RTIA-W1/ TA 3 international expert in transition from pre-primary to primary (M/W) – Tanzania

Background
Under the Facility from the Regional Teachers Initiative for Africa (RTIA) funded by the European Union, this technical assistance
assignment supports Tanzania’s Ministry of Education, Science and Technology (MoEST) in implementing its ongoing education reform. The
main objective is to enhance students’ smooth transition from pre-primary to primary.

Objectives & Scope of Work
Working as part of a team alongside a national expert, the international expert will:

- Strengthen pre-primary teachers’ capacity to facilitate/implement school readiness activities.
- Strengthen Standard 1 & 2 teachers’ capacity in play-based and child-centered pedagogy.
- Promote peer learning and harmonization of teaching practices between pre-primary and Standard 1 & 2 teachers.

Main Deliverables (Co-developed with National Expert)
- Deliverable 1: School readiness activities in pre-primary schools’ assessment report.
- Deliverable 2: Guidelines on school readiness.
- Deliverable 3: Assessment report on existing capacity building modules on play-based pedagogy.
- Deliverable 4: Package on play-based pedagogy for CoLs (Communities of Learning).
- Deliverable 5: Module on holistic ECD/early learning.

Expert’s Profile
- Academic qualification: Advanced degree in Education, ECD/ early learning specialist.
- General work experience: Minimum of 10 years of experience in basic education including pre-primary education; proven track records of
developing capacity building contents for teachers; experience in consultancy for government or international organizations.
Specific work experience:
- Sound knowledge/ experience in Early Childhood Development and early learning.
In-depth knowledge of play-based pedagogy and child-centered pedagogy.
- Proven experience in building capacities of teachers.
- Experience in developing contents/programs on school readiness.
- Excellent knowledge and hands-on practices of competency-based curriculum.
- Demonstrated skills in participatory workshop facilitation and coordination.
- Knowledge and practical understanding of gender-sensitive and gender-responsive pedagogy (asset).
- Previous experience working in the education sector including at preschool level in African contexts and familiarity with the education
context and policies of Tanzania.
- Language proficiency: Excellent proficiency in English (both written and spoken); good command in Swahili is an asset.