International Consultancy – Myanmar Curriculum Pilot (MCP) Implementation

Background:

For many years, Bangladesh has hosted Rohingya refugees, one of the world’s most persecuted minorities. Due to violence and persecution in Myanmar, an estimated 740,000 Rohingyas, around 57 per cent of whom are children, arrived in Cox’s Bazar district in August 2017. This brings the number of refugees in registered and unregistered camps to over 860,697. The sudden influx not only aggravates the pre-existing protracted crisis of Rohingyas in Bangladesh, but also puts additional pressure on the already fragile social and economic structure of Cox’s Bazar, one of the worst performing districts in almost all child-related indicators and one of the most vulnerable to disasters and climate change in the country. Currently, 350,105 children and youth are accessing learning activities at 3,316 learning centers in the 32 camps where Rohingya people from the 2017 influx reside. Education is provided based on an informal curriculum called the Learning Competency Framework and Approach (LCFA) which has four competency level; only the first two levels are approved by Government of Bangladesh (GOB) as Guidelines for Informal Education Programme (GIEP). While services are being provided for the upper levels of the LCFA and adolescent skills training, there were no government approvals and some partners faced uncertainty due to the absence of clear policy direction.

Refugee children have the right to access quality and inclusive education based on the curriculum of the country of their origin or the host country. Given the agreed position of the Myanmar and Bangladesh government, supported by the UN, that the Rohingya will be repatriated, emphasis is being placed on readiness for smooth reintegration into the education system and society on return to Myanmar. Rohingya community members continuously expressed their desire for their children to learn in the Myanmar curriculum, recognizing their long-term needs will not be met by an informal curriculum that does not offer recognized documentation of learning.  Advocacy to support these expressed interests was led by the Education Sector in Cox’s Bazar, including UNICEF and partners, which resulted in the Government of Bangladesh approving the use of the Myanmar curriculum in camps in December 2019. Following the Government’s decision, UNICEF and Education partners designed the first year of the Myanmar curriculum Pilot (MCP) to target a total of 10,000 learners in Grades 6-9. The age group corresponding to Grades 6-9 is targeted because 96 per cent of adolescents and youth still lack access to education despite interventions by Education Sector partners since 2017. Though learning centers in camps are still closed due to COVID as of October 2020, UNICEF is anticipating their reopening by the end of 2020.

Key next steps in rolling out the MCP will include the finalization of recruitment and training of teachers for the MCP. UNICEF and partners conducted a self-reporting exercise in March 2020, which mapped 1,267 Rohingya teachers in Cox’s Bazar and a subject-specific assessment tool based on the MC will be required to finalize the teacher roster. Additionally, the teacher training package will also need to include subject-specific modules for each of the grade levels. As UNICEF is on-the-ground partners in Cox’s Bazar and do not have experience with the Myanmar curriculum, specific expertise in the curriculum is required.

Purpose of Activity/Assignment:

The UNICEF office in Cox’s Bazar, Bangladesh is seeking a consultant with technical knowledge of the Myanmar curriculum, in order to support in identifying and developing Rohingya teachers capacities to align with the curriculums competency framework. The consultant will also provide Burmese language support in relation to teaching, learning and other curricular materials as needed. The consultant will work closely with UNICEF and partners to provide ongoing guidance related to the Myanmar, as well as producing four key deliverables throughout the assignment.

Inception activity: Develop Work Plan for achieving deliverables within timeframes indicated in the assignment

Deliverable 1:

• Mapping of Myanmar Curriculum Framework, teacher competency and students learning outcome assessment frameworks and associated teaching and learning materials

Deliverable 2: In coordination with UNICEF and partners, develop and field test a subject and grade specific assessment tool for teachers based on the MC framework for Grades 6 – 9 and adapted to the camp context

• Draft assessment outline with target competencies for Grades 6-9 teachers
• Draft test questions and assessment guide per the outline for Grades 6-9 teachers
• Supervise field testing of assessment tool for Grade 6-9 teachers
• Develop briefing of field test findings
• Supervise administration and evaluation of teachers competency assessment

Deliverable 3: In coordination with UNICEF and partners, support the development of the MC teacher professional development package (TPD), including the induction and continuous training needed to enhance teacher competencies in each subject for Grades 6-9 to effectively support learning

• Coordinate with the IP to collect and map available MC teacher guides for all Grades
• Support design and facilitation of subject and grade specific teacher training modules for the induction package for Grades 6 – 9
• Support design and facilitation of subject and grade specific teacher training modules for the continuous TPD package for Grads 6-9

Deliverable 4: Ongoing technical and Burmese language support throughout duration of consultancy (20% of time):

• Supporting development of multimedia teaching and learning materials as needed
• Continuous support to UNICEF CXB office in reviewing, translating and compiling information and materials in Burmese
• Provide other specific expertise and technical advice regarding content of the Myanmar curriculum.

Work Assignment Overview:

Tasks/Milestones	Deliverables/Outputs	Timeline	Budget
Deliverable 1:Mapping of Myanmar Curriculum Framework, teacher competency framework and learning outcome assessment framework and associated teaching and learning materials for all Grades	Comprehensive mapping report of Myanmar Curriculum Framework, teacher competency framework and learning outcome assessment framework and an electronic folder with al associated teaching and learning materials for all Grades	2 weeks from start date	10 percent upon acceptance of monthly report
Deliverable 2: In coordination with UNICEF and partners, develop and field test a subject and grade specific assessment tool for teachers based on the MC framework for Grades 6 – 9 and adapted to the camp context Draft assessment outline with target competencies for Grades 6 – 9 teachers Draft test questions and assessment guide per the outline for Grades 6 – 9 teachers Supervised/quality assured field testing of the assessment tool for Grade 6 – 9 teachers Develop briefing of field test and assessment findings	A comprehensive, field-tested and revised teacher assessment tools/guide for each subject and grade of the Myanmar curriculum	Within three months from start date	30 percent upon acceptance of monthly report
Deliverable 3: In coordination with UNICEF and partners, support the development of the MC teacher professional development package (TPD), including the induction and continuous training components, by mapping the requisite teacher competencies needed for each subject for Grades 6 – 9 Coordinate with the IP to collect and map available MC teacher guides for Grades 6 – 9 Support design and facilitation of subject and grade specific teacher training modules for the induction package for Grades 6 – 9	A teacher training plan for MC subject-specific competencies for Grades 6 – 9 to be integrated into the broader teacher induction and continuous professional development packages being developed by UNICEF and partners	By end of assignment	35 percent upon acceptance of monthly report
Deliverable 4: Ongoing technical and Burmese language support throughout duration of consultancy: Supporting development of multimedia teaching and learning materials as needed Continuous support to UNICEF CXB office in reviewing, translating and compiling information and materials in Burmese   Other specific expertise and technical advice regarding content of the Myanmar curriculum.	Satisfactory ongoing Burmese language support: Translated MC-related materials Quality assured digital content including audio visual developed to support teacher training Translated training materials	Throughout duration of assignment	25 percent upon acceptance of monthly report

Ongoing technical and Burmese language support outside of key deliverables will be reported in monthly reports.

Specific items will be developed in Burmese (except for English items) and strong English skills will be required to coordinate with UNICEF and partners. The teacher assessment tool and MC teacher training modules will require a keen understanding of the competencies required under the Myanmar Curriculum Framework. The consultant will also play a critical role in supporting the ongoing adaptation of the Myanmar curriculum for the camp context, which will require close work with UNICEF and partners. UNICEF Education Section in Cox’s Bazar will provide technical assistance as needed and facilitate the initial coordination between the Myanmar Curriculum Consultant and the implementing partners. 

Minimum Qualification/ Knowledge/Expertise/Skills required:

A Master degree, preferably in Education or another social science subject relevant to education, from a recognized university.

1. At least five years of experience working on curriculum development and/or Teaching Learning Materials (TLM)
2. Demonstrated experience with the Myanmar curriculum
3. Experience with teacher training and capacity building
4.  Experience of working in secondary education (knowledge of adolescent development also desirable)
5. Familiarity with Rohingya humanitarian response and
6. Proficient in Myanmar and English languages

Remarks:

Work Location: Cox’s Bazar based

Term of payment:  Monthly basis upon submission and acceptance of monthly progress reports.