Digital Learning Support Solomon Islands

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

And we never give up.

For every child, an opportunity 

To support implementation of online based learning as outlined in the learning continuity plan of Solomon Islands, Ministry of Education and Human Resource Development (MEHRD) has compiled a range of curriculum aligned resources which includes remote learning packages for early childhood education (ECE), Pre-primary Education (PPY), primary and secondary levels which have been uploaded on an online platform called iResources led by MEHRD. The overarching goal of the online platform is to support schools with curriculum-aligned and locally produced resources through digital platform to increase equitable access to quality and learning materials.

The iResources web platform has been developed by MEHRD as a repository to find these support resources for use in teaching and learning, including supporting remote learning during emergencies like COVID-19, in Solomon Islands. The iResources platform facilitates students, teachers and families to download resources for each grade under specific areas. Broadly the category of resources available in the platform for each grade includes:
• Curriculum and Syllabus
• Theme/Subject wise learning materials
• Podcast Audio Files which have episodes on learning continuity aired on radio,
• Stories for children
• Teacher guides
• Additional COVID-19 focused resources (COVID-19 information and guidance for schools, cyber security guidance, COVID-19 prevention information, guidance for parents to support learning)
• Links to e-learning platforms for additional learning resources

How can you make a difference?

In close collaboration with the Teaching and Learning Division and other relevant units and divisions within MEHRD, the consultant is expected to undertake the following tasks:
1. Development of inception report and plan for revision of iResources
a. Carry out an assessment of the current status of online learning in Solomon Islands including use of MERHD’s online learning strategies. This will involve reviewing the iResource platform and the content as well as other home-learning modalities in the country and identifying the gaps and challenges focusing on issues faced by vulnerable populations of children.
b. Based on the assessment, facilitate an inception workshop to develop an inception report with implementation plan for the consultancy. The inception report will also include best practices on online learning and experience with platforms from the Pacific regions as well as other regions and provide an approach to expanding the access to iResources for vulnerable groups including children with special needs.
c. Based on the assessment of the current status, the inception workshop a, report and further consultations with MERHD, develop and validate a plan to revise iResources which can facilitate strategic and systematic approach to online learning. The plan will include MERHD’s vision for online learning in Solomon Islands, current priorities and concrete steps to be taken to revise the iResources platform to support equitable approach for online learning.
2. Implementation of revision of iResources as per validated plan
a. Based on validated plan for revision of iResources, support the revision process and implementation of the revised iResources platform.
b. As part of implementation, manage curriculum resource repository and use, including monitoring and analyzing data on platform usage and provide status reports on a regular basis. Build in feedback collection mechanism in the platform to collect data and develop reports on user experience of using the platform, especially for remote schools and vulnerable and marginalized groups of users.
c. Enable user tracking to better understand the users of iResource and the potential challenges especially for schools in remote areas and for marginalized groups including children with special needs. This may include potential addition of login features to iResource, which enables capturing user data without compromising online security.
d. Improve iResource use as a teaching-learning tool by supporting development and deployment of interactive and user-friendly features. For example, introduction of technological solutions to capture gaps in current teaching and learning resources and support that teachers and students may need, simple self- assessments tools for students and for MERHD to assess children’s learning and other feasible relevant features. Review if necessary, consider existing digital tools, such as RapidPro, to complement any potential missing features of iResource. Review and document implementation experience of these technological solutions, map any challenges encountered and undertake any required improvements.
e. Work with Information Services Division (ISD), Information Communication Technology Support Units (ICTSU) and Telekom to resolve and improve any technical and security issues with the iResource platform. Explore feasibility and develop clear roadmap, to develop a range of IT solutions to better strengthen and improve delivery of resources to remote areas which may include
i. Developing technological solutions for providing iResources offline
ii. Development and deployment of iResources through mobile based and handheld devices
iii. Options of providing zero rating the iResource website to give free access to users who have challenges to afford data to improve delivery for marginalized groups
3. Building online content and roadmap for deploying iResources through diverse mechanisms
a. Support Teacher Professional Development (TPD), Curriculum Development (CD) and Innovation Unit (IU) projects with relevant digital content creation (e.g. Inclusive Education; early language learning resources).
b. Source Open Education Resources (OER) and external resources across year levels/subjects, in collaboration with Curriculum Development Division (CDD) and disseminate through iResources using an organized approach.
4. Support Capacity Building and Advocacy on iResources
a. Moderate feedback and questions coming through iResource and create a system of forwarding requests and comments to relevant MEHRD officers. Use these questions and feedback to further contribute to the continuous improvement of iResources.
b. Build capacity of MEHRD team on managing, monitoring and updating iResources platform on a regular basis with fresh, improved material.
c. Through a consultative process, develop a communication/socialization package for Education Authorities, teachers and students to improve awareness, understanding and use of the iResources platform.
5. Final report of the consultancy
a. Complete final report of the iResource experience in Solomon Islands, considering how this and other tools can effectively form part of a home and classroom-based learning strategy to be able to reach all students in the country, and document recommendations for the way forward

To qualify as an advocate for every child you will have…

• Advanced degree in education, information technology, statistics, communication, engineering, or other relevant fields. In lieu of a specific academic degree, relevant experience may be considered to meet this requirement
• At least 8 years of professional experience in Technology for Development (T4D) and/or information system development, including mobile and web-based applications with manifested capacity to manage programmes involving many stakeholders. Specific experience on ICT for learning or digital learning is a necessity for this consultancy.
• Experience managing user-driven design processes in software development and support.
• Excellent communication abilities, both written and oral
• Demonstrated ability and experience in coordination, and able to work under pressure
• Previous experience of working in Solomon Islands will be considered an asset. Experience of working in the Pacific particularly with Ministry of Education or with government counterpart in Pacific Island Countries (PICs) is preferred, including the provision of technical support or implementing programmes in relation to ICT, capacity building and monitoring.
• Sound knowledge of the education sector in PICs and Ministry of Education policies and processes; familiarity with UNICEF work and communication standards strongly preferred; familiarity with the Pacific region particularly the Solomon Islands is an asset..

For every Child, you demonstrate…

UNICEF’s values of Care, Respect, Integrity, Trust, and Accountability (CRITA).

To view our competency framework, please visit here.

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 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.

Remarks:

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.