Consultants needed for UNESCO ACCRA’s review of ICT in Education Policy in Ghana
ICT Transforming Education in Africa:
Review of ICT in Education Policy in Ghana
TERMS OF REFERENCE (TOR) FOR INDIVIDUAL CONSULTANTS
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.
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:
|1||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|
|2||Conduct needs assessment to identify gaps in the 2015 ICT in Education Policy||5|
|3||Review of relevant International and National ICT Policy documents (UNESCO, ITU, Ministry of Communication, CESA2025)||4|
|4||Review of the 2015 ICT Policy and strategy document||5|
|5||Facilitate national consultative meetings across 3 zones in Ghana to solicit stakeholders in inputs||4|
|6||Finalization of the ICT in Education Policy and strategy document based on review of relevant documents.||5|
|7||Organize a stakeholder validation meeting on the draft policy document||1|
|8||Finalize the draft policy document with input received from the validation meeting||2|
|TOTAL # DAYS||28|
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.|
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: firstname.lastname@example.org
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