Country: Serbia
Closing date: 03 Nov 2019
Learning outcomes of children in Serbia are repeatedly shown to be of sub-standard level, with a substantial proportion of children not being on track to learn even the most basic skills, thus amounting evidences of ongoing learning crisis and chronicle incapacity of the education system to put the learner at the centre and make learning the primary goal of education.
Different indicators point out that quality of education in Serbia needs improvement to overcome a learning crisis it is evidently facing. Based on PISA results (2012, latest survey) 1/3 of Serbian 15-years old are functionally illiterate, putting Serbian children at a significant disadvantage. Results from TIMSS 2015 show that fourth-graders from Serbia perform above the scale average. Nevertheless, these results also indicate that, among well performing countries, Serbia has the biggest percentage of students not reaching even the low international benchmark of mathematics achievement (9%) and science achievement (7%). Both PISA and TIMSS results indicate that a substantial proportion of children is not on track to learn the most basic skills in childhood.
As a response to this, educational authorities have recently initiated changes in the paradigm of teaching and learning at Serbian schools. The new paradigm implies a greater orientation of teaching and learning towards achieving expected learning outcomes and developing competencies (key and cross-curricular ones). This orientation is clearly highlighted in the Law on Foundations of Education System (2017), and further detailed in the National Education Framework (2017). Overall, such orientation has shaped new curricula adopted for the first, second, fifth and sixth grade of the primary school and the first and second grade in gymnasiums, with a plan to round up the curricular reform in all 12 years of general education in the four years. In the secondary vocational education, for many years, such trend has resulted in the development of a number of profiles and curricula that are consistent with the qualification standards.
Professional development of teachers (and other school professionals) is seen as the main instrument for the implementation of the reformed curricula. For that purpose, the Institute for Improvement of Education has developed the Programme for training of teachers to implement teaching oriented towards learning outcomes, which is given the status of ‘programme of public interest’ and as such is free of charge for the trainees. The training programme lasts for 3 days with 16 hours of face-to-face training and 8 hours of online training. During 2018, this program was attended by around 18,500 teachers, professional associates and school principals, with a plan that by 2020, 75% of them are trained to implement new curricula, and by 2025 that should be all inclusive.
Evaluation and monitoring of the Sector reform contract for Education Reform in Serbia between Republic of Serbia and EU under which this massive teacher training endeavour is taking place has underlined the importance of several issues:
IIE and UNICEF are carrying out a joint project - Further development of the Learning Platform for Educators – LEAP into 21st century teaching. One of the specific objectives of the project pertains to developing a monitoring mechanism – establishing monitoring and mentoring group and procedures (monitoring matrix, checking lists, protocols, reporting forms, etc.), which will be coordinated by IIE, with mandate to monitor and mentor the implementation of newly developed curricula in primary and secondary education.
Work Assignment Overview:
Under the general guidance and direction of MoESTD, IIE, Institute for Education Quality and Evaluation (IEQE) and UNICEF, the consultant will assist the development of support mechanisms for implementing new curriculum in primary and secondary education (i.e. mentoring and peer learning) and the development of the overall approach and specific methods for monitoring curriculum implementation in schools in Serbia.
Duration of the assignment: up to 25 working days (October – December 2019)
Detailed task description:
Task 1. Development of the framework for supporting curriculum implementation through monitoring, mentoring and peer learning.
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Task 2. Development of the capacity building program for monitoring personnel and mentors / peer learning coordinators for the competence-based curriculum.
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Knowledge/Expertise/Skills required:
How to apply:
The application must include a financial proposal in USD as a separate document, providing the following information:
The closing date for applications is 3rd November2019.
Important note: Incomplete applications will not be taken into consideration.
Only short-listed candidates will be contacted.
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities to apply.
How to apply:
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization. To apply, click on the following link http://www.unicef.org/about/employ/?job=527234