Consultancy – E-Learning, Programme Effectiveness , DAPM, NYHQ (remote based)

Consultancy: E-Learning Consultant to develop a set of self-paced e-learning modules on Measuring Child Poverty 
Section/Division/Duty Station: Learning and Knowledge Exchange, DAPM, NYHQ – remote-based
Duration: 7 months

If you are a committed, creative professional and are passionate about making a lasting difference for children, the world’s leading children’s rights organization would like to hear from you. For 70 years, UNICEF has been working on the ground in 190 countries and territories to promote children’s survival, protection and development. The world’s largest provider of vaccines for developing countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS. UNICEF is funded entirely by the voluntary contributions of individuals, businesses, foundations and governments. UNICEF has over 12,000 staff in more than 145 countries.

For every child, Hope

UNICEF is the lead agency in monitoring the wellbeing of children, with a mandate to support countries in collecting reliable data on children, as well as to track progress against internationally agreed targets including the Sustainable Development Goals (SDGs).   

The Child Poverty and Gender Equality team within the Data Analysis and Innovation Unit covers a range of topics, including child poverty measurement, which is the topical focus of this consultancy. Further to UNICEF’s role, in collaboration with the World Bank and UNDP, supporting countries to monitor progress towards SDG target 1.2.2 on multidimensional poverty, in particular child poverty. 

As part of the support to countries, online training will be developed for staff of National Statistical Offices. The trainings will combine live format with packaged sessions stand-alone/self-paced e-learning.  The latter will provide the background knowledge, conceptual framework, definitions, etc as well as instructions for practical exercise to be carried out by participants using their own national datasets (learning by doing). In addition to the e-learning, participants could receive one-on-one support or an opportunity to participate as part of a group format via videoconference or live Zoom workshops, which will allow them to engage in hands-on learning with their own datasets and will receive practical live support from a team of specialists helping through calculations, syntax writing, estimation, graphical presentation, and analysis of results. 

An online self-paced training package was produced by UNICEF and ECLAC in 2011/12. It is available in Spanish and English. However, it needs updating. Also, the content has already been used in several countries and regional training workshops (live, using Powerpoint slides, and via videoconference) throughout the world. 

How can you make a difference?

Very few countries are currently reporting on SDG 1.2.2 (multidimensional poverty) and even a smaller number report child poverty (which both the text of the SDG and the reporting platform constructed by the World Bank, UNDP, and UNICEF explicitly mention child poverty, i.e. distinct from a mere disaggregation by age of household poverty). By training staff of National Statistical Offices it is expected countries will have knowledge and capacity to estimate and report on child poverty. 

The purpose of this consultancy is to support the development of a self-paced e-learning package intended for staff at National Statistical Offices (NSOs). The objective is to support NSOs in order for them to be able to periodically calculate, analyse, report, and use their own child poverty estimates.  The Consultant may be asked to advise on structure and activities for implementing live trainings via videoconference and make recommendations on incorporating appropriate practical activities/case studies into the agenda for use in the virtual trainings.   

The e-learning package on Measuring Child Poverty will consist of 5 modules, estimated at 1 hour each on various topics, developed on UNICEF’s Learning Management System (a Totara/Moodle platform) using a combination of tools such as Articulate Storyline/Rise and the Learning Management System (LMS) functionalities. Each module will go in depth on Measuring Child Poverty contents and could comprise various methodologies such as gamification, recorded ‘lessons’, assignments, quizzes, tests at the end of each module and final action learning projects. The content will be provided by the Subject Matter Experts in the form of PowerPoints, documentation, links to documents, reports, etc.  

The Consultant will be responsible for reviewing the existing content, set clear and realistic objectives, finalize and adapt the learning content for e-learning purposes, select the right authoring tool and design, develop and produce the e-learning package. The exact modules title and content will be discussed with the Subject Matter Expert, but the provisionally they are:  

Module 1: Introduction to Measuring Child Poverty (General overview) 

Module 2.  Poverty, conceptual definitions and measurement issues  
Module 3. From individual deprivations to child poverty: Choosing dimensions, indicators, and thresholds 

Module 4. Further analysis: Describing and disaggregating child poverty.  

Module 5. Sensitivity Analysis 

Terms of Reference / Deliverables

Scope of Work: 

Under the overall direction of the Senior Adviser Statistics and Monitoring and the Learning and Development Specialist, the Consultant, in close collaboration with the colleagues in Programme Group – Social Policy, will be responsible for the design, development, and implementation of four modules on Measuring Child Poverty that will be different in their objectives and content, but similar in their features and the user-experience.  The e-learning modules will be hosted on UNICEF’s Learning Management System – AGORA. 

Specific Tasks:  

• Evaluate the existing content developed by the Subject Matter Experts (in DAPM, Programme Group – Social Policy, Regional Offices and external experts) in the format of PPT presentations, agendas, links to internal material and other formats by regularly meeting and discussing the content development and incorporate initial instructional strategies into the materials provided by the Subject Matter Experts. Prepare a detailed project plan with expected review timeframe for the Subject Matter Expert (s) considering the deadline of each deliverable listed in the contract and planning on what aspects could be developed in parallel.  
• Liaise with DAPM LKE learning team to get oriented and familiarize with UNICEF’s best practice strategies for online learning development, including an orientation to UNICEF’s Learning Management System (LMS) and to ensure adequate methodologies and tools for online engagement are developed. 
• Develop a Detailed Design Document (DDD)/Macro design document: a MS Word document describing the design, development and steps to integrate/produce the content — that is, the lessons or modules and all the deliverables necessary, including suggestions for authoring tools and/or platforms used to produce the modules.  
• Prepare and design content into scripts/storyboards for each module by incorporating instructional design to develop the online learning package (e.g. propose micro-learning assets, short videos or video tutorials, animations, games, quizzes, simulation exercises, incorporation of practical activities and case studies, etc.) 
• Once the content is finalized and shaped for e-learning purposes, move to production and implementation of the scoped e-learning modules (exact number to be defined at the beginning of the project upon consultation with the SMEs). This may include producing the modules as SCORM based packages in Articulate Storyline 360, creating short videos, or using UNICEF’s LMS features to create and set up of the online learning programme on the Learning Management System using the LMS capabilities (e.g. H5P, quizzes, discussion forums, assignments, integration of videos, links to documents, case studies, assessment methods, feedback evaluation, etc.) and incorporate various other activities and resources.  
• When requested, provide advice on structure and activities for implementing live trainings via videoconference and make recommendations on incorporating appropriate practical activities/case studies into the agenda for use in the virtual training.   
• Ensure monitoring and evaluation methods.  
• Ensure frequent coordination between DAPM/D&A and Programme Group – Social Policy, and organise continuous feedback by PG-Social Policy colleagues on proposed content. 

 

Work Assignment Overview
eTasks/Milestone:		Deliverables/Outputs:
1.1. Evaluate the existing content developed by the Subject Matter Experts (in DAPM, Programme Group – Social Policy, and external experts) in the format of PPT presentations, agendas, links to internal material and other formats by regularly meeting and discussing the content development.     Prepare a detailed project plan with expected review timeframe for the Subject Matter Expert (s) considering the deadline of each deliverables listed in the contract and planning on what aspects could be developed in parallel.       1.2 Develop a Detailed Design Document (DDD)/Macro design document		1.1 Ensure that the draft content prepared by the Subject Matter Expert is fit for e-learning purposes and/or make direct changes to reflect this. Incorporate initial instructional strategies into the materials provided by the Subject Matter Experts.                   1.2 The high level design document or the micro-design document should outline goals, the number of modules to be produced and draft learning objectives for each with initial ideas for instructional design approach. It should describe the design, development and steps to integrate/produce the content — that is, the lessons or modules and all the deliverables necessary, including suggestions for authoring tools and/or platforms used to produce the modules.
2. Develop scripts/storyboards for all modules including prototyping for modules 1, 2, 3, 4 and 5.		2. The storyboards/scrips for each module could be in the form of PPT or MS Word document detailing description of onscreen content (text and images), audio narration script, activities and production notes which will be submitted to UNICEF’s SME for validation and sign off. The storyboards/scripts should also include a brief introduction to the modules, goals, learning objectives for each module, steps to reach the objective and methodology to be included for delivering it, modules length, identification of activities, interactions, links and structure of content. Following sign off on the scripts/storyboards, the Consultant will start the course production.    For the prototyping, overall look and feel for the course, Page types, portions of the graphic approach (colours) and mechanics (interactivity) should be proposed. Utilize tools such as Articulate Storyline or Rise, H5P, or a combination of features and tools and use UNICEF’s Learning Management System (LMS) – a Totara based platform to host the course modules.
3. 1. Develop and produce Alpha working version of all modules. Use UNICEF’s LMS as a platform to host the e-modules. Implement feedback from reviewers.                                  3. 2 Ad-hoc advise on structure and activities for implementing live trainings via videoconference and make recommendations on incorporating appropriate practical activities/case studies into the agenda for use in the virtual training.		3.1 This may include producing the modules as SCORM based packages in Articulate Storyline 360 or using a combination of tools to develop micro-learning assets and utilize UNICEF’s LMS features such as H5P to create and set up the online learning modules on the Learning Management System using the LMS capabilities (e.g. H5P, quizzes, discussion forums, assignments, integration of videos, links to documents, case studies, assessment methods, feedback evaluation, etc.) and incorporate various other activities and resources. Implement evaluation and feedback mechanisms. The alpha version should also include design elements, activities, narration and synchronized text and interactivities. This version will be submitted to UNICEF for review and sign off before the Consultant proceeds with the finalization of the course.     3.2 Provide ad-hoc advise on structure and activities for implementing the live trainings via videoconference if/when requested. Advice on drafting a facilitator’s agenda outlining activities for use in the virtual training.
4.1. Final Production and implementation of all modules. Use UNICEF’s LMS as a platform to host the e-modules. Identify end users to test the pilot.		4.1  Produce final version of the course modules (1-5) with all feedback implemented. At this stage, the modules should be fully integrated and set up on the LMS. A group of pilot users should be identified to test the course for completion tracking.

Qualifications

1) Education 

• University degree (Master’s) preferably in instructional design, adult learning, or online and distance education desirable. Social science, design/media or management degree (project management, human resources, business administration, international relations, psychology, etc.) possible if complemented with relevant on the job experience. Additional professional training an advantage. 

2) Work experience 

•  At least 5 years’ experience working on the development and implementation of online and/or blended learning programmes. Experience in working with learning management systems as a solution to deliver e-learning programmes is mandatory, preferably experience of Totara and/or Moodle. 

Proven professional experience in instructional design and the use of learning technologies for distance and blended training purposes.  

3) Competencies  

•  Exposure to international professional contexts and/or multicultural environments within the United Nations Systems, preferably in UNICEF. 
•  Prior experience in the design and development of online learning activities and resources for adults. 
• Prior hands-on experience in innovating and using modern technologies and methodologies to support UNICEF’s learning initiatives is desirable.  
• Advanced knowledge and understanding of Totara LMS or Moodle LMS environments – in particular regarding content development and set up.  
• Knowledge and experience with Articulate Storyline, Rise, iSpring, Camtasia or similar, modern authoring tools.  
• Strong pedagogical skills, capacity to develop self-paced e-learning courses. 
• Good understanding of graphic design for learning principles. 
• Knowledge and understanding of content management platforms and knowledge sharing tools highly desirable.  
• Attention to detail, excellent organizational skills, ability to work well with others. 
• Ability to work with virtual teams  
• Excellent oral and written communication skills 
• Fluency in English is required. Fluency in another UN language is an asset.

Requirements:

• Completed profile in UNICEF’s e-Recruitment system and provide Personal History Form (P11) Upload copy of academic credentials
• Financial proposal that will include:
  • Overall estimated amount of funds to complete all the deliverables
  • An estimate amount of funds for each deliverable
  • Kindly provide a breakdown in terms of days needed for each deliverable with a daily rate
• Any emergent / unforeseen duty travel and related expenses will be covered by UNICEF.
• At the time the contract is awarded, the selected candidate must have in place current health insurance coverage.
• Payment of professional fees will be based on submission of agreed satisfactory deliverables. UNICEF reserves the right to withhold payment in case the deliverables submitted are not up to the required standard or in case of delays in submitting the deliverables on the part of the consultant.

U.S. Visa information:

With the exception of the US Citizens, G4 Visa and Green Card holders, should the selected candidate and his/her household members reside in the United States under a different visa, the consultant and his/her household members are required to change their visa status to G4, and the consultant’s household members (spouse) will require an Employment Authorization Card (EAD) to be able to work, even if he/she was authorized to work under the visa held prior to switching to G4.  

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

For every Child, you demonstrate…

UNICEF’s core values of Care, Respect, Integrity, and Accountability.

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 to become a part of the organization.

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, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles.

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.