|
The United Nations Development Programme (UNDP), the UK Department
of International Development (DFID) and the Government of China have
jointly launched a project to deliver high-quality, distance teacher
training for 20,000 in-service teachers in poor rural communities
within nine selected counties in Gansu, Sichuan and Yunnan provinces.
This project will extend
the modem distance education technology and Chinese Government's
new initiatives to reach the poorest and remotest communities, creating
a dynamic interactive learning environment for primary school teachers,
including target beneficiaries such as female teachers, dai ke (unqualified,
substitute) teachers and ethnic/language minority teachers. The
project will improve access to quality teacher education, utilizing
flexible distance-learning mechanisms, including ICT and
the creation of a teacher professional development network. It will
pilot cost-recovery
mechanisms of distance learning services for teacher education involving
innovative partnerships with NGOs and private sectors. The results
of the project will provide policy recommendations to the Chinese
Government on the application of ICT for teacher education, particularly
in the context of poor rural areas.
The project will recruit
an International Technical Advisor (ITA) who will be overall coordinator
responsible for providing overall strategic advice and support to
the project in order to ensure that the project is implemented efficiently
and completely to achieve the goal. National Technical Advisors
(NTA) will also be recruited to work together with the ITA in support
of the project.
Suitably qualified consultants meeting the requirements set forth
in the TOR wishing to be considered are invited to apply to the
project executive agency: China International Center for Economic
and Technical Exchanges (CICETE) by 30th January 2003.
Contact: Mr. Gu Wenzhong,
Tel: 86，10，62049988 ext 7706;
Fax: 62011328;
Email: division01@cicete.org;
Address:18# Beisanhuan Zhong Lu, Beijing 100011, China
|
|
The ITA will be recruited by and repot to the designated executing
agency of the project - China International Center for Economic and
Technical Exchanges (CICETE). During missions to China, the ITA will
work under the direct supervision of the National Project Director
(NPD) in the Ministry of Education. The ITA will perform the following
duties, which may be amended by all parties (UNDP, DFID, CICETE and
MOE) in agreement from time to time in response to changing project
needs.
The ITA will:
Provide technical advice
， Provide strategic advice to ensure that the Project will benefit
the targeted groups
especially the most disadvantaged Dai ke teachers in their long-term
professional
development.
， Advise the Project on international best practices in distance learning
and teachers
professional development, focusing on creation of an interactive
learning
environment.
，Provide technical advise and guidance on each of the project outputs
including:
1. piloting and implementing new models for teachers professional
development;
2. increasing the number of qualified teachers with a particular emphasis
on strategies to
assist daike teachers;
3. developing a cadre of backbone teachers and school heads able to
lead and support
curriculum reform and professional development in schools;
4. strengthening the capacity of teacher trainers, particularly in
the design and use of ICT
and distance education for primary teacher education at the levels
of normal university,
county and school;
5. increasing access to learning opportunities and materials for all
primary teachers and
networks of professional development and establishing resource centers
at township
central primary schools, ensuring that teachers working in remote
areas are provided with
assistance in accessing the resource centers;
6. advising on partnership building for the project to succeed in
identifying effective
cost-recovery models of distance learning for teacher training applicable
in poor
communities and remote areas;
7. ensuring experience and materials from the project are shared beyond
the project and
evidence-based policy recommendations on the use of ICT and distance
mechanisms for
primary teacher education, with special reference to poor rural areas,
are produced and
disseminate nationally.
， Review key policy recommendations generated out of the project for
the consideration of
and acceptance by the MOE through NPD.
Support project-cycle management
， Assist the NPD in formulating annual work plans and budgets and
strategic plans for each
project component.
， Advise the NPD on the international and national experts' advise
that should be
considered to achieve the project purpose.
， Coordinate the international and national experts to ensure they
are kept abreast of
Project implementation and provide direction to ensue effective inputs.
， Assist NPD in developing clear terms of reference for each consultancy
input and in
managing a work schedule for consultancy inputs, detailing activities
for each consultant
and highlighting primary areas of responsibilities.
， Assist the NPBM in organization of international and national study
tours, as needed.
， Together with the NPD, analyze best practices and lessons learned
from the project and
document these for dissemination purposes.
， Liaise and maintain dialogue with other key people involved in teacher
training through
ICT and distance education in the Western Region, such as Government
agencies, other
donor funding agencies, and non government organizations.
，Support the development project dissemination strategies and follow-up
action plans
Assist capacity building
， Provide support to the project management to identify training
needs, and develop
capacity building programs in project management, monitoring and
evaluation and impact
assessment.
， Provide advice on building institutional capacity of Provincial
teacher training
institutions, focusing on effective management of distance learning
programs and ICT
application for the purpose of teacher training, particularly in
remote, poor areas and
in reaching the project's target beneficiaries.
Research.Monitoring &
Evaluation
， Support the research working groups to develop and implement a
framework of research that
will support the delivery of training programs to the target teachers.
， Participate in the policy studies to be conducted in the project,
bringing in
international comparative components.
， Comment on reports, ana1yses and other documents prepared under
the project, including
consultancy reports ensuing from specific inputs.
， Participate in the annual project review meetings, and assist
the NPD to finalize the
Annual Project Review.
， Assist the NPD in developing a monitoring strategy and to regularly
review the progress
of the Project.
， Support the mid-term and final evaluation groups to conduct high-quality
comprehensive
and objective evaluations of the project.
Reporting Requirements:
The following reports are required to be submitted by the ITA to
CICETE and MOE/NPD, copying UNDP and DFID. These reporting requirements
form an integral part of the ITA duties and must be delivered on
time as specified.
1. Annual ITA work plan - in consultation with project partners
and aligned to the project
work plan
2. Quarterly brief on international comparative ICT for education
and teacher training
development, as well as related fields.
3. Mission reports within 1week after each mission
4. Annual assessment on project progress and strategies
5. Annual assessment on international/national consultancy service
6. End of assignment report 2 months before end of contract
Competences:
The ITA will be required to demonstrate the following competencies
and experience:
1. At least ten Years'
extensive international practical experience at a senior and
strategic level in Distance Education and Teachers Training.
2. Proven knowledge of, and ability to impart, international best
practices of developed as
well as developing countries in distance education and sustainable
models of ICT
application for educational purpose.
3. Proven capacity of understanding and analyzing the needs of various
stake holders
especially those of the disadvantaged groups of teachers
4. Experience of using participatory approach in project management,
monitoring and
evaluation
5. Proven ability to identify policy constraints and to advise on
solutions. Ability to fit
the project into China' long-term educational development view
and propose feasible
policy recommendations which benefit the poor.
6. Experiences and skills of partnership building in a multi-cultural
working environment
with government counterparts, NGOs, and various public and private
sectors.
7. Experience in China on related development projects, especially
on basic education
projects, preferred.
8. Availability to stay and work in China for l to 3 months every
year during the project
life. Willingness to, experience of, and good health to undertake
on occasion, arduous
field trips in adverse living conditions required.
9. Fluency in English required; knowledge of Mandarin or willingness
to learn Mandarin as
an asset.
|
