UNICEF is committed to diversity and inclusion within its workforce, and encourages all qualified candidates, irrespective of nationality, religious and ethnic backgrounds, gender identity and sexual orientation, as well as persons living with disabilities, to apply to become a part of the organization. UNICEF’s office is accessible to a certain extent, and employees are entitled to reasonable accommodations that are needed for ensuring equitable working conditions.
Since 2015, hundreds of thousands of children on the move have transited through Serbia. Almost 4,460 refugees/migrants are currently stranded in Serbia of which 407 are children. Since the onset of the refugee crisis, UNICEF has provided a wide range of support both through direct service provision and technical assistance to the government.
From mid-March 2020, due to COVID-19 outbreak, schools in Serbia were closed and the entire education system switched overnight to remote teaching and learning. The pandemic has had a profound negative impact on the education system. Although overall participation of children in distance learning in the 2019/2020 school year was 99%, children from vulnerable groups were significantly less included in distance learning compared to general population due to the lack of appropriate equipment and lack of learning support.
In terms of children on the move, during the first year of the outbreak of COVID-19 crisis, out of 7 reception/asylum centers (RC) which accommodated a large number of children, distance learning had only been taking place in 2 RCs. Enabling continuing education for children on the move is recognized as a top priority and a severe challenge for the majority of European countries. Therefore, UNICEF has initiated a partnership with the Akelius Foundation, with an aim to facilitate the continual learning for children on the move during and after the COVID-19 crisis. The project implemented in Serbia was aimed at supporting the inclusion of children and youth on move in the formal education system of Serbia and to assist in learning by strengthening the key competencies (English language and digital competencies).
The Phase 2 of the project is built on lessons and achievements from the first phase of the implementation, and will focus on expanding and advancing the distance learning opportunities for up to 3,501 children on the move, providing online English courses, further strengthening of children’s digital skills, including online safety, and assisting with individual support to continue schooling within the formal education system in Serbia.The learning support program will be conducted through online sessions, twice per week, by experienced teacher-tutors who will provide individualized support in learning, preparing homework, development of self-learning plans, as well as increasing overall motivation for learning and engagement in education.
Work Assignment Overview:
This consultancy assignment is related to the coordination of the qualitative learning support provided by teacher-tutors to the children on the move, and the coordination of the exchange of information on students (needs and progress) and learning plans and materials among teacher-tutors and school teams. Moreover, the consultancy should support the horizontal exchange of good practices among teacher-tutors, school teams, teachers from local schools, and other actors who provide educational support. Horizontal exchange should contribute to improving teachers’ competencies to provide quality learning support to children on the move.
Duration of the assignment: November 2021 – May 2022 (part-time, up to 52 workdays)
Detailed task description:
Task 1: Support the development of a coordination mechanism between school teams and teacher-tutors for the exchange of the information on children and youth on the move, and prepare of the kick-off of Learning Support Program, by:
- Taking part in information sharing meetings with a representative of Ministry of Education, UNICEF, NGO INDIGO and other partners regarding the development of the capacity-building component and its implementation;
- Conducting needs assessment on current situation and capacities of school teams, available support and resources and key challenges;
- Supporting the process of the promotion of program and preparation of teacher-tutors (participation in meetings and online program);
- Taking part in the development of a mechanism of coordination between school and tutors` teams supporting the development procedure of the coordination and information exchange between teams on children profiles and teaching plans;
- Development of the user-friendly online resources for support of work of tutors (google classroom page) for exchange of online materials and monitoring the quality of uploaded learning materials; coordinating the process of uploading the materials;
- Taking part in the development of horizontal exchange methodology among teacher-tutors, school teams, local schoolteachers, etc.;
- Supporting the development of monitoring instruments delivered in cooperation with the mentors, Indigo and UNICEF.
Task 2: Implement the coordination activities between school teams and teacher-tutors, assist in the realization of the horizontal exchange of best practice and monitor the realization of work of a teacher- tutors’ teams in the provision of learning support, by:
- Regularly monitoring the work of teacher-tutors’ teams and its communication with school teams and the exchange of information and materials regarding teaching units, identification of critical challenges in assisting student` groups/ individuals, and defining possible solutions;
- Developing the initial working plan of tutors in each reception centre (matching groups and tutors’ teams, developing schedule, etc.) in cooperation with Indigo and SCRM local coordinators;
- Supporting the supervision, providing inputs to supervisors and taking part in supervision meetings;
- Monitoring the process of filling out the requesting documentation by teacher-tutors related to monitoring the children’s progress in learning, and monitoring the upload of the learning materials to the platform;
- Providing additional support to teachers-tutors in planning and realizing learning support, documenting process, and other needs;
- Facilitating horizontal exchange between teacher-tutors, school teams, teachers from local schools, based on agreed plans and methodologies;
- Supporting project coordinators in monitoring and reporting activities.
- Degree in Education, Psychology, Pedagogy, Law, Political Sciences or other fields of Social Studies and Humanities;
- At least 10 years of experience in education and social inclusion policy and practice in Serbia;
- Experience in teaching children and youth from migrants population;
- Experience in realisation of teacher training programmes, mentoring and coordination;
- Excellent communication skills;
- Very good organisation skills;
- Excellent oral and written Serbian language skills;
- Work experience with UNICEF and/or other international organizations would be considered as an advantage.
How to apply:
The application must include a financial proposal in RSD as a separate document, providing the following information:
- Daily rate (all costs included, e.g. usage of mobile phone).
Incomplete applications will not be taken into consideration.
Only shortlisted candidates will be notified and advance to the next stage of the selection process.
For every child, you must demonstrate UNICEF’s core values of Care, Respect, Integrity, Trust and Accountability.
UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles.
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