TEFIQ Finnish Short Term Expert - Developing of Teachers' Manual for supporting Students with ASD, Review and Updating BANUCA, and IEP Guideline (Activity 2.1.1.2)

Business area:
Development Consulting

Country:
Ethiopia , East Africa

Qualifications required:
Finnish STEs • MA/MEd (PhD is an asset) in Inclusive Education, Education, Special Needs Education, Psychology or related fields of study.

Professional experience required:
• Proven experience in developing or revising manuals, guidelines, and assessment tools for inclusive education. • Strong understanding of international inclusive education frameworks and practices. • Excellent remote working ability, teamwork and communication skills.

Position length:
>Temporary

Position length:
Between April and June 2026

Deadline:
Wednesday, April 29, 2026

Apply for position

Terms of Reference (ToR) for Developing of Teachers' Manual for supporting Students with Autism Spectrum Disorder (ASD), Review and Updating Basic Numerical and Calculation Abilities Test (BANUCA), and Individualized Educational Plan (IEP) Guideline Three Finnish and three national Short-Term Experts (STEs) Activity 2.1.1.2 (Aligned with Output Indicator 2.2) Introduction The Technical Assistance for Teacher Education for Inclusion and Quality in Ethiopia (TEFIQ) is a bilateral project supported by the Ministry for Foreign Affairs of Finland and implemented in collaboration with the Ministry of Education (MoE), with Regional Education Bureaus (REBs) of Amhara, Oromia and Sidama, selected Colleges of Teacher Education (CTEs), Kotebe University of Education (KUE), and selected Inclusive Education Resource Centers (IERCs) and corresponding City Administration Education Departments (CAEDs). The project is implemented by NIRAS Finland Consulting Company. The intended outcome of the project is that teacher education institutions have enhanced capacity to develop teacher education for inclusion. This will be achieved by providing technical support to the following three outputs: Output 1: Teacher educators integrate aspects of inclusive education in their courses and use inclusive pedagogy in practice. Output 2: Model Inclusive Education Resource Centers are developed to showcase child-friendly supportive environments with inclusive practice for learning of all. Output 3: Capacities are enhanced on inclusive curriculum development and related instructional materials across all levels of education administration and institutions. As part of output 2 activities, three Finnish and three national STEs will be procured to develop Teachers' Manual for supporting Students with ASD, review and update BANUCA test, and IEP guideline to strengthen the functioning of IERCs and ensure alignment with national priorities and TEFIQ outputs. Description of the assignment This assignment focuses on reviewing, updating and developing above indicated documents for IERCs. The work aims to strengthen the quality, consistency, and effectiveness of IERCs as model centers that showcase child-friendly, inclusive learning environments and support teacher education institutions in advancing inclusive pedagogy and practice. Through the engagement of three Finnish and three national STEs, the assignment will involve: a) Development of teachers' manual on supporting Students with ASD, which will involve one Finnish and one national STE with consultancy days of 36 and 45 respectively. b) Review and update BANUCA which will involve one Finnish and one national STE with consultancy days of 18 and 20 respectively. c) Review and update IEP guideline which will involve one Finnish and one national STE with consultancy days of 15 and 20 respectively. d) The activities need to be implemented from April to June 2026. The assignment emphasizes collaboration with the relevant Lead Executive Offices and Desks of MoE, REBs and IERCs to ensure that all outputs are context-sensitive, user-friendly, and fully aligned with national inclusive education strategy. General Objective To strengthen the quality, consistency, and effectiveness of IERCs by reviewing and updating BANUCA and IEP Guidelines and developing teachers' manual on supporting Students with ASD in a way that promotes inclusive education practices. Specific Objectives • Review and update BANUCA. • Review and update IEP Guideline. • Develop teachers' manual on supporting students with ASD. • Ensure all materials are user-friendly, context-sensitive, and applicable to CTEs and model IERCs as hubs for teacher education institutions. • Strengthen collaboration and knowledge sharing among Finnish and national STEs, and TEFIQ team throughout the process. Responsibilities The Finnish and national STEs will be responsible for: • Conducting desk reviews and updating BANUCA and the IEP Guideline. • Reviewing relevant national policies, strategies, and TEFIQ outputs related to inclusive education and IERCs. • Developing a teachers' manual on supporting students with ASD. • Ensuring coherence, standardization, and alignment across all materials. • Collaborating closely with relevant MoE stakeholders, TEFIQ technical advisors, and other stakeholders as appropriate. • Integrating feedback from stakeholders into revised and newly developed materials. • Finalizing and submitting all deliverables and reports according to agreed timeline. • The Finnish STEs will work remotely and lead the assignment while the national STEs will be responsible for coordinating and executing activities at field level as appropriate within the TEFIQ target regions. Methodology The assignment will be implemented using a combination of approaches: • Desk review and update existing BANUCA and the IEP Guideline and other related documents. • Consultative meetings and technical discussions with relevant MoE stakeholders and TEFIQ advisors. • For the development of teachers' manual on supporting students with ASD, consultants are expected to propose and content outline • Detailed review and feedback mechanisms to ensure quality and relevance. • Pilot testing the BANUCA before final draft is submitted. • Remote collaboration by Finnish experts, with national experts providing contextual input and coordination support at the national level. Deliverables The consultants are expected to deliver: • Inception report with a detailed work plan and division of tasks between the STEs • Summary of pilot test results of BANUCA • Revised and updated versions of BANUCA and IEP guidelines • A newly developed teachers' manual on supporting students with ASD • Submit proposed content outlines for the documents • A brief final report summarizing the process, key improvements, and recommendations Timeframe The first Finnish STE will have 36 consultancy days for development of teachers' manual for supporting students with ASD, the second Finnish STE will have 18 consultancy days for reviewing and updating BANUCA and the third Finnish STE will have 15 consultancy days for reviewing and updating IEP guideline. The assignment will be completed between April and June 2026. The three Finnish STEs will engage in the assignment remotely. Working and Reporting Arrangements • The Consultants will work under the overall supervision of the TEFIQ team. They will also work in close collaboration with the MoE, and its stakeholders. • Draft and final revised and developed documents and reports will be submitted to the Chief Technical Advisor (CTA), Ms. Marja Matero [email protected] and copied to Dr. Ali Sani ([email protected]) and Dr. Ahmed Esmael ([email protected]) Application Process • Finnish STEs: Send resume and necessary document to TEFIQ project Home Office Coordinator (HoC) Ms. Shalvi Sinha via email: [email protected] and copy to CTA Marja Matero, [email protected] • National STEs: Send letter of interest and resume through email to CTA Marja Matero [email protected]. • The deadline for application for STEs is on Friday 24th of April 2026 at 5:00 PM.