Consultancy: Protocol to Adapt and Prepare Learning Materials for Primary and Secondary Students from Indigenous Communities

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 grows 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.

For more information on the work of UNICEF visit Facebook, Twitter, YouTube / www.unicef.org/lac

For every child, inclusion 

This consultancy is to design, validate and implement a Protocol or Guide with criteria of relevance and quality for the adaptation of existing materials in indigenous languages as well as the elaboration of new materials according to new educational needs of indigenous populations in the context of Covid-19.

How can you make a difference?

Specific Tasks

1. Undertake a mapping and systematization of protocols available in the countries of the region with highest indigenous population for the adaptation and / or preparation of learning materials in indigenous languages. Organize them by types of materials and educational levels. Identify common aspects in the adaptation and / or elaboration of educational materials, criteria that are considered and the results obtained.
2. Systematize the various types of materials that have been produced in the region and the sociopedagogical and cultural approaches behind the types of educational materials and the linguistic model that support them, including Sign Language as one more language.
3. Design a proposal for a protocol for adapting and preparing culturally sensitive learning materials in indigenous languages, considering different types of materials: for all educational levels, for different formats (physical, digital, interactive, for radio, for television ), for different socio-linguistic scenarios (materials for indigenous language as mother tongue, for indigenous language as second language or heritage language, for revitalization of languages in danger of disappearing and relevant sign languages), among others.
4. Validate the protocol for materials in indigenous languages in at least four types of materials and in four different native languages.

Expected results 

1. Mapping of the protocols available to the countries of the region (at least four countries) for the adaptation and / or elaboration of learning materials in indigenous languages. Organize them by types of materials and educational levels. Identify common aspects in the adaptation and / or elaboration of educational materials, their considered criteria and the results obtained.
2. Systematization of the types of materials and description of the psycho-pedagogical approaches behind the types of educational materials and the linguistic model that support them, including Sign Language as one more language.
3. Proposal for a new / updated protocol for adapting and preparing learning materials in indigenous languages, considering different types of materials: for the three educational levels of basic education, for different formats (physical, digital, interactive, for radio, for television), for different socio-linguistic scenarios (materials for indigenous language as mother tongue, for indigenous language as second language or heritage language, for revitalization of languages in danger of disappearing), among others.
4. Protocol of materials in indigenous languages validated and completed and located in the repository.

Deliverables 

1. Mapping of the protocols available to the countries of the region (at least four countries) for the adaptation and / or elaboration of learning materials in indigenous languages. [20 days]
2. Systematization of the types of materials and description of the psycho-pedagogical approaches behind the types of educational materials and the linguistic model. [30 days]
3. Proposal for a new / updated protocol for adapting and preparing learning materials indigenous languages, considering different types of materials. [40 days]
4. Protocol of materials in indigenous languages validated. [30 days]

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

• Education: University degree on inclusive education, editorial work, anthropology and social sciences. Masters or specialization degrees preferred.
• Work Experience: 10 years of experience working on issues of educational materials in general and in indigenous languages and for intercultural bilingual education. 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: An expert in bilingual intercultural education issues with experience in preparing materials in indigenous languages and knowledge of indigenous peoples and languages.

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 work remotely, home-based. 

Duration: The estimated start date is 2 November 2020, the durations 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.