Consultancy: Regional Repository of Learning Resources and Materials in the LAC Region for Indigenous Children

Contract

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UNICEF promotes the rights and well-being of all children and adolescents in everything we do. Together with our allies, we work in 190 countries and territories to transform this commitment into practical actions that benefit all children, especially focusing our efforts on reaching the most vulnerable and excluded in the world.

The UNICEF Regional Office for Latin America and the Caribbean is based in Panama and operates in 36 territories, including 24 country offices.

UNICEF works to put the rights and well-being of the most disadvantaged children at the center of the social, political and economic agenda, in line with our approach to equity, working across our organization and with our partners in government, civil society and the private sector to support changes in public policies, promote social participation and increase investment for children.

According to IWGIA data, in Latin America there are more than 45 million people who belong to more than 800 indigenous peoples, of which half have less than 3,000 people. And 1 in 3 inhabitants in the region is of African descent.

The health crisis begins to hit indigenous and Afro-descendant populations. In most countries, they live in areas where there is little or poor health coverage. Anne Nuorgan, Chair of the Permanent Forum of Indigenous Nations on Indigenous Issues has noted: “Indigenous peoples experience a high degree of socioeconomic marginalization and are disproportionately at risk in public health emergencies, becoming even more vulnerable during this global pandemic, due to factors such as their lack of access to effective surveillance and early warning systems and adequate health and social services. ” Furthermore, the InterAmerican Commission on Human Rights (IACHR) has warned of "the situation of special vulnerability in which indigenous peoples find themselves, particularly those in voluntary isolation and initial contact, and highlights the need to develop specific responses for this group , that are respectful of their worldview and cultural diversity.”

The data on the prevalence of Covid-19 is still scattered, but as the first regional report of FILAC and FIAY points out, together with the Regional Observatory on the Rights of Indigenous Peoples, the number of affected communities is growing, and the number of affected and deceased grows4 health services and drinking water, the forced displacement of our territories, the degradation of natural resources due to extractive industries, energy projects and the consequences of climate change, which affect indigenous peoples in general”.

Faced with this situation, the LACRO education section has formed a regional team of education specialists from the country offices to analyze the situation of children and adolescents of indigenous and Afrodescendant populations and their access to education in times of COVID-19 , with the aim of identifying the critical and common challenges facing bilingual intercultural education (EIB).

Most countries have opted for various forms of distance education, using the Internet, TV or radio. However, it is precisely indigenous and Afro-descendant populations, the majority in rural areas, that have the most difficulties in accessing education, either because there is no coverage or because they do not have electricity permanently, the Internet, or the instruments to follow learning sessions. Although there are some countries that are offering this distance education in native languages, in most of them the offer is only in the predominant language (Spanish, Portuguese) or there is not enough cultural belonging to the content studied. In Peru, for example, of the 47 indigenous languages, only distance education programs are being offered in 9 languages, those with the largest number of speakers. Likewise, in the context of distance education, deficiencies in digital skills of both indigenous girls and boys and the teachers who serve these groups have been manifested. Thus, it is highly probable that many indigenous boys and girls who are not receiving educational services drop out of school and never return, given the situation of poverty and informality of their families' work.

Under the joint GPE project (UNICEF, UNESCO and World Bank), UNICEF is leading on the component to reach the most vulnerable. Within the component on remote learning strategies to reach most marginalized children, the LAC region will specifically work on developing public goods for ethnic and linguistic minorities by mapping and creating a repository of learning resources and materials followed by a roll-out in selected countries. This will contribute to addressing some of the education needs of indigenous populations in the context of Covid-19.

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For every child, inclusion

Purpose of the Job

Considering the critical points mentioned above, the objective of the consultancy is to increase the availability of and access to culturally relevant learning materials for children and adolescents of indigenous peoples in their native mother tongue. Thus, the consultancy will create a repository of materials that have been produced in the countries of the region, before and during the COVID 19 pandemic

How can you make a difference?

Specific Tasks

1. Undertake a mapping of existing repositories and learning materials in indigenous languages in the countries of the region with high indigenous populations, considering materials designed for face-to-face education and for distance education, using different physical and digital supports.
2. Prepare a catalog of educational materials organized by the following criteria: countries, peoples / languages (cross-border, from each country), format (physical, digital, interactive, for radio, television), educational levels (pre-primary, primary and secondary), socio-linguistic scenarios (materials for strengthening the indigenous mother tongue and for revitalizing languages in danger of disappearing), among others.
3. Build a regional repository that includes all the materials produced in indigenous languages and in sign language in at least 10 countries of the region, organized according to the catalogue and with small descriptions of the major types of materials that can be found in it. The format must be easily accessible, user friendly and using an inclusive and innovative approach that allows its use by people with visual and hearing disabilities. The design should include a map of the region that with a click allows to see material per country organized by categories. Please note the specific requirements stated below:

• The repository will be created on the UNICEF-LACRO website, built on a Drupal CMS platform and in accordance with the UNICEF style and brand guidelines. (Specify if it will be in both Spanish and English or in a single language)
• The interactive map must be made in INFOGRAM, since, for the moment, it is the only format that can be embedded on the web.
• All materials to be published on the web must be in PDF format. Each PDF should not be larger than 15MB. Drupal also allows you to upload publications in EPUB format, but the reader must download an app to read them.
• The catalog is also going to be published on the web and it will include links with URLs, a summary of the document, images of the covers, etc. It must follow UNICEF guidelines regarding style and specify if You will write in English or Spanish or both. You must deliver the finished document in PDF, not exceeding 15 MB, and the files editable in a design program (InDesign or Adobe Illustrator).

Expected Results

1. Compiling and mapping of existing repositories and learning materials in indigenous languages of the countries of the region, considering materials designed for face-to-face education and for distance education, in different physical and digital supports.
2. Catalogue educational materials organized by the following criteria: countries, peoples / languages (cross-border, from each country), format (physical, digital, interactive, for radio, television), by educational levels (initial, primary and secondary), by socio-linguistic scenarios (materials for strengthening the indigenous mother tongue and for revitalizing languages in danger of disappearing), among others.
3. Regional Repository of Materials in Indigenous Languages built with an innovative, inclusive, friendly design and format, with an interactive map of the region.

Deliverables

• Compendium of Materials and Repositories mapped in the countries of the region [30 days].
• Catalogue of educational materials organized by the following criteria: countries, peoples / languages (cross-border, from each country), format (physical, digital, interactive, for radio, television), by educational levels (initial, primary and secondary), socio-linguistic scenarios (materials for strengthening the indigenous mother tongue and for revitalizing languages in danger of disappearing), among others. [30 days].
• Regional Repository of Materials in Indigenous Languages built with an innovative, inclusive, friendly design and format, with an interactive map of the region. [60 days].

To qualify as a champion for every child you will have…

• Education: University degree in cataloging materials, innovation, digital technology, editing.
• Work Experience: At least 5 years of experience in digital technology jobs such as repositories and interactive resources, preferably with experience in didactic resources for education in one or more LAC countries. With knowledge of the indigenous peoples and languages in one or more countries of the region.
• Languages: Fluency in Spanish and English is required. Knowledge of an indigenous language will be considered an added value.
• Technical knowledge: Expert in digital technology issues. It is preferable that the candidate has work experience in Drupal; otherwise, you will need to complete and pass a basic Drupal training that is available electronically. Preferably with knowledge of indigenous peoples and languages and of educational materials for students of indigenous peoples.

For every Child, you demonstrate…

UNICEF values of Care, Respect, Integrity, Trust, and Accountability.

Core competencies: building and maintains partnerships, demonstrates self-awareness and ethical awareness, drive to achieve results for impact, innovates and embraces change, manages ambiguity and complexity, thinks and acts strategically, works collaboratively with others and nurtures, and, leads and manages people.

Supervision: The consultant will work under the direct supervision of the Education Specialist [Inclusion], LAC Regional Office.

Workplace: The consultant will be requested to work remotely, home-based.

Duration: The estimated start date is 2 November 2020, and the contract duration is approximately five [5] months.

How to apply: Application should be submitted online and should include CV, cover letter and financial proposal. Qualified candidates are requested to submit daily and monthly fees in their financial proposal.

Remarks:

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply.

UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.