Senior Consultant - Leadership Academy Design for Guyana

Parent Sector: Education Sector (ED)

Duty Station: Paris

Job Family: Education

Type of contract: Non Staff

Duration of contract: From 7 to 11 months

Recruitment open to: External candidates

Application Deadline (Midnight Paris Time): 24-JAN-2024

UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

BACKGROUND AND OBJECTIVE

In February 2023, the Ministry of Education (MoE) of Guyana and its partners signed the endorsement of the Partnership Compact, a document defining the roadmap to achieve Guyana’s education system transformation. The identified priority of the Compact is to “Strengthen Instructional Leadership at District and School Levels”. The objective is to “Promote equitable learning by strengthening culturally responsive and effective instructional leadership and improved accountability at the district and school levels.” To achieve this, the MoE was granted a Global Partnership for Education (GPE)’s System Transformation Grant (STG). The Inter-American Development Bank (IDB) was selected as the Grant Agent to implement the grant in collaboration with the MoE, with the UNESCO International Institute for Educational Planning (IIEP) as lead implementation partner. The STG will be implemented through a comprehensive four-year programme, relying on two main components: 1) Strengthening school and district leadership with the creation of a Leadership Academy; 2) Improving sector management.

Component 1: Leadership Academy.

The aim of this component is to equip district and school leaders for leading transformation in schools and districts by (a) establishing a Leadership Academy (LA) for their continuous training and professional development in culturally responsive instructional leadership; and (b) strengthening culturally responsive instructional leadership, planning and data-based decision-making at district and school levels. The component has the following two sub-components.

Sub-component 1.1. Training and Support of District and School Leaders.

The Leadership Academy will be a new structure within the education system, with the mandate and capacity to deliver and maintain high quality, relevant, and responsible certification, and continuous professional development programmes (CPD) for practicing and aspiring school and district leaders. The training programme will be composed of two main sequences: one common core of six-month duration for all participants, followed by three-month specialized tracks for school leaders, on the one hand, and district leaders, on the other. The training will emphasize a hands-on approach in a hybrid modality (in-person and online) and both individual and group learning.

Activities under this sub-component include:

1. The design of the institutional development strategy for the Leadership Academy, in close collaboration with national stakeholders. It will encompass a comprehensive and strategic roadmap for the Leadership Academy’s development - including its vision, mission, values, target beneficiaries, key strategies, and priority activities – as well as an implementation plan. This document will also outline the physical, human, and financial resources necessary for the Academy's development, including the actors involved, resources needed and contextual factors that need to be aligned. Furthermore, it will incorporate a Monitoring, Evaluation and Learning (MEL) framework to measure key accomplishments.
2. The development of leadership programmes for school and district leaders.
3. The development of a virtual platform to host the training.
4. The training of 200 to 300 school leaders and MoE district and central planners and managers.
5. The provision of a mentoring programme for the participants of the Leadership Academy.
6. The development of Communities of Practice for district and school leaders.

Sub-component 1.2. Development and Review of Guidelines.

The objective is to:

1. Revise/develop guidelines for School Improvement Plans (SIPs) and District Strategic Plans (DSPs) to promote culturally responsive and evidence-based planning.
2. Review and update guidelines for Parent Teacher Associations (PTAs) and School Boards as well as capacity building for the School Boards to increase parent and community engagement in schools and promote culturally responsive leadership practices.

The main output of this sub-component includes revised guidelines for SIPs and DSPs as well as guidelines for PTAs and School Boards.

Component 2. System Improvements.

The aim of the component is to revisit and enhance the allocation of educational resources in Guyana, improve accountability within the education system, and strengthen coordination mechanisms between authorities at national, regional, district, and school levels by:

1. Developing a more equitable system for the allocation of human, material, and financial resources to schools.
2. Upgrading desk manuals for district and school leadership to align with the redefined roles and responsibilities under a culturally responsible instructional leadership paradigm.
3. Improving collaboration channels across the system to ensure that district and school leaders are supported in their efforts on instructional leadership.

The component has the following two sub-components.

Sub-component 2.1. Resource Allocation: Efficient Allocation and Assignment Mechanism.

The aim of this sub-component is to support the MoE in the development and implementation of: (i) a resource allocation mechanism consistent with budgetary provisions to regions and schools and; (ii) a revised teacher allocation policy and assignment mechanism.

Sub-component 2.2. Improving Accountability.

This sub-component will include: i. A capacity analysis of district and school leaders in Guyana. ii. The upgrading of desk manuals, including job descriptions and organigrams, for district and school leaders. iii. The improvement of communication and coordination among schools, regional departments, and central units of the MoE.

PURPOSE OF THE ASSIGNMENT

This assignment aims to contribute to the achievement of the project’s objectives for its first year of implementation through participation in Component 1 (Leadership Academy), Sub-component 1.1: Training and Support of District and School Leaders, Sub-activity i) the design of the institutional development strategy for the Leadership Academy. Specifically, it focuses on carrying out the duties, tasks, and expected outputs outlined in section 3 below.

DUTIES/RESPONSIBILITIES AND EXPECTED OUTPUT

A. Organization of the tasks and activities:

• Prepare an updated timeline of tasks and activities based on inputs from the IIEP project team on the project’s progress.

B. Needs assessment and supply analysis report:

• Propose an outline to conduct the needs assessment and supply analysis in consultation with the IIEP project team. Participate with the IIEP project team in online meetings to design the scope of the analysis, identifying areas of complementarity with other activities of the project.
• Collect background information (secondary source data) for the training needs and supply analysis.
• Participate with the project team in a data collection mission in Guyana with stakeholder consultation.
• Prepare data collection tools in collaboration with the team. The mission will focus on identifying training needs in leadership at district and school levels, conducting interviews to clarify expectations, and exploring potential scenarios to address these needs. The mission will also consist in collecting data for the supply analysis. Online consultations will also be conducted according to stakeholders’ availability.
• Prepare a preliminary draft report composed of the needs and supply analysis, drawing from relevant documents and findings from the mission, and based on guidance provided by the project team.
• Finalize the report based on feedback from the IIEP project team and partners. This may involve several rounds of comments.

C. Participating in the preparation and facilitation of a face-to-face co-design workshop with the MoE authorities to develop the institutional strategy of the Leadership Academy:

• Participate in preparatory meetings with the IIEP project team: contribute to the preparation of the workshop’s objectives, agenda, group work sessions, and presentations.
• Make presentations and co-facilitate the sessions with the IIEP team, including group work.

D. Leadership Academy institutional strategy and roadmap:

Propose an outline for discussion with the IIEP team. Draft the strategy and review it based on IIEP team and external partners’ (national stakeholders, IDB, GPE in particular) comments. The objective is to provide guidance to the MoE in establishing this structure, which will be its own responsibility. The strategy should encompass a comprehensive and strategic roadmap for the Leadership Academy's development, including:

1. a theory of change;
2. the Leadership Academy’s mandate and scope (vision, mission, values, target beneficiaries - with estimated projections of participants during the 5 years following the launch -, key strategies, and priority activities);
3. the Leadership Academy’s statute (institutional location, level of autonomy in staff and financial management);
4. the Leadership Academy’s structure with an assessment of physical, human, and financial resources necessary for its development;
5. a Monitoring, Evaluation, and Learning (MEL) framework to measure key accomplishments.

- Draft the roadmap, including i) institutional and legal necessary arrangements for the creation of the Academy, including its accreditation modalities; and ii) a timetable to guide national authorities in the creation of the Academy.

- The drafting of the strategy and the roadmap may include several rounds of comments. Based on discussions with national stakeholders, detailed guidance will be provided by the project team for drafting the document, including the key issues to address, annexes to provide, the length of the document (estimated to 80-100 pages without annexes), annexes and style guide.

- Review the strategy based on comments and finalize it.

E. Online restitution workshop on the strategy plan:

- Contribute to the preparation of the online restitution workshop with the IIEP team during which the national strategy will be presented (workshop’s objectives, agenda, group work sessions, and presentations).

- Make presentations on the training needs assessment, supply analysis and institutional strategy. Participate in discussions with national authorities and partners. Co-facilitate the sessions with the IIEP team.

Throughout activities A to E, the selected provider will pay specific attention to the Guyana Partnership Compact, the culturally responsible leadership dimension of the Leadership Academy, and its sustainability objective. Relevant background information and documents will be shared at the onset of activities by the IIEP project team. Collaboration with other project activities will be explored under the initiative of the IIEP project team to benefit this activity.

TIMETABLE AND DELIVERABLES

The consultant is expected to fulfill these activities in consultation with the IIEP project team, as indicated below:

A. Organization of the tasks and activities:

• Updated timeline of tasks and activities.

B. Needs assessment and supply analysis report (April 2025), comprising:

• Comprehensive outline;
• Background information materials (secondary source data, including datasets, research papers, reports, consulted webpages, etc.) for the training needs and supply analysis.
• Data collection mission in Guyana and online consultations: interview notes and/or recordings, preliminary findings, mission report, including main takeaways, and steering recommendations.
• Draft needs assessment and supply analysis report.
• Finalized needs assessment and supply analysis report, incorporating IIEP and partners’ comments.

C. Face-to-face co-design workshop of the institutional strategy of the Leadership Academy (June 2025). Report comprising:

• Contributions for the workshop preparatory meetings.
• Workshop slides.
• Mission report, including main takeaways, steering recommendations, and updated slides.

D. Leadership Academy institutional strategy and roadmap (September 2025):

• Comprehensive outline.
• Draft institutional strategy comprising the theory of change, the Leadership Academy’s mandate and scope, statute, structure, and MEL framework.
• Draft roadmap (institutional and legal arrangements and timetable).
• Finalized Leadership Academy institutional strategy incorporating IIEP and partners’ comments.
• Any datasets, research papers, reports, webpages, etc. that might have been used as reference or background.

E. Online restitution workshop on the strategy plan (December 2025). Report comprising:

• Contributions for the workshop preparatory meetings.
• Workshop slides.
• Workshop takeaways and steering recommendations.

COMPETENCIES (Core / Managerial)

Accountability (C) Communication (C) Innovation (C) Knowledge sharing and continuous improvement (C) Planning and organizing (C) Results focus (C) Teamwork (C) Professionalism (C)

REQUIRED QUALIFICATIONS

Education

• Advanced university degree (master’s degree or equivalent) in the field of education, training of adults, or educational planning and management.

Years of Experience

• At least 15 years of experience in educational planning and management.
• At least 10 years of experience working with senior decision-makers of Ministries of Education.
• Minimum 5 references working with the Caribbean region.
• Strong experience in developing national training institutions.
• Experience in delivering on-the-job training to adults.

Skills and Competencies

• Excellent ability to establish and maintain effective working relationships with diverse stakeholders in a multicultural environment.
• Demonstrated negotiation skills with national stakeholders, including senior executive staff of Ministries of Education, and international partners.
• Excellent communication skills, both oral and written.
• Excellent writing and editing skills, in particular drafting institutional reports for Ministries of Education.
• Excellent ability to conduct research (in particular conducting semi-structured and focus-group discussions, qualitative and quantitative data analysis).
• Strong ability to meet deadlines.
• Strong IT skills, including knowledge of MS Office suite such as Word and Excel.

Language

• Fluency in English (oral and written).

DESIRABLE QUALIFICATIONS

Education

• PhD in the field of education or social sciences.

Years of Experience

• Experience working with district and school leaders.

SUPERVISORY ARRANGEMENTS

The consultant will complete the tasks specified in this contract under the overall authority of the IIEP Director and the Technical Cooperation Team lead. They will report directly to the IIEP project lead for the Guyana Project, in close collaboration with the IIEP-MoE-IDB team. The consultant will participate in weekly meetings with the IIEP project management team to assess progress on the tasks. The consultant will submit to the project lead draft work plans and outlines in relation to each expected deliverable. The consultant will be expected to attend progress meetings with the IIEP project team, the MoE, IDB and GPE, as well as other meetings related to the project and to the tasks covered by this consultancy.

DURATION OF CONTRACT

This consultancy is for 11 months.

ADDITIONAL INFORMATION AND SUPPORT

Travel

• This consultancy is home-based with frequent travel to Guyana (at least twice (2) during the consultancy).
• IIEP will cover travel costs according to UN travel rules (air tickets, DSA, visa to travel to Guyana) when travel to Guyana is identified.
• All travel will have to be organised by the consultant themselves, including the visa required.

Documentation

• To carry out this work, IIEP will provide the consultant with all the administrative and analytical documentation available in relation to the work.
• IIEP will, if necessary, facilitate contacts with institutions and individuals who the consultant wishes to meet in the context of this consultancy, as well as provide logistical support.

Use of IIEP-UNESCO style guide

The consultant should refer to the IIEP-UNESCO style guide when drafting the reports envisaged within the framework of the tasks of this consultancy. They should use the institutional templates provided by the IIEP project team when making PowerPoint presentations and drafting reports.

APPLICATION PROCESS

Candidates who meet the required qualifications are invited to apply before Friday, 24th January 2025 by submitting:

• An updated CV (maximum five pages) via UNESCO CAREERS.
• A technical and a financial proposal (maximum 5 pages) to: consultancytc@iiep.unesco.org.

NOTE: The CV together with the technical and financial proposal must be sent to the email address consultancytc@iiep.unesco.org for the file to be eligible. The technical and financial offer should briefly outline:

• The consultant’s appreciation of the mission, its scope, and the challenges for its implementation.
• The consultant’s understanding of the assignments, highlighting their relevant experience.
• The consultant’s proposed remuneration based on the deliverables requested.

Applications that do not include this information will not be considered for the following phases of the counting process. Applications will be reviewed on a rolling basis. The consultant may be selected before the date indicated above. Only retained candidates will be contacted.

SELECTION AND RECRUITMENT PROCESS

Please note that all candidates must complete an online application and provide complete and accurate information. To apply, please visit the UNESCO careers website. No modifications can be made to the application submitted.

The evaluation of candidates is based on the criteria in the vacancy notice, and may include tests and/or assessments, as well as a competency-based interview.

UNESCO uses communication technologies such as video or teleconference, e-mail correspondence, etc. for the assessment and evaluation of candidates.

Please note that only selected candidates will be further contacted and candidates in the final selection step will be subject to reference checks based on the information provided.

UNESCO recalls that paramount consideration in the appointment of staff members shall be the necessity of securing the highest standards of efficiency, technical competence and integrity. UNESCO applies a zero-tolerance policy against all forms of harassment. UNESCO is committed to achieving and sustaining equitable and diverse geographical distribution, as well as gender parity among its staff members in all categories and at all grades. Furthermore, UNESCO is committed to achieving workforce diversity in terms of gender, nationality and culture. Candidates from non- and under-represented Member States are particularly welcome and strongly encouraged to apply. Individuals from minority groups and indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the highest level of confidentiality. Worldwide mobility is required for staff members appointed to international posts.

UNESCO does not charge a fee at any stage of the recruitment process.

Please note that UNESCO is a non-smoking Organization.