Consultant – Access to Microscholarship Program

Context and Core Functions / Responsibilities

The Consultant will contribute to the successful execution of program activities by aiding in the creation of inclusive communicative English curricula. Additionally, they will provide support in developing teaching plans and methods for the program’s operation.

Core Functions / Responsibilities

Persons with disabilities in Iraq have been disproportionately impacted by decades of war, armed conflict, violence and economic hardship. The Federal Government of Iraq (GoI), Kurdistan Regional Government (KRG), United Nations (UN) agencies, international non-governmental organizations and civil society organizations have been enhancing efforts toward addressing the multiple, intersecting barriers faced by persons with disabilities, including inaccessible infrastructure, inadequate services and information, a lack of support and accommodations in the educational institutions. In both the Federal Iraq and KRG, education systems face systematic and institutional challenges for inclusive education for children with disabilities, with many facing significant barriers to quality and inclusive education. Those barriers for inclusive education are diverse and varied in nature but can best summarized as i) lack of relevant expertise among teachers; ii) insufficient resources to implement inclusive educational approaches; and iii) limited policy architecture, all of which are underpinned by inaccessible school infrastructures, insufficient or ineffective legislation protecting the rights and well-being of individuals with disabilities, , alongside the stigma and isolation.

Iraq’s education system faces significant challenges in integrating children with disabilities, leading to their exclusion and a heightened sense of marginalization. Despite efforts to improve inclusivity and accessibility, historical limitations persist for individuals with disabilities. Inclusive education policies, while promoted at the institutional level, encounter implementation difficulties on the ground, exacerbated by inadequate infrastructure, limited assistive devices, and societal stigma. Particularly, students with visual impairments struggle due to a lack of basic materials, scarce trained teachers, and a deficiency in inclusive English language instruction.

The International Organization for Migration (IOM) seeks to address these issues by supporting access to education for persons with disabilities, focusing on the Al Sader School for Children with Visual Impairments in Baghdad. The initiative involves training English teachers, providing specialized equipment, and engaging in sociocultural activities. The project’s initial phase includes a comprehensive needs assessment to identify specific obstacles in the learning experience of students with visual impairments, guiding the development of pedagogy training, primarily for English courses.

The Consultant will contribute to the successful execution of program activities by aiding in the creation of inclusive communicative English curricula. Additionally, they will provide support in developing teaching plans and methods for the program’s operation.

Under the general guidance of the Chief of Mission (CoM), the overall supervision of the Head of the

Peacebuilding and Stabilization Division (PSD), and the direct supervision of the Senior Coordinator of PSD in close communication with the Programme Officer, the incumbent will guide the secure and effective implementation of the developed action plan of the proposed activities. They will assist the field operation in creating accessible and inclusive learning materials and environments for Al-Sader school students.

Organizational Department / Unit to which the Consultant is contributing:

Peacebuilding and Stabilization Division

Tangible and measurable outputs of the work assignment

1. Complete the schedule of the three main deliverables below in coordination with the disability inclusion officer and the senior programme coordinator within the first week of the consultancy (5 working days).
2. First deliverable – Develop methodology and tools of the need assessment, in close coordination with MEAL team and project management, the consultant is requested to develop the methodology and questionaries of needs assessment to initially identify, outline and validate barriers and obstacles that exists in the Al-Sadr School for the Blind students, particularly regarding the English classes. The assessment aims to identify specific challenges faced by teachers and students in effectively teaching and learning communicative English in this context and identify recommendations through a participatory and community-led approach. The deliverable timeline will be based on the deliverable (A).
3. Second deliverable: Develop training materials for English pedagogy. The consultant is required to develop training materials incorporating the exit materials if any for 10 (Ten) training sessions for 10 (Ten) English teachers from Al Sader School, public and private schools for students with visual impairments, on ELT/CLT and inclusive education approaches*.* The deliverable timeline is scheduled upon consultation with the recruited consultant.
4. Third deliverable: Develop a comprehensive action plan for the proposed objectives/activities building on the existing learning materials if any and conduct orientation sessions the field teachers in Al-Sader school on secure and impactful implementation of the activities. The deliverable timeline is scheduled upon consultation with the recruited consultant.
5. Final deliverable: Submit inception report detailing the results of the consulting work and offer recommendations for the effective execution of the program. The deliverable timeline is scheduled will be set based on deliverable (A), All of the reports and material should be submitted in draft format and approved by the disability inclusion officer and the senior programme coordinator for the submission of the final report and material by the end of the consultancy period.
6. All of the produced materials will be owned and managed by IOM and will be communicated to all stakeholders by IOM disability inclusion officer and the senior programme coordinator upon their endorsement of the final report and material.

Performance indicators for the evaluation of results

Indicator 1: Quality of deliverables and feasibility of submitted materials and plans. These plans are expected to follow the SMART methodology and must adhere to the realism of delivery.

Indicator 2: All of the deliverables are submitted on time based on the agreed schedule in deliverable (A) and the drafter reports and materials are reviewed and approved by the disability inclusion officer and senior programme coordinator.

Indicator 3: adherence to the values of IOM and the do-no-harm principles.

Indicator 4: effective communication and proactivity in addressing the feedback from the senior programme coordinator and the disability inclusion officer.

Required Qualifications and Experience:

Education & Experience & Skills

• A bachelor’s degree in education, English, special education, or a related field may be considered a minimum requirement, with a preference for candidates holding a Master’s degree Additional qualifications or certifications in teaching English as a second language (TESL) or teaching English to speakers of other languages (TESOL) could be beneficial.
• Experience and Skills:
• At least Ten years of experience in teaching or advising visually impaired students, especially in the context of language learning programs, would be valuable.
• Experience in inclusive teaching methods and adaptive technologies for individuals with visual impairments.
• Experience in accessible and inclusive teaching materials and technologies for learners with vision impairments.
• Cultural sensitivity and an understanding of the challenges faced by visually impaired individuals in the educational context.
• At least three years of experience in report writing.
• Strong knowledge of program design in post-conflict/fragile situations is an asset.
• Strong experience in the socioeconomic situation in Iraq is an asset.
• Understanding of the English Access Microscholarship Program and its goals.
• Awareness of best practices in teaching English to visually impaired students

Languages:

• Fluency in Arabic and English is required.

Travel required (Yes/NO)

• No
  • Inclusion and respect for diversity: respects and promotes individual and cultural differences; encourages diversity and inclusion wherever possible.

Competencies

Values

• Integrity and transparency: maintains high ethical standards and acts in a manner consistent with organizational principles/rules and standards of conduct.
• Professionalism: demonstrates ability to work in a composed, competent and committed manner and exercises careful judgment in meeting day-to-day challenges.

Core Competencies – behavioural indicators

• Teamwork: develops and promotes effective collaboration within and across units to achieve shared goals and optimize results.
• Delivering results: produces and delivers quality results in a service-oriented and timely manner; is action-oriented and committed to achieving agreed outcomes.
• Managing and sharing knowledge: continuously seeks to learn, share knowledge and innovate.
• Accountability: takes ownership for achieving the Organization’s priorities and assumes responsibility for own action and delegated work.
• Communication: encourages and contributes to clear and open communication; explains complex matters in an informative, inspiring and motivational way.