TEFIQ Finnish Short-Term Expert - Virtual training program on inclusive education (Activity 2.1.5.1)

Business area:
Development Consulting

Country:
Ethiopia , East Africa

Qualifications required:
• MA/MEd, PhD in Education, Special Needs Education, or Inclusive Education.

Professional experience required:
• Proven expertise in teacher training and topics related to inclusive education. • Experience in virtual facilitation and blended learning approaches. • Proven track record of planning and delivering online training • Excellent teamwork and communication skills

Position length:
>Temporary

Position length:
10 months (tentatively from April/2026 to January/2027)

Deadline:
Saturday, April 4, 2026

Apply for position

Terms of Reference (ToR) for Ten Months Continuous Training on Inclusive Education Practices 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 outcome of the project is that teacher education institutions will 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, one Finnish STE will be procured to deliver ten months virtual training program on inclusive education designed to build a sustainable pool of trained teachers and teacher educators who can ensure continuity of inclusive education practices in schools, even when itinerant teachers assigned to support inclusive education relocate or exit the profession. Description of the Assignment This activity involves the design and implementation of continuous training program on inclusive education practices for IERC teachers and teacher educators in CTEs. The training will be delivered two (2) days every month for ten (10) months. 30 participants, 15 teachers from IERCs (including itinerant teachers) and 15 teacher educators from CTEs will be engaged. The Finnish STE will lead the training virtually, and national advisors will facilitate the training face-to-face. The Regional Advisors (Ras) will support the implementation by the trainees and follow up the process. The trainings will be carried out during Fridays and Saturdays to avoid conflicting schedule with school hours. The training will focus on equipping participants with practical skills such as inclusive pedagogy, classroom management, Universal Design for Learning (UDL), instructional material adaptation, and reflective practicum implementation. However, the STE will design the contents of the training as per the specific needs of trainees. This training will utilize the content of the handbook (Activity 1.1.2.1) that will be prepared monthly and chapter by chapter to align with the monthly training. Therefore, this activity requires close collaboration with Finnish STE who develops the handbook. Alternatively both STEs could develop the handbook jointly and share the monthly trainings. This will help ensure quality of the handbook and trainings. By the end of the training program, participants who successfully completed the training will be awarded a certificate of participation in consultation with the MoE. These participants will form a sustainable pool of professionals capable of sustaining inclusive education practices across IERCs and CTEs. The maximum consultancy days for the Finnish STE is 30 including training days, preparation and reporting. Objectives of the Assignment General Objective Support continuity of inclusive education practices in CTEs and IERCs through provision of continuous and practical training on inclusive pedagogy, classroom management, Universal Design for Learning (UDL), instructional material adaptation, and practicum implementation. Specific Objectives • Deliver 2-day monthly virtual training sessions over ten months. • Equip teachers and teacher educators with practical skills in inclusive pedagogy, classroom management, UDL, instructional material adaptation and etc. • Support the implementation of inclusive education practices in IERCs and CTEs. • Support the establishment of a sustainable pool of trained professionals who will be capable of implementing inclusive education practices in IERCs and CTEs. Scope of the assignment The training will be delivered once in a month for two (2) days. Training sessions will combine virtual training by Finnish STE and face-to-face facilitation by National Advisors with continuous follow-up and support by RAs. Each training session will be followed by IERC/CTE based implementation and reflection in line with TEFIQ Activity 1.1.4.4 (Conducting teachers' reflection sessions, peer learning and experience sharing) which will be facilitated by RAs. Responsibilities The Finnish STE will be responsible for executing the following tasks: • Plan and deliver virtual training sessions. • Prepare an outline of content align with the handbook for the training. • Prepare training materials, templates, assessment tools including pre and post tests. • Ensure training contents are aligned with the Handbook on Inclusive Pedagogy developed under Output 1 (Activity 1.1.2.1). • Collaborate with TEFIQ National Advisors (Nas) on the planning and implementation of the training. • Carry out related assignments provided by TEFIQ team. Methodology The training will apply a blended learning approach combining: • Virtual training • Face-to-face facilitation • Group discussions and reflection sessions • Follow-up support to ensure practical application of skills gained • Other relevant methods selected by the STE Participants A total of 30 participants will take part in the training: • 15 teachers from IERCs (including itinerant teachers). • 15 teacher educators from CTEs. Timeframe • Duration: 10 months (tentatively from April/2026 to January/2027). • Monthly two-day training sessions Deliverables • Inception report outlining training plan and methodology. • Monthly training sessions conducted over ten months. • Training materials prepared • Pre-and post-tests developed • Reports summarizing outcomes, lessons learned, and recommendations submitted Working and Reporting Arrangements • The Finnish STE will work under the overall supervision of the TEFIQ TA team. S/he will also work in close collaboration with the HoC. • Draft work plan, inception report, and training materials 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 STE: Send resume and necessary document to TEFIQ project Home Office Coordinator (HoC) Ms. Shalvi Sinha via email: [email protected] and copy to Marja Matero, CTA, [email protected]. • The application deadline is Friday, 3 April 2026, at 5:00 PM. NB: It is recommended that the Finnish STE who carry out this assignment will work closely with the Finnish STE who develop the handbook for Activity 1.1.2.1 as this handbook will be utilized for the training.