Assessment of Cognitive and Non-Cognitive Learning Outcomes of Pupils

Requisition ID:  req45990

Job Title:  Assessment of Cognitive and Non-Cognitive Learning Outcomes of Pupils

Sector:  Education

Employment Category:  Consultant

Employment Type:  Part-Time

Open to Expatriates:  No

Location:  Nigeria

Work Arrangement:

Job Description

1. BACKGROUND

The International Rescue Committee (IRC) responds to the worldâs worst humanitarian crisesand helps people to survive and rebuild their lives. Founded in 1933 at the request of AlbertEinstein,theIRCofferslifesavingcareandlife-changingassistancetorefugeesforcedtofleefrom war or disaster. At work today in over 40 countries and 22 cities, we restore safety,dignity and hope to millions who are uprooted and struggling to endure. The IRC deliverseducation programs in 22 conflict-affected or post-conflict countries around the world. TheIRCâs educational interventions strive to help children and youth gain valuable skills andknowledge that will increase their opportunities and life chances and contribute to their well-being and livelihood. The IRC supports formal and non-formal learning activities that lead totangible learning outcomes and promotes the protection and psychosocial well-being ofconflict-affectedchildrenand youth.

WithfundingsupportfromSIDAandTheArnoldFoundation,theIRCisstrengtheningEdTechInnovation by continuing to leverage on USAID funded OTL opportunity to advance EdTechbasedsolutionsthatcandelivermeaningfulimpactsforcrisis-affectedpeople,especiallythosewhomwefindithardtoreachwiththeconventionalmeansofeducationservicedelivery.Thisinitiativeisconductingmulti-prongedresearchprojectsthatwillresultinthepilotingandtestingof EdTechsolutionsanddeliveryofasprinttoolkitforIRCcountryprograms.

Teacher well-being is a critical factor in student learning outcomes. The well-being of teachers has a significant impact on the quality of education that pupils receive. Research has shown that teacher wellbeing affects pupil performance, with positive teacher wellbeing leading to improved pupil learning outcomes. The socio-emotional well-being of teachers is crucial to their performance and overall job satisfaction, as well as their risk for burnout. Teachers who experience high levels of stress, anxiety, and emotional exhaustion are more likely to report lower job satisfaction and reduced performance in the classroom. Burnout can also lead to increased absenteeism and turnover rates, ultimately impacting pupils' quality of education.

The impact of teachers' socio-emotional well-being extends beyond their own personal and professional lives, affecting the classroom environment and pupil engagement. Teachers who exhibit positive socio-emotional competencies, such as empathy, self-awareness, and emotional regulation, are more likely to foster a supportive and inclusive classroom culture that can lead to increased pupil engagement and motivation and improved learning outcomes.

1.1PURPOSEOFENGAGEMENT

To determining the impact of teacher training investments involving literacy and numeracy teaching skills and improving socio-emotional well-being on learning outcomes of pupils, with the view of ascertaining the scaling of those training in the schoolsâ systems for enhanced quality of education.

1.2KEYOBJECTIVES

a) To identify and segregate schools with maximal benefit from teacher training involving literacy and numeracy teaching skills and socio-emotional wellbeing from those with less training.

b) To compare cognitive and non-cognitive learning outcomes of pupils from schools with maximal teacher training and those with less training.

c) To determine the significance of teacher training in improving pupilsâ cognitive and non-cognitive learning outcomes.

d) To suggest ways to consolidate and sustain training investments from development partners by Government Stakeholders for improved quality of education.

2.SCOPEOF THE STUDY

The study is to be carried out in Borno State and covers an investigation into training investments by non-governmental partners in literacy, numeracy, and the socio-emotional well-being of teachers and how that translates to pupilsâ learning outcomes, both cognitive and non-cognitive. The study is limited to lower-basic formal schools in the state.

3.DELIVERABLES

The deliverables expected from the consultancy are:

·Comprehensive work plan with a timeline aligned to the research duration.

·An inception report detailing the commencement of the research process.

·A progress report indicating preliminary findings from data and trajectory into the research outcome.

·Comprehensive research report- findings supported by graphics, tables, and pictures, recommendations.

PAYMENTRATEANDSCHEDULE

a) Initial Advance upon Commencement : Percentage :40%oftotalcontractamount

Upon :Contractsigningandinitiation

Deliverables:

oComprehensive work plan with a timeline aligned to the research duration.

oAn inception report detailing the commencement of the research process.

b) Second Tranche - Submission of draft report

Percentage :30%oftotal contractamount

Deliverables:

oA progress report indicating preliminary findings from data and trajectory into the research outcome.

c)FinalSubmission of Research Report:

Percentage :30%oftotalcontractamount

Upon:

oIncorporationoffeedback.

oFinaledits andapprovalbytheIRCeducationteam.

Deliverables:

oComprehensive research report- findings supported by graphics, tables, pictures, and recommendation.

Qualifications

5.REQUIREMENTS

a. QualificationsandExperience:

·Advance degree: MSc, , or PhD qualification in the field of education or its equivalent.

·Proven teaching experience(minimumof10years) with at least 5 yearsâ experience of conducting research in the field of education.

·The consultant should provide a detailed financial proposal, work plan, and evidence of work done in the past. In the financial proposal, the consultant should account for their trip to field sites.

b.TechnicalProficiency:

·Expertisein data collection (qualitative and quantitative), transcribing and data analysis.

·Expertise in report writing.

·Good analytical skills

c.InterviewingSkills:

·Demonstrableexperienceinconductinginterviews,preferablywithdiversestakeholdergroups.

·Abilitytoelicitengaging,authentic,andcomprehensiveresponsesfrominterviewees.

d.CulturalSensitivity:

·Experience working in diverse cultural settings, preferably in the region or area of theproject's implementationofBornoState.

·Awarenessandrespectforlocalcustoms,traditions,andpractices.

·AbilitytospeakEnglish(Hausa and Kanuri will be an added advantage).

e.CommunicationandCollaboration:

·Strongwrittenandverbalcommunicationskillsintheprimarylanguageoftheproject(and preferablyotherlocal languages).

·Demonstrated ability to collaborate closely with project stakeholders, incorporatingfeedbackand ensuringalignmentwithproject goals.

f.TimeManagement:

·Provenabilitytoadheretotimelinesanddeliver outputsaspertheagreedschedule.

·Experienceinmanagingcomplexprojectswithmultipledeliverables.

g.FlexibilityandProblem-Solving:

·Abilitytoadapttounexpectedchallengesorchangesintheproject'sscope.

·Demonstrableskillsintroubleshootingandfindingsolutionstopotentialroadblocks.

h.EthicalConsiderations:

·Knowledgeofethicalconsiderationsrelatedto research,especiallywithminorsorvulnerable populations, teachers, and government stakeholders.

·Previousadherencetoconsentprotocolsandrespectfulcontentgatheringpractices.

i.References:

·Provisionofatleasttwoprofessionalreferencesfrompreviousclientsoremployers thatcanvouchfortheconsultant'squalityofwork,professionalism,andreliability.

Reporting line: The consultant will report to the IRC Education Coordinator.

Mailing Address :