[Lgpolicy-list] [lg policy] South Sudan: TOR Strengthening Teacher English Proficiency among Primary School Teachers in South Sudan 12 November 2014 Background 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. WTI’s main ar
hfsclpp at gmail.com
Thu Nov 13 15:43:17 UTC 2014
TOR Strengthening Teacher English Proficiency among Primary School
Teachers in South Sudan
12 November 2014
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.
WTI’s main areas of capacity and expertise are:
- English Language Training
- Training of Teachers and Teacher Trainers
- Development of Professional and Leadership Skills through scholarships
- Project Management
- Community Girls Education in Kenya & South Sudan
* Medium of instruction in South Sudan *
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.
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.
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.
*Overall goal *
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.
In order to make progress towards the overall goal, the specific objectives
of the consultancy are as follows:
1. To develop an English Language Policy Framework and Standards of
English Proficiency for Primary School Teachers.
2. To review existing Language Framework Policies and to establish
linkages with the language framework based on the South Sudan English
3. 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.
4. To establish a system for assessment, evaluation and certification of
English language proficiency courses.
*Scope of work *
1. 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.
2. Training of South Sudanese research assistants to carry out field
study to conduct the baseline study in selected States and schools.
3. Manage and ensure successful execution of the baseline study
4. 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
5. Drafting an English language policy framework and standards.
6. Prepare an implementation plan and developing assessment and
7. Present the draft English language policy framework and
implementation guide with language descriptors to MoEST – and stakeholders
8. Prepare the final draft of the framework, standards, assessment
criteria and guidelines.
- 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
- Proven international experience in drafting national language policy
framework particularly in Sub-Saharan Africa.
- Experience in conducting an analysis of the state of ELT in a country,
- Over 10 years of experience doing similar work in developing countries
- 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
- Ability to work closely with government Ministry of Education Science
and Technology, and other stakeholders in education.
- Ability to design a national English language strategy and action plan
for English language teacher development
- Previous experience working in South Sudan with knowledge and
understanding of the education system.
- Ability to manage data collection and research assistants collecting
data from different and distant parts of the country
- Experience of work in conflict affected counties
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