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<div class=""><h1>TOR Strengthening Teacher English Proficiency among Primary School Teachers in South Sudan</h1></div>
<div class="">
<div class=""> 12 November 2014 </div>
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<p style="text-align:justify"><strong>Background </strong><br>
Windle Trust International is a British capacity building NGO with a
particular focus on South Sudan and Eastern African region. WTI has over
30 years’ experience of training in East Africa, and in Sudan and
South Sudan since the early 1990’s, working with people affected by
conflict. In South Sudan Windle Trust International is the leading
provider of English language training to teachers and other government
officials. WTI’s goal is to equip people affected by conflict and other
needy people with the skills and leadership capacity to meet the
challenges they face in building peaceful and prosperous communities,
through investing in education and training. WTI works in most parts of
South Sudan, under its programme hubs in Juba, and through its office
in Oxford in the UK and independent but closely linked Windle Trusts in
Kenya and Uganda. <br>
WTI’s main areas of capacity and expertise are:</p>
<ul><li style="text-align:justify">English Language Training</li><li style="text-align:justify">Training of Teachers and Teacher Trainers</li><li style="text-align:justify"> Development of Professional and Leadership Skills through scholarships</li><li style="text-align:justify">Project Management</li><li style="text-align:justify">Community Girls Education in Kenya & South Sudan</li></ul>
<p style="text-align:justify"><strong><br>
Medium of instruction in South Sudan </strong><br>
The Transitional Constitution of the Republic of South Sudan declares
English as the “official working language in the Republic of South Sudan
as well as the medium of instruction from Primary Four”. As a result
of previous policy, many teachers acquired their education and training
in Arabic, so the Ministry of Education Science & Technology
(MoEST) has prioritized raising teachers’ English language and
pedagogical skills to ensure effective learning through English medium.
Therefore there is an urgent need to equip education stakeholders’
teachers, head teachers and school inspectors with the necessary basic
competencies and skills for the South Sudanese curriculum to be
delivered effectively in English. However, this needs to be done within
a clear national framework, which has been lacking since the signing
of the Comprehensive Peace Agreement in 2005. <br>
With the majority of teachers untrained and of Arabic pattern
background, teachers need training and certification in delivering the
primary school curriculum effectively in English. However, there is
currently no nationally agreed policy framework to guide the systematic
raising of teachers’ competencies in the English language as well as
pedagogical skills and no national standards guiding the certification
of teachers. <br>
To address this need, WTI working with Ministry of Education Science
& Technology (MoEST) with GPE funding from UNICEF would like to
recruit a consultant to work in close consultation with MoEST to develop
a national English language policy framework and implementation guide
for South Sudan. This consultancy aims to use consultative
methodologies involving various stakeholders in South Sudan to develop
the framework, as well as an operationalization plan that can be
monitored to ensure gradual significant change is achieved,
particularly among primary school teachers. It is expected that the
consultant will carry out a baseline study in selected states, develop a
policy framework with operationalization plan, standards and
assessment criteria in collaboration with the curriculum and teacher
education departments and then present these to MoEST for final
approval. <br>
<br>
<strong>Overall goal </strong><br>
The overall goal is to develop English Language Policy Framework for
Teachers of Arabic Language background and to strengthen teaching and
learning in English language in South Sudanese Primary Schools. <br>
In order to make progress towards the overall goal, the specific objectives of the consultancy are as follows:</p>
<ol><li style="text-align:justify">To develop an English Language Policy Framework and Standards of English Proficiency for Primary School Teachers.</li><li style="text-align:justify">To review existing Language
Framework Policies and to establish linkages with the language framework
based on the South Sudan English curriculum...</li><li style="text-align:justify">To facilitate discussions towards
agreed key requirements of a national certification process
(qualifications framework) as a means of improving the quality of
English language training.</li><li style="text-align:justify">To establish a system for assessment, evaluation and certification of English language proficiency courses.</li></ol>
<p style="text-align:justify"><strong>Scope of work </strong></p>
<ol><li style="text-align:justify">Design a baseline study to identify
levels of English language proficiency (measured against the Common
European Framework of Reference for Languages), the teaching methods
that are in use, the extent of the use of English and attitudes towards
English language; and to be carried out in selected States with
Ministry of Education officials, head teachers, County Education
Directors, schools inspectors, teachers, pupils using classroom
observation and interviews/meetings.</li><li style="text-align:justify">Training of South Sudanese research
assistants to carry out field study to conduct the baseline study in
selected States and schools.</li><li style="text-align:justify">Manage and ensure successful execution of the baseline study</li><li style="text-align:justify">Debriefing on the findings to MoEST
and stakeholders; and write a report and present to Ministry of
Education Science & Technology (MoEST) and stakeholders on the
findings of the baseline study and to get stakeholders’ views/feedback.</li><li style="text-align:justify">Drafting an English language policy framework and standards.</li><li style="text-align:justify">Prepare an implementation plan and developing assessment and certification criteria</li><li style="text-align:justify">Present the draft English language
policy framework and implementation guide with language descriptors to
MoEST – and stakeholders for feedback.</li><li style="text-align:justify">Prepare the final draft of the framework, standards, assessment criteria and guidelines.</li></ol>
<p style="text-align:justify"><strong>Qualifications</strong></p>
<p style="text-align:justify"><strong>Essential </strong></p>
<ul><li style="text-align:justify">Masters Degree or PhD in Education
with Specialty in teaching of English as a second and foreign language,
Curriculum Development, Language Policy, or related field</li><li style="text-align:justify">Proven international experience in drafting national language policy framework particularly in Sub-Saharan Africa.</li><li style="text-align:justify">Experience in conducting an analysis of the state of ELT in a country,</li><li style="text-align:justify">Over 10 years of experience doing similar work in developing countries</li><li style="text-align:justify">Experience in preparing assessment
and qualification criteria for Ministries of Education and supporting
the ministry in formulating a framework for the accreditation of private
ELT delivery</li><li style="text-align:justify">Ability to work closely with government Ministry of Education Science and Technology, and other stakeholders in education.</li><li style="text-align:justify">Ability to design a national English language strategy and action plan for English language teacher development</li></ul>
<p style="text-align:justify"><br>
<strong>Desirable </strong></p>
<ul><li style="text-align:justify">Previous experience working in South Sudan with knowledge and understanding of the education system.</li><li style="text-align:justify">Ability to manage data collection and research assistants collecting data from different and distant parts of the country</li><li style="text-align:justify">Experience of work in conflict affected counties</li></ul><p><a href="http://www.gurtong.net/ECM/Editorial/tabid/124/ID/15821/Default.aspx">http://www.gurtong.net/ECM/Editorial/tabid/124/ID/15821/Default.aspx</a><br></p><br clear="all"><br>-- <br><div class="gmail_signature">**************************************<br>N.b.: Listing on the lgpolicy-list is merely intended as a service to its members<br>and implies neither approval, confirmation nor agreement by the owner or sponsor of the list as to the veracity of a message's contents. Members who disagree with a message are encouraged to post a rebuttal, and to write directly to the original sender of any offensive message. A copy of this may be forwarded to this list as well. (H. Schiffman, Moderator)<br><br>For more information about the lgpolicy-list, go to <a href="https://groups.sas.upenn.edu/mailman/">https://groups.sas.upenn.edu/mailman/</a><br>listinfo/lgpolicy-list<br>*******************************************</div>
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