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UNICEF SUPPLY DIVISION-COPENHAGEN

Handbook for EiE curriculum for Education kits

Terms of Reference ______

Background and rationale

UNICEF has developed five (5) education-related kits for use by Country Offices for Education in Emergencies (EiEs) and programme development. The kits are as follows:

-The School-in-a-Box (kit for 40 students and 1 teacher with 35 components: 21 teacher's items and 13 students' items packed in 1 lockable metal box);

-The Recreational Kit (consisting of 23 components, 11 are teacher's items and 11 are students’ items, packed in 1 lockable metal box; the kit is designed to cater for up to 90 children playing simultaneously);

-The Early Childhood Development Kit (composed of 37 items, the kit aims to provide a range of activities to encourage the development and social interaction of children, such as playing, story-telling, numeracy, etc. with materials also provided for caregivers. In addition, the kit provides water and sanitation items for the improved health and awareness of children); and

-TheMath and Science kits (consisting of 32 items including instruction manuals and metal box, mainly for teacher’s demonstration and also for student activities).

There is a need to unify existing materials and training guidelines in the different areas of curricula. This will help to create a systemic and rational assemblage of educational guidelines and teaching /educational pre-packed materials.

One of the primary goals of the distribution of the education kits is to help re-establish learning and psychosocial support through activities of recreation, play and expression, as the first step towards restoration of standard schooling following an emergency. To date, the education kits have mainly been used as individual kits and are regarded as a supply/material intervention. There has not been sufficient emphasis put on the proper use of the kits.

UNICEF believes that the impact of the distribution of the kits can be extended from a simple first response of pedagogical supplies to one of fostering learning, growth and development. To achieve this, it will be necessary to produce a generic training instrument and annotated teacher’s guides to coherently link the various kits and their functionality. With this, and proper teacher training it will be possible to extend the utility and effective impact of the individual kits.

Purpose/Objectives of the proposed consultancy

Under this contract, the consultant will create a systemic instrument with specific guidelines to consolidate and articulate an emergency curriculum to link all five (5) education kits that have been produced for UNICEF’s EiE response in a modular fashion. In addition, the consultant will review a new Emergency Play Kit and create a simple activity guide for the Kit. In order to successfully complete this consultancy, the consultant will collaborate with UNICEF Programme Division Education Section in NY with technical supervision from the Education Sections in Geneva and Copenhagen. The project development will be peer reviewed along the process by a team of technical experts in curriculum, logistics and eventually UNICEF field Education Specialists.

Specific tasks of the proposed consultancy

Task I: Review of Current Kits and Initial Assessment:

This task consists of the review of the five (5) existing kits and the different local teacher guides that have already been developed in some countries and the new Emergency Play Kit. On the basis of this review, the consultant will provide a written document/report with an initial assessment of the project plan and proposed methodology. This methodology will include an EiE systemic curriculum handbook (SCH) that will include a set of generic/sample and annotated Teacher’s Guides for each type of existing kit with "Training of Trainers" guidelines and an Activity Guide for the Emergency Play Kit. These guidelines will provide step by step examples of demonstration of the use of the kit’s instruments and the activities required in the acquisition of educational skills and psychosocial progress.

Task II: Elaborate the "Teacher’s Guide":

This task consists of the production of the SCH with "Teacher’s Guides" with "Training of Trainers" guidelines to consolidate and articulate a curriculum to link all five (5) education kits in a modular way. It will contain a set of instructions on the:(i) best approach to achieve an education environment in emergency situations, (ii) use the components of the various kits to foster learning, growth and development, and (iii) facilitate the training of teachers in the use of the kits.

Note: Both Task I and Task II - involve collaboration with UNICEF Programme Division and peer reviewers from different specializations according to the content of the kits Guidelines for technical input on curricula-related matter (i.e. preschool, language teaching, mathematics, science and expression-psychosocial support). Most of the existing instruments are quite generic in nature and have been already translated to several languages where the kits have been used. However it is foreseen that in the case of language teaching, given the linguistic diversity of the target populations, there is a need to follow and adapt the pre-existent curricula of the local languages.

Task III: Elaborate the "Activity Guide" for the Emergency Play Kit:

This task consists of the production of a simple activity guide for the Emergency Play Kit. The "Activity Guide" will include instructions on the use of the various play items in childhood development.

Selected key deliverables and deadlines

The deliverables for this consultancy will consist of two documents:

  • Proposal/outline: At the end of the second week, the consultant will be expected to deliver a document/report with initial assessment and proposed methodology and timing for the rest of the project so that the full scope of the consultancy project is agreed by all parties. This proposal will require a peer review group to provide specific inputs in the different aspects of curricula for each kit. If required, the consultancy will continue to rely on peer review support along the process of writing the teacher guidelines and training materials.
  • Final documents: The actual products, to be delivered towards the end of the project (i.e., within 8-10 weeks of the commencement of the consultancy). The drafts of the guides will then be peer-reviewed and final documents submitted based on comments received.

Duration and cost proposal

The consultancy is for 3 months (60 working days) and pay will be based on experience.

Note: The consultant will work from home. However, they will need to be in regular communication with the supervisor through telephone and emails. It is expected that no additional resources, such as in-field travels, will be needed. Should these needs arise, they will be covered at Education Unit’s own expense.

Suggested Payment schedule

Payment of the fees will be based on deliverables as follows:

  • A first payment of 30% upon completion of Task I.
  • A second payment of 30% upon submission of first draft of the guides.
  • A third and last payment of 40% upon completion and full satisfaction of Tasks II and III and submission of the final, peer-reviewed guides.

Key skills, technical background, and experience required:

  • Masters or Advanced Degree in the field of education with knowledge on curriculum development and planning;
  • Experience with producing users’ manuals and documentation;
  • At least eight years progressively more responsible professional experience in education with extensive experience in the humanitarian/post-conflict sector;
  • Demonstrated experience in conflict and natural disasters education planning and programming, including analytical skills, solution oriented programme design skills and management skills;
  • Some exposure to/knowledge of UNICEF work in education in the humanitarian/post-conflict sector directly or as a partner;
  • Professional Capacity Development skills;
  • Strong communication skills;
  • Training skills;
  • Excellent English writing skills; and
  • International experience working with Governments and International Organizations will be an asset.

Requirements for responding to this TOR

  • Letter of interest
  • Curriculum Vitae
  • Sample of any similar manual and/or curriculum-related document prepared by consultant

Evaluation criteria

  • Expertise and experience of the consultant
  • Interviews with shortlisted applicants
  • Technical (written) assessment

Health Statement and Certificate of Good Health

Insurance and Good Health Certificates to be provided by the consultant upon selection.

How to apply?

Qualified candidates are requested to submit a cover letter with subject line: (Education Unit Consultant) and CV (which can be downloaded from our website at to y 5 August 2011.