Pre-service Specialist
- Contract
- Full time
- Dodoma, Dar Es Salaam, - Tanzania
The Pre – service Specialist will work under the guidance of the technical lead for teaching and learning and with the MoEST, TIE, PORALG, output 2 specialists, and short-term consultants to:
- Build strong relationships with Teacher Training Colleges and the Director Basic Education Teacher Training Section, MOEST
- Support the use of data to plan targeted evidence-based interventions that improve teacher training in the Colleges.
- Ensure that activities are planned and implemented with the knowledge, support and participation of Key government education Institutions
- Coordinate the activities related to pre-service including development and implementation of the workplan and reporting on progress and QA of materials
- Lead the implementation of interventions in the Teacher Training Colleges
- Support teacher training colleges to develop learning teams, collect and disseminate learning stories which show good practice
- Bridge pre service and in-service practices to ensure shared learning in the delivery of quality, inclusive and safety of learning for boys and girls
- Work with teacher training colleges to implement tutor’s CPD programmes
- Support the development, production and dissemination of resources and materials
- Support the design and implementation of field testing to monitor and evaluate interventions
- Support the dissemination of results of any testing
- Preparation of monthly and quarterly reports
- Ensure linkages with other outputs in the project eg: inclusion, evaluation headteachers etc.
- Make contacts with other organisations/projects working in the same sphere in order to understand lessons learnt and consider potential for replicability
- Work with MEL team to assess and monitor the effectiveness of learning teams for further improvement
- Write progress reports and support the development of workplans as required
Recommended:
Skills
- A practical understanding of effective practice in teacher training
- Ability to work with Government officers
- Ability to prioritise and work under pressure.
- Ability to work in a collaborative team setting.
- Proficient in using MS packages, particularly Word, Excel and PowerPoint
- Strong organisational skills, reliability, and adherence to ethical standards
- Excellent verbal and written communication skills
- Fluency in written and spoken English, Kiswahili preferred.
- Significant years of working experience in a teacher training setting
- Experience teaching in Primary
- Experience in working with Government Institutions
- Experience of working in large projects
- Up to date knowledge of teaching and learning methods in Primary school
- Knowledge of effective teacher training approaches and methodology
- Master/ Postgraduate in Education
The UK aid funded Shule Bora programme aims to improve the quality of pre-primary and primary schools in Tanzania. There are four main outcomes: improving learning outcomes for all children, improving transition rates to secondary schools for girls, ensuring children are safe in and around schools, and helping children with disabilities access quality education.
The programme will:
- Work with Ministry of Education, Science and Technology (MOEST) and the President’s Office Regional Administration and Local Government (PO-RALG) to test, adapt and implement at scale quality, gender-transformative, disability-inclusive and safe to learn education approaches in 9 regions, generating learning and evidence on how to achieve these outcomes affordably and at scale.
- Support GoT with the timely and effective implementation of the PforR mechanism through technical assistance and capacity building, with a strong focus on data verification, financial management and risk management. Support lesson learning processes from PforR so that these can be embedded into government processes and shared with development partners and other key stakeholders. Ensure that lessons and best practices from (1) are used to inform PfR mechanism.
- Manage and coordinate programme activities, with a strong focus on (i) ensuring a high-quality programme, financial and risk management oversight, (ii) working with an independent Learning and Evidence (L&E) provider on establishing regular, rigorous and community-driven monitoring and evaluation activities, and (iii) developing and implementing a strategy for effective communication of Shule Bora objectives, results, and lessons learned to a range of target audiences.
Two ministries manage the education system in Tanzania- the Ministry of Education, Science and Technology ( MoEST) and the President's Office-Regional Administration and Local Government ( PO-RALG) . MoEST is responsible, among other things, for training and producing qualified teachers and other educational experts. It is also responsible for overseeing teachers' professional, moral and ethical standards. In addition to providing pre-primary, primary and secondary education, PO-RALG employs, deploys and remunerates teachers who teach in schools (MoEST, 2019).
MoEST manages teacher education and professional development through the Teacher education department under the Office of the Commissioner for Education. The ministry also relies on agencies such as the Tanzania Institute of Education and the National Examination Council of Tanzania. The former designs and develops the teacher education curriculum for the Certificate in Teacher Education and Diploma in Teacher Education, and the latter set and administer the Certificate in Teacher Education Examination and Diploma in Teacher Education Examination.
Although various initiatives to improve the education of pre-service teachers have been implemented in the past ten years, teacher education in Tanzania still faces myriads of challenges that constrain the quality of its graduates. Some of the most common barriers to successful pre-service teacher education, as reported in the recent literature include
- Low entry standards for trainee teachers
- The pre-dominance of lecture-based, expository pedagogical approaches by teacher educators
- A large gap between theory and practice
- Disconnect between pre-service teacher education curriculum content and the classroom teaching realities in most schools in Tanzania.
- Teacher educators lack expertise and experience in primary and secondary teaching
- Absence of courses addressing key cross-cutting issues facing the contemporary teacher education
- Lack of in-service training, poor remuneration, uncertain promotion and poor working conditions for teacher educators limits their capacity and motivation to champion reflective and innovative instructional and assessment practices
Early Grade Learning Specialist
The Early Grade Learning Specialist will work under the guidance of the technical lead for teaching and Learning, and with the other output 2 specialists, , MOEST, TIE, PO- RALG and short term consultants to:
Skills
The UK aid funded Shule Bora programme aims to improve the quality of pre-primary and primary schools in Tanzania. There are four main outcomes: improving learning outcomes for all children, improving transition rates to secondary schools for girls, ensuring children are safe in and around schools, and helping children with disabilities access quality education.
The programme will:
Candidate Specification
Skills
Experience
The UK aid funded Shule Bora programme aims to improve the quality of pre-primary and primary schools in Tanzania. There are four main outcomes: improving learning outcomes for all children, improving transition rates to secondary schools for girls, ensuring children are safe in and around schools, and helping children with disabilities access quality education.
The programme will:
- Contract
- Full time
- Dodoma/Dar Es Salaam, - Tanzania
Read Also:
The Early Grade Learning Specialist will work under the guidance of the technical lead for teaching and Learning, and with the other output 2 specialists, , MOEST, TIE, PO- RALG and short term consultants to:
- Build strong relationships with Government Institutions at all levels
- Support the use of data to plan targeted evidence- based interventions that improve learning up to standard 3 targeted according to need
- Support the rollout of the School Readiness Programme
- Support the development of transition approaches at the start of standard 1
- Support the improvement of early literacy
- Coordinate activities related to learning, including development of the workplan, reporting on progress, and QA of materials
- Ensure that activities are planned and implemented with the knowledge, support and participation of Key government education Institutions
- Lead the implementation of the interventions, including the School Readiness Programme, the development of the 3Rs and the transition work, in the LGAs
- Support the design and implementation of field testing to monitor and evaluate interventions
- Support the dissemination of results of the field testing
- Provide a link between the central programme, the regions and LGAs
- Ensure linkages in work with other outputs in the project eg: inclusion, evaluation, headteachers etc
- Make contacts with other organisations/projects working in the same sphere in order to understand lessons learnt and consider potential for replicability
- Prepare monthly and quarterly progress report related to early years work
- Support the development, production and dissemination of resources and materials .
Skills
- A practical understanding of effective teaching and learning in early grade years (pre primary to standard I and II years
- An ability to build relationships and work closely with key Government personnel at all levels
- Ability to prioritise and work under pressure.
- Ability to work in a collaborative team setting.
- Proficient in using MS packages, particularly Word, Excel and PowerPoint
- Strong organisational skills, reliability, and adherence to ethical standards
- Excellent verbal and written communication skills
- Fluency in written and spoken English, Kiswahili preferred.
- Significant years of experience teaching in early years (pre-primary and standards 1 and 2)
- Experience of working with Government Institutions
- Experience of working in large projects
- Up to date knowledge of teaching and learning methods in Pre-primary and Primary school
- Knowledge of Government education systems
- Qualification Bachelors (in Education) or more
The UK aid funded Shule Bora programme aims to improve the quality of pre-primary and primary schools in Tanzania. There are four main outcomes: improving learning outcomes for all children, improving transition rates to secondary schools for girls, ensuring children are safe in and around schools, and helping children with disabilities access quality education.
The programme will:
- Work with Ministry of Education, Science and Technology (MOEST) and the President’s Office Regional Administration and Local Government (PO-RALG) to test, adapt and implement at scale quality, gender-transformative, disability-inclusive and safe to learn education approaches in 9 regions, generating learning and evidence on how to achieve these outcomes affordably and at scale.
- Support GoT with the timely and effective implementation of the PforR mechanism through technical assistance and capacity building, with a strong focus on data verification, financial management and risk management. Support lesson learning processes from PforR so that these can be embedded into government processes and shared with development partners and other key stakeholders. Ensure that lessons and best practice from (1) are used to inform PfR mechanism.
- Manage and coordinate programme activities, with a strong focus on (i) ensuring a high quality programme, financial and risk management oversight, (ii) working with an independent Learning and Evidence (L&E) provider on establishing regular, rigorous and community-driven monitoring and evaluation activities, and (iii) developing and implementing a strategy for effective communication of Shule Bora objectives, results, and lessons learned to a range of target audiences.
- Early grade learning
will be supported by the roll out of the School Readiness intervention
and the strong focus on improving the transition of all children to
primary school. This is in line with Shule Bora’s inclusion strategy,
TIE’s one stage policy on pre-primary to Standard 2, as well as the
National Multi-sectoral Early Childhood Development Programme (NM –
ECDP) for children 0-8.
In
turn, all these are aligned to Sustainable Development Goal Target 4.2
which states that “by 2030, countries to ensure that all girls and boys
have access to quality early childhood development”.
Output 2
learning specialist therefore needs to be able to coordinate within and
across sectors, not only MoEST and PO-RALG but also MOHCDCEC and
national organisations (e.g. TECDEN) as well as development partners and
International NGOs.
Continuous Professional Development Specialist
- Contract
- Full time
- Dodoma/Dar Es Salaam, - Tanzania
Read Also:
- Build strong relationships with Government Institutions at all levels
- Coordinate the activities related to CPD including development of the workplan and reporting on progress and QA of materials
- Ensure that activities are planned and implemented with the knowledge, support and participation of Key government education Institutions
- Work with the Tanzania Institute of Education to coordinate, plan, organize, implement and monitor the TCPD activities
- Provide technical support to TIE in testing TCPD proposed solutions at LGAs for adaptive programming
- Ensure that LGAs are targeted according to teacher and student needs
- Provide technical assistance in the set-up of school-based CoL and its structure to ensure effective implementation of TCPD
- Provide technical leadership to the TIE team to link the teaching and learning domains to improve learning outcomes.
- Provide a link between the central programme, the regions and LGAs
- Provide technical support to the development of resources for CoL units
- Lead the collection, analysis and dissemination of learning stories for CPD practices
- Ensure linkages in work with other outputs in the project eg: inclusion, school leadership management
- Make contacts with other organisations/projects working in the same sphere in order to understand lessons learnt and consider potential for replicability
- Work with MEL to track the effectiveness of school-based INSET and usage of data for improvement plan
- Prepare monthly and quarterly progress report related to school based instruction and support
- Support the development, production and dissemination of resources and materials
Candidate Specification
Skills
- An up to date understanding of CPD processes
- Ability to build strong relationships with key Government personnel at all levels
- Ability to prioritise and work under pressure.
- Report writing skills
- Ability to work in a collaborative team setting.
- Proficient in using MS packages, particularly Word, Excel and PowerPoint
- Strong organisational skills, reliability, and adherence to ethical standards
- Excellent verbal and written communication skills
- Fluency in written and spoken English, Kiswahili preferred.
Experience
- Experience of working in education programme preferably TCPD
- Significant years of experience as a teacher or teacher trainer
- Experience of working with Government Institutions
- Experience of working in large projects
- Knowledgeable of CPD approaches
- Knowledge of Government basic education system
- Master/ Postgraduate in Education
The UK aid funded Shule Bora programme aims to improve the quality of pre-primary and primary schools in Tanzania. There are four main outcomes: improving learning outcomes for all children, improving transition rates to secondary schools for girls, ensuring children are safe in and around schools, and helping children with disabilities access quality education.
The programme will:
- Work with Ministry of Education, Science and Technology (MOEST), and the President’s Office Regional Administration and Local Government (PO-RALG) to test, adapt and implement at scale quality, gender-transformative, disability-inclusive and safe to learn education approaches in 9 regions, generating learning and evidence on how to achieve these outcomes affordably and at scale.
- Support GoT with the timely and effective implementation of the PforR mechanism through technical assistance and capacity building, with a strong focus on data verification, financial management and risk management. Support lesson learning processes from P forR so that these can be embedded into government processes and shared with development partners and other key stakeholders. Ensure that lessons and best practice from (1) are used to inform PfR mechanism.
- Manage and coordinate programme activities, with a strong focus on (i) ensuring a high quality programme, financial and risk management oversight, (ii) working with an independent Learning and Evidence (L&E) provider on establishing regular, rigorous and community-driven monitoring and evaluation activities, and (iii) developing and implementing a strategy for effective communication of Shule Bora objectives, results, and lessons learned to a range of target audiences.
Output 2 is focusing on improving teaching and learning. As part of this we are supporting the
Government
of Tanzania with the operationalization of the National Framework for
Teacher Continuous Professional Development (NF-TCPD), including (i) the
initial roll out of the (2022) TCPD Guidelines, Communities of Learning
(CoL) and Teacher Needs Assessment (TNA), and (ii) monitoring,
evaluation and adaptive learning to improve the materials (TIE CoL
Modules and Learning Management System (LMS)), coordination,
implementation and effectiveness of CPD to improve learning in schools.
Other Information
Equality, diversity and inclusion
We put equality, diversity and inclusion at the heart of our business, seeking to promote fair employment procedures and practices to ensure equal opportunities for all. We encourage individual expression in our workplace and are committed to creating an inclusive environment where everyone feels they have the opportunity to contribute.
Equality, diversity and inclusion
We put equality, diversity and inclusion at the heart of our business, seeking to promote fair employment procedures and practices to ensure equal opportunities for all. We encourage individual expression in our workplace and are committed to creating an inclusive environment where everyone feels they have the opportunity to contribute.
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Agile working
At Mott MacDonald, we believe it makes business sense for you and your manager to choose how you can work most effectively to meet your client, team and personal commitments. We embrace agility, flexibility and trust.
More about Mott MacDonald
We’re a global engineering, management and development consultancy.
Our purpose is to improve society by considering social outcomes in everything we do, relentlessly focusing on excellence and digital innovation, transforming our clients’ businesses, our communities and employee opportunities.
A fundamental part of this is respecting each person’s differences and striving to meet their needs.
Our values: progress, respect, integrity, drive, excellence
Job Ref 60578BR
Recruiter Contact Shailesh Chougule
Country Tanzania
Region/State All - Tanzania
Discipline Education
Sector International development
Website Region Africa
Website Sector Education, International development
Agile working
At Mott MacDonald, we believe it makes business sense for you and your manager to choose how you can work most effectively to meet your client, team and personal commitments. We embrace agility, flexibility and trust.
More about Mott MacDonald
We’re a global engineering, management and development consultancy.
Our purpose is to improve society by considering social outcomes in everything we do, relentlessly focusing on excellence and digital innovation, transforming our clients’ businesses, our communities and employee opportunities.
A fundamental part of this is respecting each person’s differences and striving to meet their needs.
Our values: progress, respect, integrity, drive, excellence
Job Ref 60578BR
Recruiter Contact Shailesh Chougule
Country Tanzania
Region/State All - Tanzania
Discipline Education
Sector International development
Website Region Africa
Website Sector Education, International development
