Development of a training module based management (RBM) for the benefit of stakeholders of education in the DRC
Democratic Republic of the Congo (the)
Closing Date: 31 Jul 2012
Development of a training module based management (RBM) for the benefit of stakeholders of education in the Democratic Republic of Congo.
Terms of Reference of the Consultant.
I. BACKGROUND / RATIONALE
After a long period of armed conflict, the Democratic Republic of Congo is entering a phase of reconstruction in all sectors of national life, particularly the education sector. The overhaul of the education system is particularly through the development and operationalization of the sub-sector strategies and global. In all cases, access to quality education is an essential pillar of educational strategies and national development, as outlined in the Strategy Paper for growth and poverty reduction (PRSP second-generation) 2010 - 2015 and reinforced in the CIP. This overhaul of the Congolese educational system also means improving the management and coordination. The Ministry of Primary, Secondary and Vocational Education (MEPSP) has developed a strategy for the development of its sub-sector. It was adopted by the Government and resulted in an Interim Education Plan (IEP) submitted for funding from the Global Partnership for Education (SME). Two other key Ministries of the Congolese educational system, namely the Ministry of Higher Education and University (MESU) and the Ministry of Social Affairs (MAS), have just completed the process of developing their respective sub-sector strategies. But they are not yet translated into operational action plan. Pending completion of the Global Strategy and the Education Sector under the will of the Congolese authorities to move quickly towards achieving universal primary education, the Ministry of EPSP set up an institutional mechanism that provides "performance contracts" at several levels. The first (called "partnership based on results") formalizes the contractual relationship between the SG / IGE (Directions) and the provinces 'educational'. Accordance with the spirit of the Constitution, the center will play a rather normative, while the provinces will be responsible for program implementation.
In this vision, it is considered a contract between the provinces "educational" and the center (SG / IGE / MEPSP). Thus, decentralized structures will be held accountable for program performance. They will have well defined specifications (at the provincial, sub-provincial and local) for a coordinated implementation of activities.
We must remember that measuring results is not an isolated activity in the management. It fits in rather a process that begins with the development of a policy, program or initiative and evolves over time. Various activities of the measurement results are conducted at specific times, but they are still part of the ongoing management of a policy, program or initiative.
This new approach involves building a culture of results at the expense of activities or just one resource.
Yet the study on capacity building conducted in 2010 and supported by UNESCO demonstrated in most key players in the educational system of the DRC, the existence of deficits in both the planning and in managing the results
It is therefore necessary at all levels of the system, install the skills to promote the actors, a managing for results. This is one of the reasons for the will of the UNESCO Office in Kinshasa to support capacity building of actors in this area by hiring a consultant specializing in Results Based Management (RBM).
II. OBJECTIVES OF THE CONSULTATION
The consultation has three main objectives:
a) Develop a training module based management (RBM) b) Develop a training plan for officers and members of educational Congolese c) Conduct training through a workshop, on the basis of case studies drawn from context of education
III. EXPECTED RESULTS
At the end of the process, the capacity of officials and players targeted the Congolese educational system are reinforced in Results Based Management (RBM)
To do this: - A comprehensive training module is available in RBM - A training plan is available in RBM - A training workshop leaders and actors targeted is organized - A report summary of the training occurred.
IV. DUTIES AND RESPONSIBILITIES OF THE CONSULTANT OR CONSULTANT
This activity is part of the Capacity Building Program (CapEFA) that UNESCO is developing in support of the education sector in the DRC.
Under the direct supervision of the Representative and Head of UNESCO Office in the DRC and supervision of the Programme Specialist CapEFA in Kinshasa, the Consultant will be responsible for:
• Provide a complete module on MFR
• Share the module developed for validation and training plan including training strategy, the terms and methods of intervention,
• Facilitate the capacity building workshop for stakeholders in RBM ,
• Prepare a report - minutes of training, including description of training, the results obtained during the workshop and recommendations.
V. CONSULTANT PROFILE
The individual candidate to the post of Consultant shall meet the following requirements:
• Have a proven management experience in an education system
• Have a thorough knowledge of the issues GAR
• Have an ability to consider the rules governing the management in the education system;
• Have good knowledge of the Congolese educational system;
• Possess excellent verbal communication skills, to facilitate and lead a training workshop
• Have a great capacity for analysis and synthesis;
• Possess excellent writing quality.
Applications for this consulting position must be designed to:
Madam UNESCO Representative in the DRC kinshasa@unesco.org
cc: ao.kinshasa @ unesco.org
Development of a training module based management (RBM) for the benefit of stakeholders of education in the DRC
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