JRS Inclusive Education Teacher Training -Consultancy Jobs in Kenya

JRS Inclusive Education Teacher Training -Consultancy Jobs in Kenya

Background Information

  • Jesuit Refugee Service (JRS) partners with UNHCR in Kakuma Refugee Camp in the north western Kenya in running a project which focuses on the protection of children with disabilities, specifically children with cognitive and intellectual disabilities who are particularly vulnerable to stigma and discrimination and often segregated. Many children with disabilities in the camp face multiple rights violation, from lack of early detection or diagnosis of their disabilities, to exclusion from education and participation in their communities

  • JRS tackles the discrimination that keeps children with disabilities isolated, by providing training to change mind-sets and develop skill among the teachers, care assistants, therapists, occupational therapists, social workers, counsellors and supervisors working to change the community attitudes towards disability. JRS believes that the inclusion of children with special needs in the mainstream education system is a fundamental human right. Every child matters and should not be denied their right to education nor discriminated on the basis, whether it is gender, race or health condition.

  • In this light therefore, JRS, is presently implementing a pilot Inclusive Early Childhood Development (ECD) project supported by the Latter Day Saints Charities (LDS) aimed at shifting from the current segregated approach to Special Needs Education (SNE) towards the inclusive approach, pre-primary school policy. Therefore, this project will build on the LDS Charities inclusive Early Childhood Development (ECD) project goal to promote inclusive education and reduce the stigma of children living with disabilities in Kakuma refugee camp. Jesuit Refugee Services recognizes the fact that inclusive education can be made possible and successful only with the active initiative and positive attitude of the teachers. The success of this entire process of inclusion depends largely on the general climate they establish within the classroom to make children with disability feel accepted, confident and achieve their academic and social potentials. It is therefore important to sensitize teachers towards needs of children with disability. The training of teacher education has to play a major role in this aspect. This training will not only focus on theoretical knowledge but real life experiences should also be provided to them to achieve lasting change of attitudes. An attempt has been made to understand how teachers can be motivated in this endeavor to ensure successful inclusion of children with special needs

    Training Objectives

  • The purpose of this training is to equip 30 teachers with knowledge and skills of disability inclusion and mainstreaming to create a safe and friendly environment for all children.

    Training content

  • The Training facilitator is expected to develop training content from the training topics proposed by JRS for 30 SNE refugee teachers teaching at the JRS. SNE will be designed to build basic knowledge of disability of the teachers, with the aim of changing their attitude towards learners with special needs in Education. The topics comprises the philosophy of inclusive education, components of inclusive education, inclusion of learners with special needs and factors affecting implementation of inclusive education. All these topics have been considered to stimulate the teachers to bring change in the existing school system in terms of physical factors, curriculum aspects, teaching expectations and styles and leadership roles. The facilitator to develop a facilitator’s guide and PowerPoint slides for each component of the training, with supporting contextualization and implementation guidance. The training methodology will be varied promoting active participation and interaction.

  • To stimulate the teachers to bring change in the existing school system in terms of physical factors, curriculum aspects, teaching expectations and styles and leadership roles. Inclusive schools are the most effective means of combating discriminating attitudes, creating welcoming communities, building an inclusive society

    Purpose of the Consultancy

  • The purpose of this consultancy was to build the competencies of 30 teachers drawn from the 5 centres supported by the project in Kakuma Refugee camp in Northwestern region of Kenya for inclusive education. The consultant will equip the teachers with knowledge of disabilities, educational implication of those disabilities and management strategies. Further the training is aimed at changing teacher attitude toward learners with Special Needs in Education by training in use of
    appropriate teaching and learning strategies in inclusive settings, disability mainstreaming and use of relevant evaluation approaches.

    Scope and Specific Objectives

    The scope of activities and specific training objectives shall be guided as follows:

  • Session (s) ,Course Title ,Duration ,From Whom


  • Introduction, training objectives and assessment tools and more 2 hours

  • Course facilitator -DAY CORE MODULES 35 hours

    Unit 1 The philosophy of inclusive education 7 Hours

  • Introduction

  • Definition and clarity of terms and concepts.

  • Objectives of inclusive education.

  • Principle benefits of inclusive education.

  • Evaluation.

    Unit 2 Components of inclusive education 7 Hours

  • Introduction.

  • School factors.

  • Support services and resources.

  • Collaboration and community involvement

  • Evaluation.

    Unit 3 Inclusion of learners with special needs 7 Hours

  • A school for all

  • Inclusive community

  • Learning requirements for learners with special education needs

  • Early Childhood Development and Education for learners with special needs

  • Evaluation

    Unit 4 Barriers to inclusive education 7 Hours

  • Barriers to inclusive education

  • Overcoming barriers to inclusive education

  • Teachers role in influencing practice and facilitating inclusion in classroom

  • Evaluation.

    Unit 4 Disability mainstreaming 7 Hours

  • Psychological aspects of disability

  • Disability mainstreaming and etiquette

  • Barriers that persons with disabilities in accessing services

  • Evaluation


    Consultant’s Responsibility

  • The consultant will be responsible for compiling the work done by him/her.

    The consultant will ensure the completion of the following deliverables:

  • Inception Report, training outline and plan

  • Well organized training materials, the materials should include Trainer’s facilitation guide; Exercises, training notes).

  • Deliver the training at a venue in Kakuma for a period of no less than 6 days.

  • Updates indicating progress of the training and any shortcomings if any to the supervisor.

  • Prepare a report on the training with an evaluation and lessons learnt for future interventions

  • Present the training report to JRS in soft and hard copies.

    Jesuit Refugee Services

    JRS will ensure the following:

  • Provide transportation from Nairobi to Kakuma and accommodation. During the consultancy, JRS will provide all the necessary orientation and background information of the area of operation.

  • The working space; including other office support facilities / services (i.e. photocopying, printing and Power point presentation facilities while in Kakuma and or at field level will be provided as much as possible.

    Required competencies:

    The consultant should have:

  • A postgraduate degree in education, preferably inclusive education, social sciences or any other relevant field.

  • Minimum 5 years’ experience in designing and implementing teacher education or training programs. Any experience in teacher training for inclusive or special education would be an asset.

  • Previous project management experience in the development sector, including professional experience in programme planning, management and/or research in education.

  • Excellent English communication, writing and analytical skills;

  • Fluent in spoken and written English and Kiswahili languages

    Timeframe: The assignment will be conducted over a duration of 6 days between 5th to 10th October, 2020.

    Proposals Should Include:

  • Detailed description of proposed approach and methodology

  • Resource needed

  • Short overview of how the candidate (s) meets the qualifications, experience and skills requirements

    Submission of Proposals

  • In order to achieve the objectives of the assignment, the consultant will be expected to take complete responsibility for all the activities identified in the TOR. The Technical Proposal should contain a complete description and explanation of the proposed methodology for the Assignment (work plan), timelines and any other resources that the consultant will make available to effectively execute the assignment.

  • The Financial Proposal should stipulate the professional fees, taxes, etc. for the assignment.

  • All fee and costs are to be expressed in Kenya Shillings

    How to Apply

  • Qualified and interested candidates should submit their application to the following email address

  • hrkenya@jrs.net on or before COB 10th September, 2020 with “Inclusive Education Teacher Training” in the subject line

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