areas:  education management; capacity building; infrastructure, e-readiness and equitable access;  incorporating ICT into the curriculum; content development; technical support, maintenance  and sustainability; and monitoring and evaluation. It also acknowledges three strategic  pillars for ICT: ICT as a learning and operating tool, ICT as integrated into the teaching and  learning, and ICT as a career option for students.

In spite of the increasing momentum of ICT in Education initiatives in Ghana, the country  lacks clear directives from the national policy environment. Currently, ICT in education  initiatives seem to be working in isolation rather than as part of a nationally coordinated  programme. While adequate attention is dedicated in the policy to capacity building and  capacity development, it does not seem that specific frameworks on ICT integration for  teachers are in place. Clearly, the existing ICT in Education Policy (2015), needs revision,  existing ICT in Education strategies and frameworks need to be updated and should specify  milestones and targets for the period 2020-2025. This project will therefore support in  strengthening the policy environment for ICT in Education as well as strengthening the  capacity of teachers to enable them to make the maximum use the available to ultimately  improve upon the quality of learning outcomes at the basic school level. During the current  COVID-19 school closures, many teachers could not support their learners to ensure  continuity of learning partly due to their weak capacity in employing the available digital  learning solutions. This project also contributes to implementation of the Government’s  COVID-19 Education Response Plan, which identifies ICT in education as a key catalyst in  improving the quality of education at all levels (basic, secondary, vocational and teacher  training institutions) of the country’s education system within and beyond the COVID-19 era.  In line with this, the project will equip teachers with adequate functional ICT/digital skills to  facilitate teaching and learning processes in a meaningful way using distance-learning  solutions. 

3. Objective 

The objective of this consultancy is to facilitate the review and finalization of the 2015 ICT in  Education Policy of the Ministry of Education in Ghana. 

4. The Process & Scope of Work 

The process of carrying out the assignment should comprise the following:

Activity # Days
Initial discussion with UNESCO and Ministry of Education (KFIT  National Team (NT) to (i) deepen understanding of the background,  objective and the key issues; and (ii) agree on relevant background  documents for review.2
Conduct needs assessment to identify gaps in the 2015 ICT in  Education Policy5
Review of relevant International and National ICT Policy documents (UNESCO, ITU, Ministry of Communication, CESA2025)4
Review of the 2015 ICT Policy and strategy document 5
Facilitate national consultative meetings across 3 zones in Ghana to  solicit stakeholders in inputs4
Finalization of the ICT in Education Policy and strategy document  based on review of relevant documents.5
Organize a stakeholder validation meeting on the draft policy  document1
Finalize the draft policy document with input received from the  validation meeting2

5. Expected Output 

The consultant will be required to deliver: 

Revised ICT in Education Policy and Strategy document, among other things, provides; 

A clear vision and direction to the Ministry of Education (ICT  Directorate) and all stakeholders involved in promoting Digital  Skills and availability of Open Educational Resources for both  students and teachers. Sets out clear goals, objectives, strategies & key  interventions/activities. Measurable targets and framework for ICT education in Ghana.

6. Method 

The consultant will be expected to have an initial meeting with UNESCO Education team and the Pre  tertiary division of the Ministry of Education. Additionally, the consultant is will conduct desk review and field trips in carrying out this task. 

7. Timeframe/total number of contract days 

The total number of contract days will be 28 days, and the assignment should be carried out within  the period February-March 2021. 

8. Level: Middle Level Consultant 

9. Qualifications and Experience Required 

The consultant should have an extensive knowledge of and experience in carrying out similar  assignments. Specifically, the consultant should have: 

9.1. In-depth knowledge and experience in working with Ghana’s education sector with  specialization ICT in Education; Online and Distance Learning Technologies.

9.2. Strong communication skills especially in listening, writing, synthesis and presentation; 9.3.A postgraduate degree in Education or a related field of study. 

10. Application Deadline 

The deadline to apply for this job is 5th February 2021. Applicants are encouraged to submit a short  work-plan detailing how they intend to carry out this activity, highlighting the necessary skills they  have, identification of relevant stakeholders to engage in carrying out this activity and experience in  this industry.  

11. Email: 

12. Reporting  

The consultant will be responsible for the timely delivery of all outputs, and will submit the final  output to: 

The Head of Office and Representative 
UNESCO National Office,  
No.4, Nortsoo Street, North Dzorwulu 
P.O. Box CT4949,  
Cantonments, Accra, GHANA

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