World Learning - QITABI-2: Social and Emotional Learning (SEL) Consultant

World Learning – QITABI -2: Social & Emotional Learning Consultant Quality Instruction towards Access and Basic Education Improvement” QITABI-2 Program Background USAID’s “Quality Instruction towards Access and Basic Education Improvement” (QITABI -2) is a five-year program seeking to improve learning outcomes for all students in public primary schools in Lebanon. Its activity targets an estimated 200,000 girls and boys, including those who are registered in second shifts of public schools. World Learning has an immediate vacancy for a Beirut-based “Social& Emotional Learning Consultant” for the USAID-funded Quality Instruction Towards Access and Basic Education Improvement (QITABI-2) in Lebanon. To apply: Please send your resume to recruitment@qitabi.org with the post title on the subject line along with a cover letter (in English) explaining why you are best qualified for this position. Interviews will be conducted on a rolling basis and qualified candidates should apply as soon as possible. Scope and Responsibilities Background Socio-emotional skills, also known as “non-cognitive” or “soft” skills, have been demonstrated to be key for success in different areas of development, from education, to healthy behaviors, as well as being essential for successful employability; SEL skills such as self-awareness, planning skills, self-efficacy, perseverance, adaptation to change, among others are important skills to instill from the early years. While there is a growing body of empirical research demonstrating that socio-emotional skills could be critical determinants of success, most of the literature focus on school-age populations and in a developed country context (e.g. the US). In the context of Lebanon, there is need to learn more about what types of competencies are considered important for Lebanese children, as well as how those competencies are defined. World Learning in partnership with NYU/Global TIES and Lebanon’s Ministry of Education and Higher Education (DGE-DOPS and CERD) went through a rigorous methodology toward developing a national SEL framework as a first critical step toward developing an SEL measure. The first phase in developing a core SEL framework was to map existing SEL-related frameworks in use in Lebanon. The goals of this phase were to (1) identify competencies that have historically been prioritized in Lebanon; (2) uncover skills and competencies that are perceived as critically important in Lebanon but have historically been de-prioritized in framework documents; and (3) make informed and deliberate decisions about the competencies recommended for inclusion in a core SEL framework based on the evidence and capacity generated through (1) and (2). With a preliminary set of priority competencies identified children grades 1 – 6, the next critical step is to elaborate on the priority competencies with contextually relevant definitions. Primary Responsibilities: The Consultant is expected to support the SEL working groups at CERD and DOPS, through close collaborations with World Learning – QITABI 2 SEL Specialist to develop/provide context specific definitions of the competencies identified by CERD and DOPS within the overall goal of establishing a national SEL framework for Lebanon. The duration of the present assignment is up to 2 months. Specifically, the tasks shall include: • Conducting extensive desk review to map out landscape of current, contextually relevant data on existing SEL literature/language (in country reports such as ministry reports, NGO reports, different SEL measures used) • Summarizing and analyzing findings into a formally written report • Organizing and aligning findings with the identified priority competencies • Coordinating with QITABI 2 SEL specialist to develop methodology for the process of defining competencies. • Debriefing with stakeholders, namely DGE-DOPS and CERD on process of defining competencies • Consolidating contextually relevant definitions for priority competencies taking into consideration the cultural and linguistic sensitivity • Engaging with stakeholders (DGE-DOPS and CERD) in close collaboration with QITABI 2 SEL Specialist to work through draft definitions of competencies • Compiling discussions with DGE-DOPS and CERD, reinterpreting and reformulating the definitions of priority competencies to be presented to whole team. • Writing a final report on final outcomes; presenting the national SEL framework to relevant stakeholders. Required Qualifications: • Advanced university degree (preferably a Ph.D.) in the field of Education, Social Sciences, Teaching, Psychology, or relevant fields of study. • Well versed in SEL language within the Lebanese context • Knowledge and understanding of the social context of relevant age groups, namely primary grades 1 – 6. • Minimum of 10 years’ experience working with the public education sector • Ability to apply theoretical and research-based knowledge into context specific SEL language • Ability to work effectively with primary stakeholders (CERD, DGE-DOPS) • Fluent in Arabic and French/English World Learning is an equal employment opportunity committed to increasing the diversity of its workforce.