Individual Consultant to develop a self-paced online learning on RBM for Inclusive Social Development, UNICEF South Asia

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, a future

How can you make a difference?

1. Rationale:

With more UNICEF staff being trained on the results-based approach (over 8,000 staff since 2016), it is becoming clearer that to achieve results in a sustainable manner and to ensure no one is left behind, RBM principles and applications also need to be integrated in the planning, implementation, monitoring, reporting and management processes of UNICEF partners, mainly government and Civil Society Organizations (CSOs).

The concept of RBM for partners have evolved significantly from 2018 to 2019, after two global UNICEF RBM gatherings (Oct 2018 Budapest and February 2019, Kathmandu). Originally the initiative started as RBM for Partners, in response to a strong demand from UNICEF country offices across the regions to extend RBM capacity building to UNICEF implementing partners (government and CSO). In 2017, UNICEF Regional Office for South Asia (ROSA) developed and piloted a face-to-face training package for UNICEF’s Implementation Partners in Islamabad, Pakistan. Following that a consultation on RBM for Partners consultation in Kathmandu was held February 2019. This concept evolved into RBM for Inclusive Social Development, which departed from the classic face-to-face trainings, to developing a nimble package of RBM in government planning, monitoring, reporting and evaluation processes, with an ultimate goal to institutional RBM in government.

Under this new concept, a strong emphasis on inclusion and inclusive development, which was incorporated into the RBM content. This would add focus on reaching results at scale and leaving no one behind. The new RBM approach hinged on three principles: (i) going beyond trainings, (ii) partnership and co-creation and (iii) commitment from government.

By end 2019, RBM for Inclusive Social Development (ISD) consisted a flexible training slide deck in the form of a PowerPoint including 9 modules that were developed. Due to the Covid-19 pandemic that hit in 2020, UNICEF Regional Office of South Asia (ROSA) would like to transform the existing slidedeck into a self-paced e-learning course using an authoring tool such as Articulate Storyline, Rise or Spring,. Once the course is produced, it will be integrated and launched on UNICEF’s Learning Management System – AGORA (a Totara based platform). The audience for the course will be government partners, typically senior civil servants holding posts at centralized and decentralized governance levels. 

The activity cannot be performed by an existing staff member, given the technical competencies which does not exist within the UNICEF ROSA office.

2.  Purpose:

The purpose of this consultancy is to develop a self-paced e-course using an E-learning authoring software such as Articulate Storyline, Rise or Spring. The course style, design and overall look and feel should be similar to what UNICEF had previously developed for an already existing more complex  RBM e-learning package for RBM staff (e.g, https://agora.unicef.org/course/info.php?id=3122)

For the development of the RBM for Inclusive Social Development e-learning course, the consultant will refer to a 100-slide deck that will be shortened and provided to him/her in its final content, along with the graphic design elements supporting the slide deck. The e-course should not be more than 100 minutes long. The original slide deck consists of 263 slides. This slide deck will be used as a primer before an actual face-to-face training course on RBM ISD (which is based around a complete slidedeck of 263 slides, covering 9 modules).

B) Technical criteria for the development of the course

    The course should be SCORM 1.2 compliant.

• Compatible with all recent HTML5 compliant browsers including, for example, Internet Explorer 11+, Firefox 83, Chrome 87, Safari 10
• Mobile and touch-friendly interfaces and activities (fully responsive or adaptive)
• Accessibility compiling with the WAI guidelines to level AA
• Compatibility with recent computers, tablets, and smartphones: an example of devices including Windows 10 desktops and laptops; iPad: 2,3,4, 9, 10, Android-based tablets and smartphones or Windows Surface tablet. The product should also be compatible with recent versions of Mac OS and Opera browsers.
• Does not require additional plugins.

C) Course Design criteria

• Brand the course using the current UNICEF branding (fonts, colors, logo).
• Use high contrast and “clean” designs (e.g. few colors backgrounds, shadows, or pictures that are not supporting content).
• Ensure that the course navigation is very clear (in particular sections visited or not, and course completion requirements – for example if specific quiz results are needed).
• No possible issues with completion tracking – e.g. lowering requirements to 90% of slides viewed, and no problem to take quizzes several times when/if needed.
• Ensure a reasonably high level of quality for all graphics and videos. This may require that some media are re-created or replaced. All sources files of graphics and videos should be provided to UNICEF.
• Strong preference for responsive design approaches (when appropriate).
• Design content to meet accessibility requirements.
• Use of modern templates and move effective and modern content treatments are welcome. For example, include infographics to present key ideas, statistics. Include introductory screens where missing. Break up lengthy text blocks that cause cognitive overload. Add stories or use of other instructional design methodology that features situations or challenged learners to face on a regular basis. Add assessments and quizzes where appropriate.

D) Accessibility compliance

UNICEF is committed to a leadership role in the design and development of accessible learning content. The AGORA team has created Guidelines for Accessible e-learning courses and the Consultant will be provided with the guidelines for reference of implementing best practices when developing the course. The foundational principles for the design of accessible eLearning courses developed for UNICEF are based on Universal Design. Extending the principles of Universal Design to specific requirements for accessible eLearning courses is facilitated by the Web Content Accessible Guidelines (WCAG) 2.1, Levels A and AA.

3. Key Assignments/Tasks:

Working directly under the supervision of the ROSA Programme and Planning Specialist, the consultant will be responsible for the following tasks:

• • A Project Design Document (PDD): A Word document containing a high-level course architecture, initial mock-up, technical specifications, updated timeline and risks/assumptions
  • Prototype: Overall look and feel for the course, Page types, portions of the graphic approach (colours) and mechanics (interactivity).
  • A script: A Word document detailing description of onscreen content (text and images), audio narration script (TBD), activities and production notes which will be submitted to UNICEF for validation and sign off. Following sign off on the script, the Consultant will start the course production.
  • Beta version: A Storyline published file with the completely integrated version of the course, including design elements, narration (TBD) and synchronized text and interactivities. This version will be submitted to UNICEF for review and sign off before Consultant proceeds with the finalization of the course. The Consultant could set up the beta version for testing on the LMS.
  • Final/Gold version: Final version of the course with all the feedback implemented, for sign-off and deployment on LMS.  Submission of all source files related to the course production (Storyline files, etc).

4. Deliverables:

1. Project Design Document (PDD): A Word document containing a high-level course architecture, initial mock-up, technical specifications, updated timeline and risks/assumptions. The Project Design Document will be developed based on interviews, conversations and Consultations with the responsible Subject Matter Experts.
2. Prototype: Overall look and feel for the course, Page types, portions of the graphic approach (colours) and mechanics (interactivity)
3. A script: A Word document detailing description of onscreen content (text and images), audio narration script (TBD), activities and production notes which will be submitted to UNICEF for validation and sign off. Following sign off on the script, the Consultant will start the course production.
4. Beta version: A Storyline published file with the completely integrated version of the course, including design elements, narration (TBD) and synchronized text and interactivities. This version will be submitted to UNICEF for review and sign off before Consultant proceeds with the finalization of the course.
5. Final/Gold version: Final version of the course with all the feedback implemented, for sign-off and deployment on LMS

Duration: 3 months (1 February 2021 to 30 April 2021)

Note: The consultant will work from home. 

Please submit your applications with financial proposal. Applications without the financial proposal will not be considered. Only shortlisted candidates will be contacted and advanced to the next stage of the selection process.

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

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.

 B. Work Experience:

• At least 5 years’ experience working on the development and implementation of online and distance learning programmes (knowledge or experience of instructional design, technologies, development processes, needs analysis)
• Experience in producing e-learning courses using Articulate Storyline, Rise, iSpring, Camtasia or similar, modern authoring tools.
• Exposure to international professional contexts and/or multicultural environments within the United Nations Systems, preferably in UNICEF.   
• Experience in coordinating the development of online learning activities and resources for adults.  
• Experience with video / audio recording and editing (semi-professional.  
• Prior hands-on experience in innovate and use modern technologies and methodologies to support UNICEF’s learning initiatives is desirable. 
• Understanding of accessibility and its application in eLearning. 
• Experience in working with Moodle / Totara Learning Management Systems as a solution to create and/or deliver e-learning programmes is beneficial.  

c. Language Proficiency:

• Fluency in English is required (both written and oral).

For every Child, you demonstrate…

UNICEF’s values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Communication, Working with People and Drive for Results.

The functional competencies required for this post are…

• Ability to design and develop online learning activities and resources for adults.
• Knowledge, in-depth understanding and hands-on 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
• Ability to effectively communicate with Subject Matter Experts and provide innovative ideas in order to deliver quality e-learning services. 

View our competency framework at

http://www.unicef.org/about/employ/files/UNICEF_Competencies.pdf

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:

Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.

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.