CURRICULUM VITAE

 

        Proposed role in the project:                

        Company:                                                   

 

1.        Family name:                                    Merckx

2.        First names:                                      Peter

3.        Date of birth:                                   16/12/1957

4.        Passport holder:                              Belgium

5.        Residence:                                        Nairobi

6.        Education:

6.Education:

Institution (date from – date to)

Degree(s) or Diploma(s) obtained:

University of Victoria Canada/New Delhi 2008

Expert in Participatory Monitoring and Evaluation(Masters certificate)

University of London, Institute of Education 2005

Expert in Learning, Education and Development, Concept and issues (Masters certificate)

Teacher Education Department Lusaka 1999

Certificate Expert in multi grade teaching

Teacher training Institute Karel Buls, Brussels, Belgium 1977-1979

Bachelor’s Degree/Diploma Primary School Teacher

 

7.      Language skills: indicate competence on a scale of 1 to 5 (1 – excellent; 5 – basic)

 

Language

Reading

Speaking

Writing

French

1

1

1

English

1

1

1

Dutch

1

1

1

German

3

3

4

Swahili

4

4

4

Kirundi

4

4

4

 

8. Membership of professional bodies: INEE, International group for education in emergency situations; Multigrade; Teaching Group- World Bank.; Teachers without Borders at Belgian and International level; MandENEWS member of PM&E group, Assortis, AIC2000,ADE.

 

9.      Other skills (e.g. computer literacy etc.): Full computer literacy (Office, Windows and Mac).

 

10.          Present positions:   

 

Education expert, review of the Congolese curriculum to adapt to education by radio for dropped out girls in the South Kivu, RDC Congo. ( July- September)

 

11.   Years with the present employer: 15 years as a teacher, 18 years as development worker and consultant in teacher training in general and special needs/inclusive education.

 

12. Key qualifications:

Expert in education, with more than 25 year of professional experience in curriculum development (the development of all kind of education programs at all levels) and implementation .Extended experience as an education policy expert with emphasize on education reform ( knowledge of and experience in twinning, SWAP and TA) in basic education, special/inclusive education and TVET. Extended experience in child protection and child rights both on the implementation (projects and programmes management on the field) side in development cooperation in Burundi, Congo, Zambia, Cambodia, Armenia, Ethiopia, China and Turkey. Extended experience in assessing and assisting the MoE in the strategy for the certification and elaboration of curriculum for the primary, secondary and TVET teachers of the public, community and private schools

Expert in Reviewing and refining the roles and functions of role players/services in the education and training sector with emphasize on result based management. Review the structure of the education and training sector as a whole as well as the structure of the MoE and design an improved structure.  Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body with emphasize on result based management.

Assisting the Ministry of Education in Analysing, the planification/formulation, implementation ,evaluation and monitoring (analysis of the whole structure of the MoE) of the following programs: strategic planning, prevision of statistic information, mobilisation of resource management; budget, national and local examination system and result based management (horizontal and vertical analysis of the different services and partners of the MoE). Extended experience in reviewing and improving the EMIS system at the national and local level.

Extended experience in organising and conducting workshops for national, provincial, district and school levels on strategic planning, result based (budget) management. Experience in promoting the education system in a developing country by increasing early childhood and primary school (overage girls and other vulnerable youth (social inclusion) included) attendance rates, supporting the system with an approach for gender equality and preventing violence against children.

Extended experience in EDF procedures, extended knowledge of EDF rules, contract and finance guidelines, experience in the evaluation of proposals. Extended experience in calls for proposals. Twenty years’ experience in dealing with government and national institutions (Teacher training Colleges, Universities and Regional Education Offices) in regard to education, policy, strategic sector management and analysis in a participatory and technical assistance way 15 years’ experience in policy development and Primary/ Basic Education, special education, secondary and higher education in designing and monitoring EC Budget Support Programs with focus on result based management. Expertise in drop out/ overage of girl’s in formal and non-formal special needs /inclusive education, analyzing and developing teacher training and teacher policy programs for teaching poor, vulnerable and orphan youth an children. Experience in development and implementation of teacher training programmes for general and special needs education ( Early Childhood and  TVET included) with emphasize on result based management  strategy  to assist the institutions  their way of planning and organizing its work plan to increase performance and promote programmatic focus and delivery.; including introducing new mechanisms and approaches in teaching and learning (learner centred, cooperative work, active T&L, Inclusive/special needs education ), for all subjects in general, vocational and special needs education and integrated topics as Life skills, HIV/AIDS, gender with. Acquired valuable experience in strengthening capacities for teacher training policy development at central and local level (in formal and non-formal education, emergency education) with emphasize on RBM.Extended experience in participatory M&E with training skills on data collection, process and analysis to improve the local capacity on RBM.  

 

  

13.   Experience in developing countries:

 

Country

Year

MEDA: Algeria, Morocco, Lebanon, Jordan

2008-2013

Africa:  Sierra Leona, Mali, Chad, Kenya, Guinea, Ethiopia, Zambia, Burundi, Congo, Zaire, Liberia, Zimbabwe, Niger, Botswana.

1983-2014

Eastern countries: Armenia, Kyrgyz Republic, Tibet, China, Cambodia, Nepal

2006-2014

Caribbean : Haiti

2008-2013

Europe: Belgium, Holland, Germany, France, Turkey

1983-2013

 


14. Professional experience:

 

Date

Location

Company

Position

Description

May-June 2014

Lebanon/Jordan

UNHCR

karlstro@unhcr.org

             Transtec

lzimmer@transtec.be

Education expert

Independent programme evaluation (IPE) of UNHCR’s response to the refugee influx in Lebanon

April-December 2014

Liberia

EU

Juan-Jose.CASANOVA-ARASA@eeas.europa.eu

             Transtec

sloreti@transtec.be

Team Leader and Education course expert

Assist the Ministry of Education in the review of the JSS teacher curriculum

March-September  2014

Nepal

British Council

jovan.ilic@britishcouncil.org.np

+9979851102297

Team Leader

Team leader/school examination specialist for School Examination Reform Project. Contribute towards improved education quality in Nepal, through the design of the School Examination Reform Project. Study on the cost of the of a new SE and benefit for all stakeholders, the community included.

January-March 2014

Freetown

Sierra Leone

EU

tom.ashwanden@eeas.europa.eu

             Lambard

riforgiato@lambard.ie

+39-333-4349792

Team Leader

Education consultant for the Identification and Formulation of EU Interventions to ( budget) support the Education Sector in Sierra Leone under the 11th EDF (2014 – 2020) (January-February 2014)  

 

December 2013-January 2014

Congo DRC

CfBT

jzawadi@cfbt-africa.com

 (+254) (0) 20 2179031/32

Education expert and Team leader

Consultant for a Scoping  and Identification visit – DRC Congo for proposed DfID Education Programme, Provide CfBT additional details about DRC Education Sector i.e. government systems and structures, key challenges as pertains to the DfID DRC and Education programme vision, key education sector players (Local and International). Provide CfBT an assessment of education sector needs and how this links to accountability at the school, local and national. Provide CfBT an assessment of the operational environment (issues, challenges, and opportunities) particularly in the following regions – Kasai, Katanga. Meet with potential local and international partners that would take charge of the access and equity component of the programme

August-November 2013

Algeria

EU

olivier.vanhoenacker@p3a-algerie.org

ACE Consultants

dboero@aceconsultants.eu

(+34) 91 435 15 67

Expert in Pedagogy

Consultant to “Support the National Office of Literacy and Adult Education (ONAEA) to strengthen its structure and improving its operational capabilities in the implementation of the National Literacy Strategy" in Algeria Develop a logical framework and twinning project fiche. Special focus on vulnerable children, girls that dropped, special need children and including the development of a new module on children/youth rights. Study on the cost of training new ALP teachers and the benefit for the the ONAEA national and local.

April-July 2013

Chad/Kenya/Ethiopia

UNHCR

Carvajal

@unhcr.org

 

Expert in Education Evaluation

Consultant for the Evaluation of the effectiveness and impact of the actual situation of the self-sufficiency of refugees from within Amboko, Gondjé and Dosseye camps and their socio-economic integration in the refugee camps of Nya Pende, Southern Chad (Education and small enterprises). Assist the UNHCR in the development of a strategy and the development of new education policies for continuous social assistance for the poorest and the most vulnerable children and those with special needs to facilitate access to education in the host country and in the country of origin. (All educations levels). Assess the implementation of the child rights protection programme (for minority groups like The Peul) and the commitment of the local authorities. Study on the cost of then support to small enterprises and the benefit for the community.

February –April 2013

Botswana

EU

Mikaela.GRONQVIST@eeas.europa.eu

       Humandynamics

Jacob Zeidler

Jakob.zeidler@humandynamics.org

+43 1 402 5020

Teacher Development expert

Teacher Development expert, assist the MoESD in the development of a comprehensive Medium-Term Education Sector Plan for general education, special/inclusive education and TVET (Financial and strategic) for Botswana. Writing of the inception report and conducting a situation analysis, development of Key indicators for training and development and assist the Teacher and Development Department in the setting up of a new short term (priorities) and long term strategy with reviewed education policies.  Assist the MoF and the MoE in the preparations of budgetary frameworks and the budget process. Provide support and advice to the MoF and the MoE on EU budget support in the education sector. Assist the Government in the review and development of a proper national examination system; assist the national examination board in the reviewing of the certification system for Technical and Vocational education.Reviewing and improving the EMIS system at national and local level for the primary teacher component. Assess  the  strategy for the certification and elaboration of curriculum for the primary, secondary and TVET teachers of the public, community and private schools

December 2012-January 2013

Cambodia

EU

Vincent.VIRE@eeas.europa.eu

               Edburgh

Gita Poyck mcpoyck@edburgh.com

+ 31 30 254 4975

ECE/Inclusive/Bilingual Education expert

Identification of  EU Budget Support , Research on ECE/IE and Capacity Development Master Plan of the MoEYS in Cambodia. Study on the situation of Early Childhood, Inclusive (special needs), bilingual education and TVET. Review the new agreement on education policies between the EU and UNICEF. Assist the MoF and the MoE in the preparations of budgetary frameworks and the budget process. Provide support and advice to the MoF and the MoE on EU budget support in the education sector. Assist the Government in the development of a strategy for continuous social assistance for the poorest and the most vulnerable children (with priority in very rural regions like the mountain regions) and those with special needs to facilitate access to education and to. Reviewing and improving the EMIS system at national and local level for the primary teacher component and non-formal education organised by local and international NGOs. Assess the implementation of the child rights protection programme ( for minority groups  )and the commitment of the local authorities. Assess the strategy for the certification and elaboration of curriculum for the primary, secondary and TVET teachers of the public, community and private schools. . Assist the Government in the review and development of a proper national examination system, assist the national examination board in the reviewing of the certification system.

June 2012-February 2013

Haiti

EU

leandro.medeot@eeas.europa.eu

             EPRD Ltd.

p.toporek@eprd.pl

+48 41 345 32 71

Evaluation Team Leader and expert in planification

Department of Planification (primary, secondary and TVET) at the Ministry of Education in Haiti Evaluation of the PARQE II project on education supported by the UE (June to October 2012). Evaluation of the education policies of the EU and the MoE of Haiti in a participatory way and RBM indicators. Evaluation of the infrastructure and pedagogical components. Assist the MoF and the MoE in the preparations of budgetary frameworks and the budget process. Provide support and advice to the MoF and the MoE on EU budget support in the education sector. Assist the Government in the development of a strategy for continuous social assistance for the poorest and the most vulnerable children (children still in refugee camps) and those with special needs to facilitate access to education (assess the implementation of the child right protection in education, health and in water/sanitation). Reviewing and improving the EMIS system at national and local level for the primary education component through resource centres (pedagogical enters that should be linked through an EMIS system). Assess the strategy for the certification and elaboration of curriculum for the primary, secondary and TVET teachers of the public, community and private schools. Propose a framework for  of a proper national examination system for the education sector.

March-July 2012

Morocco

 

EU

ACE Consultants

Alicia Castillo

acastillo@aceconsultants.eu

+34914351567

 

Team Leader

Develop Term of References (ToR) for a public offer on an evaluation of an education emergency programme and the realisation of a technical assistance to integrate equality of genders and vulnerable children in the Moroccan primary, secondary and higher education system with emphasize on respect of the children rights.  . Organised a workshop to improve the training skills of the directors of the MoE on data collection, process and analysis to improve the local capacity on RBM M&E and study. Evaluate the existing education policies of the UED and those of the Ministry of Education.   

January-April 2012

Niger

EU

Europe ltd

UE

judit@europe-ltd.com

 +36 1 326 8256

Team Leader Expert in Pedagogy

Evaluation/Study on the drop out of children/girls in primary schools in Niger and the cost for the Ministry of Education and the EU. Organised a workshop to improve the training skills of the directors of the MoE on data collection, process and analysis to improve the local capacity on RBM M&E and study. . Important component to evaluate is the rate of abandon of girls, overage girls and social inclusion of youth and vulnerable children.  Assist the Government in the development of a strategy for continuous social assistance for the poorest and the most vulnerable children and those with special needs to facilitate access to education. = in the desert region. Review the existing bunch of education policies and advise the Ministry of Education.

July 2011-January 2012

Ethiopia

SMEC

World Bank

Mr Joseph Bastian

joseph00.bastian05@gmail.com

+257912181474

Mr Belayeneh

belaybw2010@gmail.com

+257911226071

TDP Mr Theodros

+257910960445

Teacher Development expert and Co-Team leader

  Assist the Ethiopian MoE in the planification, implementation and monitoring the second phase of the TDP as part of the GEQIP and building the Moe’s capacity Follow up the budget and assist the MoE in spending the allocated money in time of the Teacher Development Program (TDP1/2), financed through a pooled funding arrangement by a consortium of bilateral development partners (Early Childhood, Primary, secondary, higher and professional and technical education). Review and refine the roles and functions of role players/services in the education and training sector .Review the structure and the policies of the education and training sector (primary, secondary and TVET) as a whole as well as the structure of the MoE and design an improved structure. Special focus on the teacher training program for special needs and inclusive teachers (pre- and in-service).  . Assist the Government in the development of a strategy for continuous social assistance for the poorest and the most vulnerable children (children still in refugee camps) and those with special needs to facilitate access to education (assess the implementation of the child right protection in education, health and in water/sanitation). Assist the MoE to develop a strategy for the certification and elaboration of curriculum for the primary, secondary and TVET teachers of the public, community and private schools. Assist the Government in the review and development of a proper national examination system; assist the national examination board in the reviewing of the certification system for Technical and Vocational education.

April 2011

Burundi

Cambridge Education/DFID

kate.martin@camb-ed.com

Team Leader

Annual review Secondary Schools Access/Inclusivity for Returning YOUTH/Girls Refugees (RET) Phase II Programme In Burundi (Till 14th of April) with emphasize on social inclusion( general and TVET education)

Evaluate the learning and teaching conditions of 35,000 secondary students and 850 teachers in provinces with large numbers of returning refugee. This contributes to the Goal of sustainable peace, harmony between communities and children/Youth rights. Compare the planned activities with the planned budget. Emphasize on students with special needs like overage children that did not go to school during the years of war. (quantitative and qualitative data collection and analysis methodologies,  policy analysis in SNE,  evaluations/ establishing diagnostic systems for special education children,  education statistics, evaluation research, strategic planning and performance measurement based on selected indicators).  

27 March -23 June

2011

Ankara Turkey

EU

 

Ars Progetti/EU

a.mizzoni@arsprogetti.com

Team Leader

FWC BENEFICIARIES 2009 – LOT 9: Culture, Education, Employment and Social

EuropAid/127054/C/SER/multi. Preparation of three ToRs for projects named as “Increasing Primary School Attendance Rate of Children”, “Fight against Violence towards Children”, “Promoting Gender Equality in Education” is only one step of this process. To promote Turkish education system by increasing Early Childhood and primary school (overage girls and other vulnerable youth (social inclusion) included) attendance rates, supporting the system with an approach for gender equality and preventing violence against children. Special attention for the special needs children in remote places. Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body with emphasize on result based training, performance and management  

February 2011

Burundi

BWeducconsult

bweducconsult@bweducconsult.org

Team Leader

 Identification and formulation mission in Burundi for a teacher training project (genera (from Early Childhood to higher education) l and special needs education) with my own company. Integration of youth refugee in the education system. Training of youth (finished secondary) to train them to become a teacher to tackle the teacher shortage in Burundi. (quantitative and qualitative data collection and analysis methodologies,  policy analysis in SNE,  evaluations/ establishing diagnostic systems for special education children,  education statistics, evaluation research, strategic planning and performance measurement based on selected indicators).  

 

November 2010-January 2011

Kyrgyzstan

European Profiles/EU

gzaxar@europeanprofiles.gr

Team Leader

Support to the Kyrgyz Education sector (From Early Childhood till Higher education and TVET) EU (till end of January 2011)( Assist the MoE, MoF and MoLem  in developing a new education strategy, education concept, education policies and education action plan. Assist the Min in developing staff capacity building programs, to assist the Min in developing a new teacher salary reform, reviewing of the curriculum and teacher development programs. Assist the MoE to develop a strategy for the certification and elaboration of curriculum for the primary, secondary and TVET teachers of the public, community and private schools .Review and refine the roles and functions of role players/services in the education and training sector .Review the structure of the education and training sector as a whole as well as the structure of the MoE and design an improved structure for general, professional and inclusive education.  Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body with emphasize on result based training, performance and management.  Assist the Government in the review and development of a proper national examination system, assist the national examination board in the reviewing of the certification system for all education levels.

July-October 2010

DRC Congo/Burundi

War Child Canada/Sida

 liutkus.wcc@gmail.com

Team Leader/Consultant

Oversee, implement, and monitor the overall teacher training programme (Early Childhood and Primary) over the whole of Congo. Training of War Child staff in putting up education (general and special needs programs, organizing workshops and monitor schools. Train the inspector of schools in new teaching methods, train headmasters in school management and train teachers in new teaching methods. Development of an emergency teacher training kit. (quantitative and qualitative data collection and analysis methodologies,  policy analysis in SNE,  evaluations/ establishing diagnostic systems for special education children,  education statistics, evaluation research, strategic planning and performance measurement based on selected indicators). Review and refine the roles and functions of role players/services in the education and training sector. . Important component to evaluate is the rate of abandon of girls, overage girls and social inclusion of youth and children rights. Assist the MoE to develop a strategy for the certification and elaboration of curriculum for the primary, secondary and TVET teachers of the public, community and private schools.

January-June 2010

Mombasa

Bweducconsult

bweducconsult@bweducconsult.org

Director/Team Leader

Desktop job, re organizing the company as an administrative assistant. Preparation of new projects for Congo, Kyrgyzstan and Ethiopia. Train local staff in project writing, TOR development, and evaluation. Develop education strategies for the next projects.

13/11-

15/12

/2009

Armenia

Kenya

Mission East/Danida

director@missioneast.am; +37494690069

Evaluation expert/Team Leader

Final Evaluation TEFA 2/‘Towards Education for All – Identification and formulation. Supporting the Sustainable Development of Education for Children with Learning Difficulties/special needs , drop outs and overage in Armenia’ (general( Early Childhood, Primary, secondary, TVET   and higher education)Inclusive with an emphasize on social development and  gender issues , a two years project ( second phase TEFA2) administered by Mission East, a Danish humanitarian aid organization and supported by the Danish Ministry of Foreign Affairs (DANIDA) ( writing an analytic pedagogical and financial management and budget support report.( develop an analytical report on the public finance management system for inclusive education in and related programme elements, including options/recommendations on the most adequate funding modality). Assist the MoF and the MoE in the preparations of budgetary frameworks and the budget process. Provide support and advice to the MoF and the MoE on EU budget support in the education sector. Provide support to the implementation of a Sector Wide Approach Programme.  Assist the Government in the review and development of a proper national examination system, assist the national examination board in the reviewing of the certification system for the whole education system.

28/09-

06/11

/2009

Liberia

Particip

European Union

Helge Rieper +49(0)761 – 790 740

markus.reisenberger@particip.de

Curriculum and Teacher Training expert

Support to Education in Liberia (Early Childhood, primary, secondary and TVET) in a sector wide approach. Prepare TOR in line wit the PRAG rules. (Primary curriculum development and training, drop outs, social inclusion of child soldiers) framework of competency based education with emphasize on special needs/inclusive education). Sector analysis, reform and management as well capacity development/institutional reform in governmental institutions involved in education (capacity assessment) (Identification and formulation) Review and refine the roles and functions of role players/services in the education and training sector .Review the structure and the policies of the education and training sector as a whole as well as the structure of the MoE and design an improved structure.  Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body. .  Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body with emphasize on result based training, performance and management. Assist the MoE to develop a strategy for the certification and elaboration of curriculum for the primary, secondary and TVET teachers of the public, community and private schools.  Assist the MoF and the MoE in the preparations of budgetary frameworks and the budget process. Provide support and advice to the MoF and the MoE on EU budget support in the education sector. Provide support to the implementation of a Sector Wide Approach Programme.

01 –04

/2009

Haiti

HYPODOMI

European Union

 

antonist@hypodomi.gr(+30) 210.3303050

Pedagogical Education Expert and administrative assistant of the team leader

Program to improve the quality of Basic Education in a sector wide approach(from Early Childhood education till secondary education)Review, evaluation and identification of a five year EU funded project devoted to improve the quality of education system at all levels (special needs education included in Haiti ;( sector budget support and sector budget support road map). Sector analysis, reform and management as well capacity development/institutional reform in governmental institutions involved in education (capacity assessment. Social development of overage children (with emphasize on gender). Monitor the Pedagogical aspects of the mission. Assess teacher training and teacher policy issues in a low-income setting, including pre- and in-service training, professional development and evaluation of teaching performance. Organized a workshop to improve the training skills of the directors of the MoE on data collection, process and analysis to improve the local capacity on RBM M&E and study.  Assist the Government in the development of a strategy for continuous social assistance for the poorest and the most vulnerable children (children still in refugee camps) and those with special needs to facilitate access to education (assess the implementation of the child right protection in education, health and in water/sanitation).

10/2008-04/2009

Algeria

European Union

Tecnitas

J-C Alard  ; +33686738789

jc-allard@wanadoo.fr

Expert in Education financing and administrative assistant of the team leader

Expert in financial management of training systems and professional training (TVET) in a sector wide approach activates included: budgetary provisions and the end/next-term perspectives, sector and donor coordination, the public financial management systems, analytical report on the public finance management system and related programme elements ( sector budget support and sector budget support road map). Prepare different TOR in line with the PRAG rules. (Financial management, management of VET institution, framework of intervention). Sector analysis, reform and management as well capacity development/institutional reform in governmental institutions involved in education (capacity assessment.   Assist the MoF and the MoE in the preparations of budgetary frameworks and the budget process. Provide support and advice to the MoF and the MoE on EU budget support in the education sector. Provide support to the implementation of a Sector Wide Approach Programme. Assist the Government in the review and development of a proper national examination system, assist the national examination board in the reviewing of the certification system for Technical and Vocational education.

03/2008-01/ 2009

Congo

ABU/UNESCO

martjelaura@abu-consult.de ; +49 (0)30 203 955 0

Team Leader

Training of 1000 Inspectors of (Early Childhood, primary, secondary and VET) schools. Short consultancies. Capacity building of the Ministry of Education. (Frames in the sector wide approach programme of UNESCO and other donors). Evaluation of development cooperation education interventions by BTC, UNESCO and UNICEF. Review and refine the roles and functions of role players/services in the education and training sector .Review the structure of the education and training sector as a whole as well as the structure of the MoE and design an improved structure.  Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body. Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body with emphasize on result based training, performance and management. Organize RBM (M&E) workshops in the different decentralised education offices and training institutions.

 .

08/2008-02/2009

Sierra Leone

International Rescue Committee

Analisa +23276541598; Annalisa.Brusati@theirc.org

Team leader, SNE Expert

Provision of training, technical advice and ongoing guidance on curriculum development in mathematics   , with aim of both creating an improved curriculum format as well as building capacity of government curriculum writers in higher teacher education colleges. Review and refine the roles and functions of role players/services in the education and training sector .Review the structure of the education and training sector as a whole as well as the structure of the MoE and design an improved structure.  Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body. Assist the MoE to develop a strategy for the certification and elaboration of curriculum for the primary, secondary and TVET teachers of the public, community and private schools. Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body with emphasize on result based training, performance and management. Organize RBM (M&E) workshops in the different decentralised education offices and training institutions.Organised a workshop to improve the training skills of the directors of the MoE on data collection, process and analysis to improve the local capacity on RBM M&E and study

 

04/2007

-06/2008

Mali

USAID/World Education

Mohamed Basokona

617.482.9485

mohamedbasokona@yahoo.fr

 

Consultant/Team Leader

Mathematics and reading Expert and team leader in Teacher training and general (Early Childhood, primary, secondary and higher education) and special needs curriculum implementation (and development of a multi grade curriculum) for Public, Community and Medersa (Arab) schools (primary, secondary and VET) in Mali, USAID/WORLD EDUCATION. Identification, formulation and development of new education projects nationwide in a sector wide approach. Sector analysis, reform and management as well capacity development/institutional reform in governmental institutions involved in education (capacity assessment.

Assessment on the situation of multi grade teaching in Mali. Evaluation of the impact of the education program of WED/USAID in Mali. Review and refine the roles and functions of role players/services in the education and training sector .Review the structure of the education and training sector as a whole as well as the structure of the MoE and design an improved structure.  Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body. Monitoring community participation, adult literacy and cross cutting issues as HIV/AIDS and gender. Assist the MoE to develop a strategy for the certification and elaboration of curriculum for the primary, secondary teachers of the public, community and private schools. Development of a distance learning course for continuous teacher training through local education offices and teacher resource centres.

2007-2008

Kyrgyzstan Republic

ABU/Asian Development Bank

Jyldyz Sadecova; jyldyz_sadykova@rambler.ru; +996772392608

Team leader

Second education project has realized by ABU/Asian development Bank.

Mathematics and reading Curriculum development expert and textbook writing.  Organize the pre-and in-service training for general (Early Childhood, primary, secondary and higher education) and special needs education.

Development and monitoring of a budget for the implementation of the program by the MoE. Planning of nationwide training programs. Extended collaboration with edulink programs and workshops. Assist the MoE to develop a strategy for the certification and elaboration of curriculum for the primary, secondary and TVET teachers of the public, community and private schools.Preparing Needs assessment on the integration of private and public printing houses in the development of new textbooks for all grades (TVET included). Assist the MoF and the MoE in the preparations of budgetary frameworks and the budget process. Provide support and advice to the MoF and the MoE on EU budget support in the education sector. Provide support to the implementation of a Sector Wide Approach Programme.

02/2006-

02/2008

Armenia

World Bank/ ABU consult.

Aleksan Hovhannissyan;; +37410 575647

aleksanh@yahoo.com

Training Expert and team leader

Second Swap Education project Technical Assistance in preparing training materials and conducting training of trainers for new mathematics and reading curriculum and assessment for general and special needs education. The goal of the Project was to support the Government reforms in general (Early Childhood and primary, teacher training colleges included) education. More specifically the project had the dual aim of raising the quality of education and ensuring its relevance to the new economy and knowledge society needs along with carrying forward reform to improve the efficiency of the education system. Further, the objective of the TA is to support the implementation of the Teachers’ Professional Development Component through training, technical assistance and supervision within the ongoing Education Quality and Relevance project. I was responsible for:. Identification, formulation and development of new education projects nationwide in a sector wide approach. Assist the MoE to develop a strategy for the certification and elaboration of curriculum for the primary and secondary teachers of the public, community and private schools.Review and refine the roles and functions of role players/services in the education and training sector. Assist the MoF and the MoE in the preparations of budgetary frameworks and the budget process. Provide support and advice to the MoF and the MoE on EU budget support in the education sector. Provide support to the implementation of a Sector Wide Approach Programme.

12/2006-02/2007

Kenya, Chad, Cameroon

Norwegian Refugee Council

Backe.marit@nrc.no; +47 917 87 400

Education Programme Manager

Consultancy in Kenya, Chad and Cameroon for the Norwegian Refugee Council, Education Programme Manager for Life skills education (human rights, peace education, health and psycho social assistance) and numeracy and language (reading) education for vulnerable youth in Sudanese refugee camps in Chad. Emphasize on the social Development of woman and girls and their special needs. Prepare the youth for the return to the homeland and to help them integrate in the social and economic life. Organised a workshop to improve the training skills of the directors of the MoE on data collection, process and analysis to improve the local capacity on RBM M&E and study.   

01/2007

Kenya

Norwegian Refugee Council

Backe.marit@nrc.no; +47 917 87 400

Consultant

Assessment mission For Norwegian Refugee Council in Dadaab refugee camps East Kenya. Assess the special needs of primary, secondary and adult (female) youth education in three Somalia refugee camps. Contribution to the master proposal for an emergency intervention in camp management, refugee registration, school construction and shelter. Needs assessment on the need of textbooks in primary school for regular and special needs education and the existence of textbooks. Organised a workshop to improve the training skills of the directors of the MoE on data collection, process and analysis to improve the local capacity on RBM M&E and study.   

02 –05

/2007

China

Trace foundation

(Ms. P. M. Melleby 212 367-7389); hbjorn@trace.org

Consultant/Team Leader

Trace Foundation’s Tibetan English (reading) and mathematics Teacher Training Project begun in 2004 to improve the availability and quality of English and mathematics instruction in Tibetan regions through the provision of English teacher training and instruction materials. My main responsibilities were. Training of trainer needs assessment; Organised a workshop to improve the training skills of the directors of the MoE on data collection, process and analysis to improve the local capacity on RBM M&E and study.   Carrying out teacher training workshops for primary schools head masters with emphasize on school governance and gender. Base line study for the implementation of a teacher training program, school building program and teaching and learning materials development t for primary schools in Tibet. (Trace Foundation)Evaluation on the impact of a training of head teachers in Tibet. Monitoring the outcome of School Management ( child friendly schools, hygiene, health, HIV/AIDS)

Identification (needs assessment) of new projects, edit programme reports.

08-09/ 2006

Guinea

ARC

Reference Person: AnthonyI@archq.org; (612) 872-7060

Consultant/Team Leader

Education consultant and team leader for ARC (American Refugee Committee) Review of life skills/Micro enterprise Curriculum Modules for ARC/Guinea’s Pathway project for ex war children (emphasize on gender, war boys and war girls and their social and professional development in a regular world without war) in an Alternative Basic Education Program. USAIDS funded program. (Mathematics, language  (reading) and professional education).Design of interventions in the general and vocational education system, in particular with regards to the promotion of student-centred and competency based learning to develop job oriented skills for the “war” youth.

Rapid needs assessment on the impact of trainings and workshops for youth in a post war situation in Guinea. (ARC).

Monitoring the use of the new curriculum on health, gender, livelihood and family. Organised a workshop to improve the training skills of the directors of the MoE on data collection, process and analysis to improve the local capacity on RBM M&E and study.     

05-08

/2006

Ethiopia

IRC

Reference Person: (Ms. M. Simic +25111 663673567)

ircethiopia@ethionet.et

Consultant for Functional Adult Literacy/Team Leader

IRC has worked in Ethiopia to increase quality of education by improving teaching facilities and abilities. IRC has developed a teacher training schedule for primary school teachers, non- formal literacy/numeracy program for camp adults eager to learn to read and write English, and basic math functions. In addition, IRC was implementing an emergency education and psychosocial support programs for Eritrean, Sudanese, and Somali refugees. I was responsible for:

Reviewing the curriculum for adult women literacy, numeric, social sciences and life skills in classes for women.

Putting up a training programme for education staff of IRC in Ethiopia.

Organizing research on teaching materials and conduct needs assessment in three refugee camps for Sudanese, Somali and Eritrean refugees with emphasize on the social development of the youth ( girls)

Planning, execute and monitor the production of textbooks with the new teaching methods.

Rapid needs assessment on the situation of adult education in four refugee camps in Ethiopia. Rapid needs assessment of the situation of the availability of teaching and learning materials in adult education in four refugee camps in Ethiopia. (IRC)Monitoring the use of the new curriculum on health, livelihood and family (hygiene). Organised a workshop to improve the training skills of the directors of the MoE on data collection, process and analysis to improve the local capacity on RBM M&E and study.   

10/2005-

06/2006

Burundi

Belgian International school

Ref: Mr. Frahan

257 22 45 91); mail@ecolebelgeburundi.org

Director and administrator

Directing the Primary school.

Introducing bilingual education in first grade, Dutch and French.

Developing materials for bilingual education.

Construction of new Classrooms.

10/2005-

02/2006

Burundi

Burundian government and UNESCO

Reference Person: (Mr.Muterangiranwa +257 777 33 740)

muteragiranwab@yahoo.fr

Consultant/

Advisor/Team Leader and administrative assistant

Within the policy “Education for all” lunched by Ministry of Education of Burundi and UNESCO, which has devoted to provide quality basic education for all children, youth and adults, I took part in the research on the situation of Education in Burundi. The research was focused on quality of teacher training, the situation of the teacher in the classroom, the quality of teaching and quality of the school buildings. My activities were focused on the:

Technical assistance in putting up a national teacher training project for Language, Math and Social Sciences teachers.

Assistance to the local education offices in designing and conducting case studies to assess the results of the teaching at the school level, including teacher effectiveness, classroom organization, pupils’ achievement and gender.

09/2004-

09/2005

Cambodia

Ministry of Education, Youth and Sport

(VVOB)

Bart.dewaele@vvob.be

+32 (0)2 209 07 80

Project leader

Project aimed to improve education system in Cambodian Provinces Kampong Cham, Otdar Meanchey, and Seam Reap, as a part of overall educational reform process in primary, secondary and higher education in Cambodia. I was responsible for: Review and refine the roles and functions of role players/services in the education and training sector .Review the structure of the education and training sector as a whole as well as the structure of the MoE and design an improved structure in general education and focus on vulnerable children with special needs.  Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body. Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body with emphasize on result based training, performance and management. Organize RBM (M&E) workshops in the different decentralised education offices and training institutions. Assist the MoE to develop a strategy for the certification and elaboration of curriculum for the primary and secondary teachers of the public, community and private schools.

 

2003-

2004

Congo/Belgium

Ministry of education

Teacher/ Consultant

Taught in Belgian primary and secondary schools in Belgian Schools

Worked on an integration programme for ex Child soldiers in Bukavu, Congo.

02/1999-

12/2002

Zambia

The Flemish Cooperation (VVOB)

Bart.dewaele@vvob.be

+32 (0)2 209 07 80

Project leader/ advisor/administrative assistant for the in service board

Assisted the Teacher Education Department to analyze strengths and limitations of the organization management and institutional arrangements (frames in the sector wide approach in education of DFID) of the current teaching training (teacher training colleges and universities included) system for Math, reading, Social Sciences and Special needs teachers. Identification, formulation and development of new education projects nationwide in a sector wide approach. Assist the government in budgetary provisions and the mid/end/next-term perspectives, sector and donor coordination, the public financial management systems, analytical report on the public finance management system and related programme elements ( sector budget support and sector budget support road map)

Carried out teacher training. Review and refine the roles and functions of role players/services in the education and training sector .Review the structure of the education and training sector as a whole as well as the structure of the MoE and design an improved structure.  Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body. Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body with emphasize on result based training, performance and management. Organize RBM (M&E) workshops in the different decentralised education offices and training institutions. Member of the task force of the teacher training department for special needs and inclusive education. Assist the TED to develop a strategy for the certification and elaboration of curriculum for the primary and secondary teachers of the public, community and private schools.

 

09/1996-

02/1999

France/Holland

The Flemish Cooperation

(VVOB)

Bart.dewaele@vvob.be

+32 (0)2 209 07 80

Project coordinator/ teacher and administrator

Taught in pre-school, primary, secondary and higher education.

Carried out teacher training of language teachers in the French and the Dutch Education system. Review and refine the roles and functions of role players/services in the education and training sector .Review the structure of the education and training sector as a whole as well as the structure of the MoE and design an improved structure.  Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body. Develop an overall description and vision for the sector, with the MoE taking the leadership as the driving and also controlling/monitoring body with emphasize on result based training, performance and management. Organize RBM (M&E) workshops in the different decentralised education offices and training institutions. Member of the steering committee at the French  Inspection Department to develop a strategy for the certification and elaboration of curriculum for primary ,secondary and higher education teachers.

 

09/1995-

08/1996

Belgium

Ministry of education

 

Teacher

Worked at Open school for adults from ethnic minorities. I was responsible for:

Teaching numeracy and literacy to adults

Guiding adults in daily tasks in the canter and at home

09/1988-

06/1995

Burundi

Belgian International School

FED

Teacher / Director / Representative NGO and administrator

Responsible for:

Teaching in a primary school. Member of the steering committee to develop a strategy for the certification and elaboration of curriculum for the team of international and local teachers of the school.

Representing the NGO Delipro that was executing projects inside the country for the FED (European Commission).

Planning the project programme year by year and make up a budget in collaboration with the local representative of FED in Bujumbura and inside the country.

 

06/1985-

07/1988

Congo, Democratic Republic

Belgian International school/Centre de Development Integral

Teacher / Director / Adviser and administrative assistant for the education department

Organization of teacher training workshops in innovating and special needs education methods.

Teacher training, materials development and management.

Building of new schools.

Training school managers in educational management.

Assistance the local education offices in analysing the strengths and limitations of the organization management and institutional arrangements of the current teaching training system and to develop a strategy for the certification and elaboration of curriculum for the team of teachers of the public schools.

Assistance the local education offices in designing and conducting case studies to assess the results of the teaching at the school level, including teacher effectiveness, classroom organization , pupil’s achievement, girls’ drop out, overage children ...

Capacity building of local education offices

09/1983-

07/1985

Congo, DR

Belgian International school

Teacher / Director

During this period I was teacher and director in Belgian International School, in Likasi, Zaire. I was a specialist in multigrade teaching. Member of the steering committee to develop a strategy for the certification and elaboration of curriculum for the team of teachers of the school.

09/1979-06/1983

Belgium

Ministry of education

Teacher and administrative assistant

During this period I have worked as teacher in primary and secondary schools in general and special Education. Three years as an educator and administrator/educator in a technical/vocational Training Institute. (TVET). Member of the steering committee to develop a strategy for the certification and elaboration of curriculum for the team of teachers of the school.

 

15. Other relevant information  

 

Publications

 

Publication

Project

Country and date

Three Multigrade modules

Introduction in Multigrade teaching

How to manage a Multigrade classroom for in-service and pre-service

Teacher Development

Zambia 1999-2002

Multigrade materials Modules in new teaching methods and using  learning and teaching materials in Primary/Secondary and TVET (in-service and pre-service) 

Child centred teaching

Learning to learn, Material Developments

Teacher Development

Cambodia-France 2006

Active learning and teaching in mathematic School based module on HIV/AIDS/Gender/Violence/Minorities prevention in Primary, Secondary and TVET schools and TTC. (In-service and pre-service)

Teacher Development

Mali 2007

Four teacher training guides for trainers and teachers’ manuals focused on Mathematics, Science and Language

Trainers’ guide Primary school

Trainers’ guide Mathematics

Trainers’ guide ICT (In-service and pre-service)

Evaluation on the implementation of the curriculum in primary schools

Armenia 2006-2007

All subject curriculum, teacher guides and training guides for primary, secondary, higher and TVET

Inception report

Midterm report

(In-service and pre-service)

Evaluation of the writing and development of the new primary curriculum

Kyrgyzstan 2007/2010

Trainers’ guide Language Syllabus, teachers guide and primer for adult literacy, numeracy and life skills education in refugee context, curriculum for professional schools, training guides for professional education.

Teacher training framework and budget

 

Work  International NGOs for education in emergencies

Ethiopia, Sudan, Guinee, Sierra Leone, Liberia 2008-2009

Evaluation report Primary Education in the PARQUE /EU ( In-service teacher resource centres)

Teacher training framework and budget

 

 Evaluation du Programme d’Appui au Renforcement de la Qualité de l’Education de base

Haiti 2009

Manuel, Le bon enseignants, the good teacher for UNESCO

Teacher training in schools built by War child Canada

South Kivu, Congo DRC 2010

End evaluation Report for DFID

Teacher training courses

Education proposals

Teacher training framework and budget

 

Evaluate the learning and teaching conditions of 35,000 secondary students and 850 teachers in provinces with large numbers of returning refugee

Burundi 1988-95 and 2006-2012

Manuel how to collect education data

Detailed program for cluster schools

Manuel on how to analyse education data

Evaluation program for the MoE

Evaluation program on drop outs

Manuel on retention of students

Program for the functioning of teacher resource centres

Manuel on capacity building within the MoE

ToR writing for education projects at national level

Evaluation of the Teacher Training Program in Cluster Primary and Secondary schools

Evaluation /study on the drop outs in primary schools in 

Evaluation of the teacher resources centres in Haiti

Evaluation of the capacity of planification of the MoE in Haiti

Tor writing on violence in schools, gender, and sportive schools

ToR writing on pace education

Ethiopia

Niger

Haiti

Morocco

Turkey

2011-2012

Inception, Mid-term, Final, project identification and formulation reports

EU Haiti, Cambodia, Algeria, Congo, Sierra Leone

2013/2014

 

 

References:

 

Name

Title

Positon in relation to me

Telephone and email

Jean-Claude Alard

Prefet

Ministère de la Justice

Tecnitas

 

Chef d’équipe

Algérie

(EU)

 

jc-allard@wanadoo.fr

Tel +33686738789

 

 

Saskia Desmet

Desk Officer

Mission East

 

Programme Officer, Armenia

(Mission East)

 

 saskia.desmet@miseast.org

Tel +32 2 5330501

 Aleksan Hovhannissyan

 PIU WB

 

Director

 

aleksanh@yahoo.com

+37410 575647  

 

Athanasios Kalaitzoglou   

International

Department

Hypodomi  

Programme

Officer

Haïti  (EU)    

thanasisk@hypodomi.gr

     +30 2103303050   

 

 

 

 

 

 

 

Peter Merckx

 

petermerckx@bweducconsult.org

www.bweducconsult.org