UNICEF recruits 01 National Consultant

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For every child, a champion

Background:

As part of the reform activities undertaken in the Fourth Primary Education Development Program (PEDP4), revision of Bangladesh national pre-primary and primary curriculum has been started with the assumption that by revamping the curricula in line with the international best practices and the evolving national context, the primary school children will benefit from a more relevant and effective learning opportunities.

As of now, below progresses have been made regarding the revision work:

• A plan has been approved by the Ministry of Primary and Mass Education (MoPME) for guiding the revision work;
• Effectiveness of the current curriculum practice has been reviewed through a Curriculum Effectiveness Study;
• Emerging learning needs for the new curricula have been identified through a Needs Assessment study;
• The Aim, Objectives and Terminal Competencies of the new primary curriculum have been reidentified and rationally evaluated;
• A draft roadmap and conceptual framework have been developed for developing the overarching curriculum framework;
• 13 committees have been formed, 1 for pre-primary and 12 for 12 primary subjects, who will work on the development of grade and subject wise competencies and the essential learning continua for each subject area.

Now development of the following guidelines is going on:

• Guidelines for curriculum developers on learning areas, teaching-learning strategies and assessment;
• Strengthening the guidelines for developing textbooks and teaching-learning materials;
• Strengthening the evaluation criteria of textbooks and teaching-learning materials; and
• Guidelines for development and/or selection of Supplementary Reading Materials (SRM).

Once the guidelines are ready, the subject committees will be oriented on the guidelines before they start deriving the grade/subject wise competencies from the terminal competencies. NCTB requests for further technical support to guide and facilitate the work of the subject group, especially in the areas of Bangla and English language and social studies curriculum.

Purpose of Activity/Assignment:

Within this backdrop, a National Bangla Language Curriculum Expert is expected to be onboard to provide overall guidance and direction for the Bangla language curriculum revision work, based on which subject experts will derive the subject and grade wise competencies and essential learning continua.  The consultant will work closely with the Bangla language subject committee and the members of the Primary Curriculum Wing of National Curriculum and Textbook Board (NCTB) to support them in the detailed subject curriculum development process.

Language is identified as one core area of curriculum as literacy skills are foundational learning tools to access the rest of the curriculum and lifelong learning, as well as for functioning as a productive citizen of the society. SDG4 puts high emphasis on the achievement of literacy skills as literacy can contribute to economic productivity and increase civic engagement.

The consultant is expected to review relevant research and programmatic documents, including the national pre-primary and primary curricula; identify/understand key gaps in the current practices in pre-primary and primary Bangla language classes; and suggest directions for the revision and delivery of the language curriculum, including content, materials, teaching methods and assessment procedures. The guidelines for the revision should be theoretically grounded and informed by pragmatic lessons from the most recent developments in the field of language education, teaching-learning and assessment practices. The consultant should take a participatory, consultative approach in her/his work in supporting the language committee members.

The specific deliverables expected are:

Review phase:

• Review the current pre-primary and primary Bangla language curricula of Bangladesh including content, format, sequencing and progression, process;
• Review current Bangla textbooks, teachers’ edition/guide, supplementary reading materials;
• Review Bangla language assessment approach and practices;
• Assess the current approach to Bangla language curriculum implementation by analyzing available information on student achievement, classroom practice and school and system level performance indicators.
• Review the curriculum framework and guidelines for curriculum revision to understand proposed approach to curriculum reform.

Design phase:

• Rationale of Bangla Subject in the school curricula;
• Develop subject wise terminal competencies drawn from the relevant terminal competencies;
• Develop grade wise (I – V) attainable competencies derived from the subject wise terminal competencies;
• Develop learning outcomes against each attainable competency;
• Support drafting and finalization of the subject curriculum for the respective grades, in close consultation with the subject committee. The draft curriculum and related process should include:
  • Suggestions for developing textbook, teaching-learning and supplementary materials;
  • Identify planned learning activities;
  • Suggestions for writers and illustrators in developing the textbook content;
  • Suggestions for teaching-learning methods and approaches;
  • Suggestions for assessment strategies and tools, building on but not limited to existing practices, to be used across grades which reflects the most effective approaches to assessment of, as and for learning in the language, literacy and communication area;
  • Feedback to draft inputs to ensure technical soundness,
• Provide guidelines for subject experts to use in ensuring horizontal and vertical integration of learning objectives, competencies, content areas, pedagogical approaches and assessment;
• Develop the curriculum dissemination training materials for teachers and academic supervisors on the revised Bangla curriculum and delivery methods;
• Provide suggestion for curriculum implementation, monitoring, mentoring and supervision;
• Develop and integrate into the entire process activities to strengthen the capacity of NCTB officials to complete the curriculum revision with due rigor.

Deliverables/Outputs:

1. Inception report detailing:

• Proposed methodology and approach to the work;
• Description of critical processes and methods to be used;
• Support required;
• Assessment of risks;
• Detailed work plan.

2. Report on Bangla language curriculum review which should include:

• Review of the current primary Bangla language curricula of Bangladesh including content, format, sequencing and progression of learning outcomes;
• Review of current textbooks, teachers’ edition/guide, supplementary reading materials;
• Review of language assessment approach and practices;
• Assessment of the current approach to language curriculum implementation by analysing available information on student achievement, classroom teaching and school and system level performance indicators.

3. Revised Bangla language curriculum following the generic guidelines for the revision of subject curriculum, including:

• Rationale of Bangla Subject curriculum;
• Subject wise terminal competencies and grade wise attainable competencies derived from the terminal competencies;
• Learning outcomes;
• Guideline for selecting learning areas for Bangla language, their weightage and other agreed content;
• Detailed guidelines for textbook writers, including examples of a variety of learning activities;
• Guidelines for development of other teaching-learning materials and selection/development of supplementary materials;
• Guidelines for instructional strategies and selection of teaching-learning activities and methods;
• Suggestions for assessment strategies and tools;
• Guidelines for subject experts to use in ensuring horizontal and vertical integration of learning objectives, competencies, content areas, pedagogical approaches and assessment.

4. Final Report entailing:

• Guidelines for curriculum dissemination package including suggestion on curriculum implementation, monitoring, mentoring and supervision;
• Suggestions for teacher training manual and delivery methods;
• introduction strategy of the revised curriculum;
• Activities to strengthen the capacity of NCTB officials of to complete the curriculum revision with due rigor.

 

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

Education/Expertise/Skills required:

• An advanced University degree in language Education or any other social science subject relevant to education;
• Proven professional expertise in language curriculum and materials development, review and evaluation. Should be able to provide evidence of such activities;
• 10 years of relevant work experience in designing curriculum and teaching learning materials, teacher training programmes, planning and implementing education programme activities involving complex planning process;
• Experience in classroom teaching will be an added advantage;
• Strong analytical and advocacy skills, be well organized and task-orientated;
• Experience working with UN and/or donor agency(s);
• Ability to work independently with minimum supervision;
• Strong spoken and written English language skills.

For every Child, you demonstrate…

UNICEF’s core values of Commitment, Diversity and Integrity and core competencies in Communication, Working with People and Drive for Results.

The competencies required for this post are….

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

Remarks:

• Duty Station: Dhaka
• Duration: 45 working days over the period of 3 months
• Professional Fees: BDT 11,500/- per workday
• Travel & DSA Cost: Will be provided at actual cost as per UNICEF requirements
• Only shortlisted candidates will be contacted and advance to the next stage of the selection process.