Lead Trainer

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Job Description - Lead Trainer

We support peace and prosperity by building connections, understanding and trust between people in the UK and countries worldwide.

We work directly with individuals to help them gain the skills, confidence and connections to transform their lives and shape a better world in partnership with the UK. We support them to build networks and explore creative ideas, to learn English, to get a high-quality education and to gain internationally recognised qualifications.

Working with people in over 200 countries and territories, we are on the ground in more than 100 countries. In 2021–22 we reached 650 million people.

Background & Context

The British Council, Sudan -through the Sudan English Programme (previously EES)- has contributed to the advancement of English language teaching and learning through various partnerships with Education stakeholders in Sudan that include, but not limited to curriculum development, Teachers CPD and provision of resources.

STEP (Strengthening Teacher English Proficiency) is a 20-unit professional development course that aims to improve primary teachers’ English language and classroom management skills. The implementation of the STEP training in Sudan will target 150 teachers and 20 teacher trainers between August 2024 and March 2025. The course engages teachers in a self-study mode and intervals of in-person sessions. The teachers enrolled in the training will be provided with print and audio materials, in addition to audio materials cards to complete the course in self-study mode, supported via WhatsApp groups facilitated by Master Trainers.

About the role:

The aim of this consultancy service is to lead on establishing the STEP cascade training model and equip the Master trainers with the knowledge and the practices that will allow them to achieve the programme outcomes and the desired impact. The training will be delivered remotely /online.

Expected Output and Deliverables for the Task

  • Review the existing STEP materials, Master Trainers profiles and available reports.
  • Develop a training plan that aims to familiarise the Master Trainers with the activities and the outputs of STEP programme, in addition to enabling the delivery of the following:
  • Train the trainers on leading the teacher orientation sessions.
  • Train the trainers on leading the English forums.
  • Train the trainers on establishing and leading support communities of practice using Telegram and / or WhatsApp.
  • Report on trainers’ performance and English forums delivery.
  • Conduct M&E activities: deliver and evaluate the pre & post tests, focus group discussions, classroom observation.
  • Integrate and mainstream EDI and gender practices throughout the training.
  • Deliver training sessions to the Master Trainers using a blended approach of online live sessions, and self-study.
  • Evaluate the Master Trainers’ abilities, teaching and training proficiency and assign training pairs.
  • Support the implementation of the M&E exercises.
  • Feedback through detailed report summarising the consultancy period.
  • Timeline

    The expected timeline of the activities detailed below is between 7 – 31 July 2024.

    N

    Task

    N. days allocated

    1

    Orientation session

    .5

    2

    A desk review of the training materials, key documents outlining training needs in Sudan, and master trainers’ profiles.

    1

    3

    Design a 10-day training plan to cascade the STEP programme

    3

    4

    Deliver training

    10

    5

    Master trainers’ evaluation

    1

    6

    Update meetings throughout the training

    .5

    7

    End of consultancy report

    1

    Total

    17

    Minimum Requirements

    Role specific knowledge and experience:

    The applicant must demonstrate the following:

  • Extensive knowledge and experience in designing and delivering teacher training programmes in Sub Saharan Africa and Sudan.
  • Experience in modelling and adapting training content and discussion to suit a range of language proficiency.
  • Broad experience in supporting teachers’ English language proficiency and subject knowledge.
  • Modelling and adapting communities of practice approach and mentoring programmes.
  • Knowledge of and experience of implementing M&E frameworks.
  • Knowledge and experience in building and integrating ICT skills in teacher training.
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