RTIA-W1/ TA 3 National Expert transition from pre-primary to primary (M/W) – Tanzania

Background

Under the Facility from the Regional Teachers Initiative for Africa (RTIA) programme funded by the EU/EC via DG INTPA, 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.

Specific Objectives

Working as part of a team alongside a national expert (recruited separately), 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 International 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, Early Childhood Development (ECD) and early learning Specialist.
• General work experience: Minimum of 10 years of experience in basic education including pre-primary; 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.
• Experience in developing contents / programs on school readiness.
• Proven skills in participatory workshop facilitation and coordination.
• Good knowledge of the education context, policies, and institutional framework in Tanzania.
• Language proficiency: Excellent proficiency in English and Swahili (both written and spoken).

Soft skills & assets:

• Excellent communication and presentation abilities.
• Ability to work collaboratively with stakeholders from various backgrounds (government officials, educators, technical experts).
• High adaptability and ability to navigate complex and dynamic institutional environments.
• Knowledge and practical understanding of gender-sensitive and gender-responsive pedagogy (additional asset).