Palladium is a global leader in the design, development and delivery of Positive Impact the intentional creation of enduring social and economic value. We work with foundations, investors, governments, corporations, communities and civil society to formulate strategies and implement solutions that generate lasting social, environmental and financial benefits.
For the past 50 years, we have been making Positive Impact possible. With a team of more than 2,500 employees operating in 90 plus countries and a global network of more than 35,000 technical experts, Palladium has improved and is committed to continuing to improve economies, societies and most importantly, peoples lives.
Palladium is a child-safe organisation, and screens applicants for suitability to work with children. We also provide equal employment to all participants and employees without regard to race, color, religion, gender, age, disability, sexual orientation, veteran or marital... status.
Project Overview and Role
The Technical Assistance Support (TAS) Facility is a component of the Education Sector Support Program (ESSP) funded by the Governments of Australia and New Zealand. It is designed to provide high quality technical expertise to assist Implementing Agencies (MESC, NUS, SQA) to manage and implement the Education Strategic Plan (ESP 2013 2018).
The ESP has five goals: Enhanced quality of education at all levels Enhanced educational access and opportunities at all levels Enhanced relevance of education at all levels Improved sector coordination of research, policy and planning development Established sustainable and efficient management of all education resources
The objective of this task is to ensure that all courses in the 2012 B.Ed secondary program (i.e. 4 year Model), and the GDE courses inclusive of the undergraduate courses from other faculty programs (i.e. 3+1 Secondary Model), are mapped against the current Graduate Teacher Standards. The purpose being to identify gaps and make recommendations where viable, for improving the alignment of secondary teaching courses against the revised Graduate Teacher Standards. ESP Goal/Output: Goal 1: Enhanced quality of education at all levels.
The role is required by the Monitoring, Evaluation and Review Division (MERD) MESC/NUS to identify areas that are not being addressed through the FOE, NUS courses and therefore, falling short of GTS expectations. The assignment should also provide recommendations for improving the alignment of courses to the Graduate Teacher Standards.
The assignment will commence in February 2019, up to 90 days over a 6 month period. The assignment is required to provide in-country inputs in Apia, Samoa and desk-based inputs, as agreed with the Assistant CEO (MERD).The TA will spend the majority of time working in country to allow for consultation and meeting availability of NUS and MESC staff members.
The Adviser will report to the Assistant Chief Executive Officer and work in collaboration with the NUS Dean of the Faculty of Education. The work will include the mapping of all courses offered under the 4-year B.Ed. Secondary Model including those courses undertaken in the 3+1 Secondary Models. Existing B.Ed secondary programmes at the Faculty of Education Current Bachelor of Science (secondary teaching), Faculty of Science Current Bachelor of Arts (FOA) plus Graduate Diploma of Education (FOE) (i.e. 3+1 Model) Current Bachelor of Commerce (FOBE) plus Graduate Diploma of Education (FOE) (i.e. 3+1 Model) All other course options made available within Faculties for a Bachelors degree plus the Graduate Diploma of Education (i.e. 3+1 Model)
The work includes recommendations for improving the alignment of Graduate Teacher Standards and all the above courses offered as part of the BEd Secondary programme inclusive of those other options in (2) to (5) above. Recommendations include the revision of the Graduate Teacher Standards to align with current teaching needs and educational programmes.
Proposed Methodology The Adviser is expected to carry out the following tasks during this assignment: Desk review of relevant policies and documents pertaining to all BEd secondary courses plus those from (2) to (5) above and mapping matrix activity from the Ministry of Education prior to the in-country visits. Consultation with the Chief Executive Officer and the Vice Chancellor to clearly define the scope of work and the timeframes for this task. Develop a work plan in consultation with MESC and NUS (FoE), detailing activities, timelines, outputs and outcomes. The plan will include in-country missions and any agreed remote support. The workplan will be approved by MESC in consultation with DFAT/MFAT. The Adviser will also provide progress reports at agreed intervals based on the work plan. Develop a mapping matrix in consultation with MESC and NUS (Head of Departments) indicating alignment and gaps within the current Bachelor of Education courses plus those in (2) to (5) above and Graduate Teacher Standards. Present a draft report on the findings and overview of the mapping matrix to MESC and NUS through presentation Suggest next steps and recommendations on gaps identified between GTS and B.Ed. secondary teaching courses and including those for other pathways as listed in (2) to (5) above. Include recommendations for review of courses and the Graduate Teacher Standards to ensure alignment. Provide a revised mapping matrix and report based on feedback from MESC and NUS Provide a final completion report for approval and endorsement of Education Sector Advisory Committee
Deliverables/Outputs Develop a comprehensive work plan including timelines, outputs and outcomes related to developing the mapping matrix and reporting Develop a mapping matrix through the review of both the Bachelor of Education Secondary course outcomes, all other 3 and 3+1 Secondary Models and Graduate Teacher Standards Present draft report on findings to NUS and MESC highlighting recommendations for going forward given issues noted in the report Finalise a copy of the mapping matrix report incorporating feedback provided during the presentation to MESC and NUS Hand over process for reports and other date to MESC
Interested? please submit your CV along with a brief cover letter addressing the following selection criteria: A relevant degree in Secondary Education/Teaching and Learning is highly desirable Extensive relevant professional experience in teacher education curriculum development/teaching and learning at the secondary or tertiary education Strong academic background and/or internationally recognised professional experience and status in curriculum development and teacher education curriculum, development of teacher professional standards and performance appraisal Strong analytical and report writing skills. Understanding of working in a cross-cultural setting Strong coordination, communication and interpersonal skills Previous working experience or engagement in education development in the Pacific Islands is desirable More Information Salary Offer POA Samoa undefined undefined
Teacher Education & Performance Standards Adviser ESSP-TAS 300 views Samoa The Palladium Group Samoa