International Consultant (Youth & Adult Basic Education level II curriculum development)

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**OVERVIEW** ------------ Parent Sector : Field Office Duty Station: Kabul Job Family: Education Type of contract : Non Staff Duration of contract : From 7 to 11 months Recruitment open to : Internal and external candidates Application Deadline (Midnight Paris Time) : 23-DEC-2020 UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism **OVERVIEW OF THE FUNCTIONS OF THE POST** ----------------------------------------- UNESCO Kabul Office strives to promote education in Afghanistan as a fundamental human right while aiming to provide access to quality, relevant and inclusive education for all. The Office focuses on ensuring the quality of adult literacy and non-formal education through various technical and project support interventions. In 2016, the Deputy Ministry of Education for Literacy (DMoEL) with the technical and financial support of UNESCO was able to prepare the Youth and Adult Basic Education Curriculum Framework and instructional materials for level I (equivalent to grades 1- 3 of formal education). In June 2018, UNESCO Kabul Office’s project “Better Education Systems for Afghanistan’s Future (BESAF)” was approved by the Swedish International Development Cooperation Agency (SIDA) for the period 2019 - 2021. The objective of this project is to provide technical support to the Ministry of Education (MoE) and Ministry of Higher Education (MoHE) in on-going education reform processes emerging from Afghanistan’s National Strategic Education Plan III (NESP III). This project is organized around the three pillars of the NESP, (i) efficient and transparent management; (ii) quality and relevance; and (iii) equitable access. Through this project, UNESCO will support MoE with, among other interventions, revision of curricula and learning resources for non-formal adult education (levels I-III) and increasing access to general literacy and skills-based literacy programmes, with a particular focus on women, underpinned by accurate and reliable education sector data. In 2020, UNESCO provided technical support to MoE to revise the Youth and Adult Basic Education (YABE) Curriculum Framework for all three levels *\[Footnote 1.\]* and develop YABE level II syllabi (in three learning areas: Literacy, Numeracy and Life Skills). In addition, three Technical Working Groups (TWGs) have been established, one per learning area, consisting of curriculum developers, and a number of qualified and experienced literacy facilitators. In 2021, the consultant will be responsible to support the TWGs for developing the textbooks/workbooks, teacher guides and assessment tools as well as to finalize the curriculum framework and the syllabi for all three learning areas. This assignment is also in alignment with the strategies to develop YABE level II curriculum under the NESP 2030, which is the next decade’s plan following NESP III. In addition, UNESCO Kabul Office conducted a Comparative Study of Youth and Adult Basic Education in eight countries which reviews and analyses a range of selected components of syllabi in eight countries, namely Bangladesh, India, Indonesia, Iran, Kenya, Pakistan, Philippines, and Uganda. Furthermore, for its 2022 Global Education Monitoring (GEM) Report *\[Footnote 2.\]*, UNESCO intends to launch a regional report on non-state actors in South Asia, which covers nine countries: Afghanistan, Bangladesh, Bhutan, India, Iran, Maldives, Nepal, Pakistan and Sri Lanka and will further explore the implications of the role and issues related to non-state actors in the region in terms of education provision and influence at all education levels (early childhood to adult learning). The consultant will develop a Country Study on Iran for the 2021/22 GEM Regional Report on South Asia, which will serve as a comparitive study for Afghanistan and which will provide new evidence and data on planning and implementing YABE level II and YABE level III and on enhancing, among other things, functionality of non-formal education curricula and instructional planning in the country. *\[Footnote 1.\]* Level I is equivalent to grades 1-3 of formal education. Level II is equivalent to grades 4-6 of formal education. Level III is equivalent to grades 7-9 of formal education. *\[Footnote 2.\]* The Global Education Monitoring Report (or GEM Report), formerly known as the Education for All Global Monitoring Report (GMR), is an editorially independent, authoritative, and evidence-based annual report that monitors progress in education in the Sustainable Development Goals (SDGs).The Report is widely recognised as an indispensable advocacy and technical tool supporting the achievement of SDG 4. Long Description ---------------- **Main Duties and responsabilities** Under the overall authority of the Director of the UNESCO Kabul Office and Representative to the Islamic Republic of Afghanistan, and overall supervision of the Head of Education unit and direct supervision of Non-Formal Education Project Manager, the consultant shall perform the following duties and responsibilities: 1- Provide technical guidance and support to the three DMoEL Technical Working Groups in developing YABE level II (equivalent to grades 4-6 of formal education) instructional materials (including textbooks/workbooks, teacher guides and assessment tools) for each learning area of Literacy, Numeracy and Life Skills. 2- Enhance the capacity of non-formal education curriculum developers through ongoing support throughout the process of curriculum development and a comprehensive capacity building programme. Although this will not be a stand-alone training activity, the consultant will integrate capacity building in the process of curriculum development to facilitate skills transfer to the relevant MoE/DMoEL staff. 3- Conduct consultation meetings/workshops with a variety of technical experts from MoE/DMoEL and non-formal education and literacy stakeholders on YABE level II instructional materials. 4- Conduct presentations for a variety of stakeholders on the YABE level II curriculum (including syllabi and instructional materials). 5- Develop a Country Study on Iran for the 2021/22 GEM Regional Report on South Asia, which will serve as a benchmark study for Afghanistan. The country study will adhere to the conceptualization of the 2021/2 GEM Report *\[Concept note at \]* by focusing on many dimensions of non-state activities: provision, financing, regulation, innovations, and policy influence. It will focus on the current state of the sector and perspectives; regulatory and financing policy developments that led to the current state of affairs; and important recent trends that will have implications for policy development in the near term. The analysis should begin by mapping the education system actors who are operating in the different domains of activity, such as formal schooling and university, textbook and technology provision, infrastructure and school meals, and financing and regulating education. It will analyze policies and regulations relevant to non-state actors on paper, and also explore how it functions. The analysis will include (1) secondary analysis using datasets and/or documents, policy and regulation documents; and (2) primary analysis using government and non-state stakeholder interviews, focus groups and/or surveys. Primary data collection (if feasible) should capture variation within country (e.g. poorer and richer states/provinces/regions). Long Description ---------------- **Timeframe for deliverables** The consultancy is expected to start in February 2021 and completed by September 2021: By 1 March 2021: • Capacity Building Programme for non-formal education Curriculum Development • 1st lessons of YABE level II Literacy instructional materials • Data collection update on the GEM Report Case Study By 1 April 2021: • 1st draft of YABE level II Literacy instructional materials (Textbook/Workbook, Teacher Guide and Assessment Tools) By 1 May 2021: • 1st draft of YABE level II instructional materials for Numeracy and Life Skills (Textbook/Workbook, Teacher Guide and Assessment Tools) By 1 June 2021: • Consultation Workshop with a variety of technical experts from MoE/DMoEL on YABE level II Textbook/Workbook, Teacher Guide and Assessment Tools in all three learning areas • 1st draft of the GEM Report Case Study By 1 July 2021: • 2nd draft of the YABE level II Literacy Instructional Materials (Textbook/Workbook, Teacher Guide and Assessment Tools) By 1 August 2021: • 2nd draft of the YABE level II Numeracy and Life Skills Instructional Materials (Textbook/Workbook, Teacher Guide and Assessment Tools) • 2nd draft of the GEM report Case Study By 1 September 2021: • Final curriculum documents for YABE level II, both syllabi and instructional materials for Literacy, Numeracy and Life Skills • Presentation for a variety of stakeholders on the YABE level II Curriculum (including syllabi and instructional materials) • Final draft of the GEM Report Case Study Long Description ---------------- **COMPETENCIES (Core / Managerial)** ------------------------------------ Accountability (C) Communication (C) Innovation (C) Knowledge sharing and continuous improvement (C) Planning and organizing (C) Results focus (C) Teamwork (C) **-** ----- For detailed information, please consult the [UNESCO Competency Framework](https://en.unesco.org/sites/default/files/competency_framework_e.pdf). **REQUIRED QUALIFICATIONS** --------------------------- **Education** • Advanced degree (at least Master’s degree) on education, psychology, social science or a related field. **Work experience** • At least 10 years of relevant work experience in education, including curriculum development; and • Previous work experience in education projects in developing context such as Afghanistan. **Skills** • Sensitivity and adaptability (cultural, gender, religion, race and nationality); • Excellent research skills; • Excellent analytical and writing skills; • Competent computer skills for word processing, presentation and data analysis; and • Excellent independent working skills. **Language** • Fluency in English (both written and spoken). **DESIRABLE QUALIFICATIONS** ---------------------------- **Education** • Advanced degree (doctoral degree) on education, psychology, social science or a related field. **Work experience** • At least 10 years of relevant work experience in education, particularly curriculum development for non-formal education; and • Previous work experience dealing with Government counterparts, particularly the Ministries of Education. **Language** • Knowledge in Pashto and/or Dari (Persian). **SELECTION AND RECRUITMENT PROCESS** ------------------------------------- Please note that all candidates must complete an on-line application and provide complete and accurate information. To apply, please visit the [UNESCO careers website.](https://careers.unesco.org/careersection/2/joblist.ftl) No modifications can be made to the application submitted. Candidates are invited to submit an Employment History Form during online application. It is required to provide the information: • Details of work experience, including prior experience of similar and relevant work; • A list of past similar work or reports/publications written with hyperlinks to access such papers if they are available online or samples of such papers if they are only available offline. (Insert the list in main achievements or at the end of the Employment History Form as it is not allowed to upload multiple documents in the system.); and • A brief proposal (1-2 pages) discussing (1) the approach/methodology to undertake the assignment, (2) key deliverables with a timeframe and (3) proposed fees. (Insert your proposal at the end of the Employment History Form.) The evaluation of candidates is based on the criteria in the vacancy notice, and may include tests and/or assessments, as well as a competency-based interview. UNESCO uses communication technologies such as video or teleconference, e-mail correspondence, etc. for the assessment and evaluation of candidates. Please note that only selected candidates will be further contacted and candidates in the final selection step will be subject to reference checks based on the information provided. **Footer** ---------- UNESCO applies a zero tolerance policy against all forms of harassment. UNESCO is committed to achieve and sustain gender parity among its staff members in all categories and at all grades. Furthermore, UNESCO is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities, as well as nationals from non-and under-represented Member States [(last update here)](https://en.unesco.org/careers/geographicaldistribution) are equally encouraged to apply. All applications will be treated with the highest level of confidentiality. Worldwide mobility is required for staff members appointed to international posts. UNESCO does not charge a fee at any stage of the recruitment process.