Title of the assignment

Content Design and Adaptation for Passport to Earning (P2E)

Purpose

The overall purpose of the assignment is to design and adapt course content for online and blended delivery based on defined pedagogy, methodology and tools to assess knowledge and behavioural aspects of learning and certification.

We are seeking an organisation with experience in designing and developing creative, well-researched, and strategically aligned instructional content in the Bangla language explicitly tailored to enhance essential transferable, employable, and workforce skills for young people aged 13 – 25, with a specific focus on adolescent girls, young women, and young people with disabilities. The e-learning content must be tailored and appealing to the target group and emphasise seamless and credible knowledge delivery and practical application.

The organisation must demonstrate familiarity with instructional design principles, an expert understanding of youth-friendly learning theory, and adeptness in leveraging instructional technologies.

We are specifically interested in attracting vendors with a social impact strategy and motivation to contribute to P2E content through shared value from existing inventory, which will support and go beyond the deliverables stipulated in the terms of reference.

Location

Dhaka, Bangladesh:

The organisation must be based in Bangladesh and capable of developing e-learning content and assessment in Bangla.

Close co-creation and collaboration with young people, employers, industries, and channel partners within the ecosystem of P2E is required and will be facilitated in partnership with UNICEF.

Estimated Duration

Enter the number of months and estimated start date: May 15th , 2024 – Dec 31st, 2024

Technical Supervisor of this assignment

Programme Manager

1.Background

Generation Unlimited (GenU) was launched by UNICEF in Bangladesh in 2019 as a Public Private Youth Partnership, bringing together leaders from government, UN agencies, the private sector, academia, civil society organisations, and young people. GenU Bangladesh contributes to the Government of Bangladesh’s focus on youth as a central development force – one that must be developed to its full potential, with an emphasis on self-growth, education and training, employment, social protection, sustainable development and nation-building in alignment with the Sustainable Development Goals (SDGs) and the country’s Eighth Five Year Plan, Perspective Plan 2021–2041 and Vision 2041.

What makes GenU Bangladesh different is its strong commitment to engaging youth, especially adolescent girls and young women, as partners. Aligned with its global strategy, GenU Bangladesh aims to promote (i) youth voice, to ensure that young people’s ideas, perspectives, aspirations and needs inform policies and programmes impacting them, and to support them to self-organize as advocates and champions; (ii) youth leadership, which involves engaging youth in the governance, strategy, and staffing of GenU initiatives, and co-creating policies and programmes; and (iii) youth action, through investments in innovative youth-led solutions and partnerships with youth-led organisations to co-deliver positive change at community, national and global levels.

Passport to Earning (P2E) is a flagship Programme of Generation Unlimited (GenU) to support young people’s learning-to-earning opportunities through online and blended learning approaches with free, certified, in-demand, job-ready skills.

P2E is built on the Microsoft Community Training (MCT) platform. This is the same platform used to support UNICEF and Microsoft’s Learning Passport, which provides digital learning for school-age children who struggle to access mainstream education (listed in Time Magazine’s 100 best inventions of 2021). Certification, offline functionalities, blended learning approaches, local-language content, and co- development with partners make P2E a unique global yet localised solution for wide-scale reach and impact.

An evidence-based P2E strategy has been developed for the Bangladeshi market, focusing on the ‘platform to placement’ journey specifically for adolescent girls and young women, youth with disabilities and other youth disconnected from education, training or employment. Mapping and assessment of existing education technology platforms in Bangladesh followed by a youth perception survey evidenced that while girls are more interested in learning through online platforms considering various social and structural barriers, there is a lack of credible online courses leading to market-relevant opportunities specifically for girls and young women in Bangladesh.

2.Objectives, Purpose and Expected Results

UNICEF Bangladesh seeks to contract an institution with experience in Bangladesh and similar markets to tailor and build digital learning content and assessment tools for Generation Unlimited’s (GenU) digital learning platform Passport to Earning (P2E) in the Bangladeshi market.

The overall purpose of the assignment is to design and develop digital content tailored specifically for employment, entrepreneurship, and social impact opportunities, including for adolescent girls and young women in Bangladesh. The content must be designed and developed with the learner and employer in mind, in close collaboration with P2E stakeholders and partners, including young people.

Digital content development must follow the P2E Platform to Placement Strategy, with learning methodologies, pedagogical principles, and assessment processes leading to credible certification. Content creation must be tailored to the unique needs of adolescent girls and young women, youth with disabilities, and young people who are currently disconnected from opportunities.

Based on consultations with young people, partners and employers in Bangladesh, the content strategy emphasises that digital learning content needs to be tailor-made, engaging, culturally relevant, and aligned with established learning objectives. It integrates formative and summative assessments, applies evidence-based pedagogical principles, and employs a learner-centred approach to promote self-directed learning and accommodate diverse learning needs.

Expected Results:

A minimum of 10 courses, each 2-5 hours in length, for self-paced and blended learning on Microsoft's online learning management systems (LMS) in Bangla language, are expected to be developed, tested with users and content knowers (partners), and finalised for deployment at P2E.

To enhance relevance and resonance with target users, content must be culturally relevant, age- appropriate, and tailored to the needs and interests of diverse young people in Bangladesh, both in urban and rural settings. A specific focus should be on the inclusion of adolescent girls and young women, young people with disabilities, and indigenous youth without using stereotypes.

The design and development of course content need to be aligned with P2Es overall learning objectives and standards as per its content strategy with the below specifications:

Design and Development:

• Development    of    Storyboards    with    engaging    multimedia    materials,    including     videos (animated/video shots), interactive modules, and quizzes.
• Utilisation of diverse formats and platforms to accommodate different learning styles and preferences.

Assessment Integration:

• Integration of formative and summative assessments into the digital learning content.
• Development of summative assessments to evaluate knowledge acquisition and its practical application through simulated and case-based questions.
• Utilisation of various assessment methods, such as quizzes and simulations, to cater to diverse learning needs.

Pedagogy and Methodology:

• Module-based learning outcomes are based on the objectives provided so learners have achievements by the end of each module (Learning by Doing).

• Application of evidence-based pedagogical principles and instructional strategies to enhance learning outcomes.
• Inclusion of interactive and experiential learning activities for active engagement and knowledge retention
• Differentiated instruction that considers various learners' diverse learning profiles and abilities.

Learner-Centered Approach:

• The digital learning experience needs to be tailored to the specific needs, interests, and preferences of young people, focusing on adolescent girls, women, and youth with disabilities.
• Content must be interactive, featuring localised examples to empower learners to take ownership of their learning journey through self-directed and self-paced activities.

3.Description of Assignment and Deliverables

1. Course Design

The courses will combine videos, a SCORM package, multiple-choice questions, and PDFs. Terminal Objectives will be provided for each course, along with the expected duration of video content, number of questions, and words in PDF. The final output may vary by 10% in duration and word length.

3.2Lesson specifications

A 2 – 5 hours course typically comprises 5-10 lessons with live or animated videos (8 – 12 minutes) in selected lessons, followed by exercises, outputs, and questions/evaluations for each lesson.

Each lesson should consist of

• Lesson Objectives with live video introduction by course content partners/employers
• Storyline, which provides context and establishes the need to learn the content (the why) –

animated or live videos with characters.

• The concept or idea of course elements (what) – animated/live video with characters
• Steps required to take action (the how) – animated text with voice-over (or screen animation or video)
• Exercise to perform (where possible a sound output) – introduced through video; details through a pdf
• Lesson Summary with all relevant facts, including video and pdf
• Formative evaluation questions (MCQs) could be inserted in the videos, but not more than 10 per lesson.
• Summative evaluation questions – 10 questions, ideally situational

3.3Course Specifications

• Title: As required
• Duration: 2 – 5 hours per course.
• Assessments: Formative and Summative Assessments.
• Learning Outcome: As per title and input from subject matter experts.

• List of Lessons and Duration: As per instructional design.
• Storyboard: SB file in Bangla
• File Format: MP4/MOV/WMV and Word/Excel

Each course must be designed and tested:

• With users (diverse young people aged 13 - 25, specifically adolescent girls and young women through UNICEF’s GenU youth partnerships
• With potential employers, industry leaders and partners through UNICEF’s public and private

sector partners

3.4Course assessment design and development

• Assessment outline detailing each assessment's objectives, format, and criteria.
• Assessment items (questions, tasks, prompts) designed to evaluate comprehension, application, analysis, synthesis, and evaluation skills as appropriate for each course.
• Documentation of alignment between assessments and course learning objectives, ensuring coherence and relevance.
• Accessibility considerations addressed to ensure equitable access to assessments for all learners.
• Quality assurance report verifying the assessments' accuracy, validity, and reliability.
• Sample assessments/mock-ups to demonstrate the format and content of the evaluation instruments.

3.5Deliverables, timeline and outputs

Sl

Deliverables

Timeline

Specific Outputs for each course

1

One prototype course designed, tested with users and finalised for deployment based on given specifications.

For the first prototype course UNICEFs P2E consultant will be closely             engaged, review each step before finalization and coordinate testing and feedback with young people and ‘content knower’ partners.

2      weeks

• Learning objectives, topics, and instructional approaches have been developed and are available with clear definitions for what participants will learn, the topics to be covered, and how the instruction will be delivered to achieve the desired learning outcomes.

• Storyboards, with visual representations of course content, including layouts, elements, and interactions, are created and available to provide a clear roadmap for course development.