LRPS-2024-9193209: Provide training for Rohingya teachers of children in kindergarten (KG), grade 1 and grade 2 Myanmar Curriculum classes in Burmese and English

TERMS OF REFERENCE FOR INSTITUTIONAL CONTRACT

 

Title

Institutional Contract for training for Rohingya teachers of children in kindergarten (KG), grade 1 and grade 2 Myanmar Curriculum classes in Burmese and English literacy and mathematics (numeracy); and the development of supplementary materials in Burmese and English

Purpose

To strengthen Rohingya children’s foundational literacy and numeracy through the effective instruction of foundational literacy and numeracy skills by kindergarten, grade 1 and grade 2 Myanmar Curriculum teachers.

 

The contracted institution/agency is to enhance literacy (in Burmese and English) and numeracy teaching methods and create a sustainable professional development programme. By equipping teachers with sound pedagogy strategies, knowledge and skills to effectively teach foundational literacy and numeracy, the assignment seeks to improve Rohingya children’s learning outcomes, through building their foundational skills.

Location

UNICEF is working in 31 refugee camps in Ukhiya and Teknaf upazilas, Cox’s Bazar district and on Bhasan Char island in Hatiya upazila, Noakhali district. Both districts are under the Chittagong division in Bangladesh. 

Estimated Duration

The duration of the assignment is 24[1] months starting 01 December 2024.

Reporting to Technical Supervisor of this assignment

Education Specialist, Education section, Cox’s Bazar Field Office.

 

1. Background

Education is both a fundamental human right as well as a key instrument for propelling economic productivity, civic engagement, socio-cultural advancement, and sustainable development through developing a knowledgeable, aware, resilient, and skilled human capital. Even before the pandemic, more than half of children in low- and middle-income countries were not able to read and understand a simple text by the age of 10, write or do basic mathematics. Children need a strong foundation in learning to succeed in their education and life. There is an urgent need to accelerate results in foundational literacy and numeracy to ensure that every child is ready to succeed at school by 2030.

 

Since August 2017, violence in Rakhine State, Myanmar led to the influx of 773,972 Rohingya refugees and currently there are 961,729 refugees living in 33 congested camps in Cox’s Bazar and in Bhasan Char Island [2]. Education provision in the Rohingya response has undergone a transformation, with the creation and phase-out of the non-formal education Learning Competency Framework Approach (LCFA) curriculum. The Myanmar Curriculum was used for the first time in December 2021 for grades 6 to 9. As of July 2023, Myanmar curriculum classes are operating from kindergarten through to grade 10. However, enrolment drops off between primary and secondary grades and whilst gender parity has been achieved in primary grades, this is not the case for secondary.

 

The Myanmar curriculum (MC) uses Burmese as the language of instruction, as well as Burmese being taught as a subject, alongside English, mathematics, social science, life skills and science.  It is acknowledged by Education sector[3]  that both learners and teachers need support to develop numeracy skills and literacy skills in both Burmese and English languages. Although Burmese is the official language of Myanmar, Rohingya speak dialects of an Indo-Aryan language that has no written form[4] and therefore have only rudimentary skills in Burmese[5]. For learners in KG and grades 1 and 2, it is essential that they achieve foundational literacy skills in Burmese, such as in phonics and phonological awareness, including connecting sounds with letters, sounding out words and spelling them, knowing what those words mean, reading fluently and making meaning from text to become readers and writers and to develop academic] vocabulary to support long-term educational achievement. Teachers also need to have these same literacy skills and be able to develop them to a higher level, in order to provide effective instruction for foundational literacy to the children in their classes. Alongside Burmese, foundation literacy skills in English need to be developed to help children with basic reading, understanding and expressing themselves. Numeracy skills to be developed include on numbers, place value, patterns and shapes, measurement, simple mental arithmetic, and basic statistics as well as encouraging a positive attitude to mathematics and recognizing numeracy in everyday activities.

End-of-year summative assessments were conducted for the first time for Rohingya children in May 2023, for learners in grades 6-9 who had completed one full academic year in the MC. 9,464 (of whom 1,516 were girls) learners who were enrolled in in MC secondary grades in Cox’s Bazar and in Bhasan Char took a year-end summative assessment to transition to the next grade.

The results show that around 60 per cent of the children reach expected proficiencies in Burmese language, only around a little more than a third of the students reach expected learning levels in mathematics. Girls’ performance was lower than that of boys.

 Grade 

Burmese 

English 

Math 

Girls 

Boys 

Total 

Girls 

Boys 

Total 

Girls 

Boys 

Total 

Grade 6 

58.8 

62.0 

61.3 

81.0 

85.3 

84.5 

36.0 

39.9 

39.2 

Grade 7 

50.6 

62.7 

62.1 

71.6 

79.9 

79.4 

31.7 

38.8 

38.4 

Grade 8 

48.0 

58.9 

58.8 

75.0 

71.3 

71.3 

22.0 

35.8 

35.7 

Grade 9 

  

69.1 

69.1 

  

85.6 

85.6 

  

86.4 

86.4 

Grand Total 

58.1 

62.1 

61.5 

80.3 

83.6 

83.1 

35.7 

40.1 

39.4 

 

A further 96,865 learners (48,906 girls) in Grades 1 and 2 took part in a learning status check in March 2024 so that teachers could assess the learners’ progress and inform classroom teaching. 40,175 children were assessed on grade 1 questions and 56,690 on grade 2 questions.  The learning status check data shows that overall 40 per cent of Rohingya children needed support in Mathematics, Burmese literacy[6] and English literacy.

 

 

 

 

 

 

Globally it was found that six out of ten children are unable to read and understand a simple sentence by age ten, which increases to seven out of ten children in low- and middle-income countries – which is recognized internally as a learning crisis. The Commitment to Action on Foundational Learning to address this learning crisis was created as one of seven global initiatives launched at the UN Secretary-General’s Transforming Education Summit (TES), held in September 2022. This commitment also extends to the children in the Rohingya camps. Teachers play a key role in addressing this learning crisis.[7] Teachers need the confidence and knowledge to adapt lessons to respond to the different needs of their classes including knowing how to teach at the level of the child and understanding the current learning levels of each child.

To ensure all children achieve foundation literacy and numeracy, UNICEF aims to develop a teacher training programme for kindergarten, grade 1 and grade 2 Myanmar Curriculum teachers. The training programme would develop teachers’ pedagogical knowledge and skills on foundational literacy and numeracy to ensure children will be able to read and write and express their thoughts and to acquire and apply key numeracy skills and terminology in a creative format to develop conceptual understanding.

To support teachers with continuous in person training, some audio-video (Avs) content will be developed to be uploaded on tablets for self-learning. The teacher training program should include a strong focus on formative assessment for teachers to understand where children are in terms of their literacy and numeracy skills to provide appropriate pedagogical support and activities for differentiated approaches for example through teaching at the right level methodology. In addition to the teacher development programme, the creation of age-appropriate supplementary materials for the learners is important to enhance the literacy and numeracy acquisition and to strengthen the teaching-learning environment.

2. Objectives, Purpose and Expected Results

 

Purpose:

The overall purpose of this assignment is to develop, implement and monitor a comprehensive teacher training programme for kindergarten (KG), grade 1, and grade 2 teachers to improve the effective instruction of the Myanmar Curriculum content knowledge and skills for foundational literacy and numeracy. The aim is to create a sustainable and high-quality inclusive educational environment for Rohingya children, fostering their academic growth based on their obtainment of foundational literacy and numeracy to create future independent learning opportunities.

 

Objectives:

The primary objective of this project is to enhance the quality of education for Rohingya children by providing comprehensive teacher training and developing high-quality Burmese teaching and learning materials. This will empower Rohingya teachers to deliver effective instruction for Rohingya children’s attainment of foundational literacy and numeracy skills.

The specific objectives of the project are as follows:

• To increase teachers' knowledge and skills to boast the foundational literacy and numeracy skills of children in kindergarten, grade 1 and grade 2[8] through introducing various instructional methods to enable teachers to effectively teach in mixed-ability classrooms, ensuring that learners are taught at the right level and achieve the necessary grade-level literacy and numeracy competencies as outlined in the Myanmar Curriculum.
• To enhance capacity of the master trainers to conduct high-quality teacher training on foundational literacy and numeracy and mentor teachers to provide classroom support to KG, grade 1 and grade 2 teachers to adapt training content, methodology and supplementary materials.
• To develop capacity of the mentor teachers to provide classroom-based support to the other kindergarten, grade 1 and grade 2 teachers. These mentor teachers will receive additional training on how to be effective mentors, along with foundational literacy and numeracy content training.
• Develop and provide training on supplementary materials for Burmese and English literacy and numeracy for teachers, mentor teachers and master trainers to improve their subject-content knowledge and pedagogical knowledge,

Expected results:

1. 3000 teachers will be trained (following both direct and cascade approaches) to teach early-grade literacy and numeracy and will acquire the necessary knowledge, skills, and competencies to do so.[9] 
2. Capacity development of 66 master trainers to increase their knowledge and skills to conduct quality teacher training for foundational literacy and numeracy and of 150 mentor teachers to provide classroom support in literacy and numeracy.
3. 66 Master trainers and 150 Mentor teachers will have practical knowledge on supportive monitoring and mentoring and will be equipped with the set of monitoring tools.
4. Age and grade-appropriate supplementary reading and numeracy materials, which are inclusive, [10] to be developed, print, and made available in learning centers, especially for creating a reading habit among the learners and to develop conceptual understanding of numeracy. 

3. Description of Assignment

 

Result 1: 3000 teachers will be trained to teach early-grade literacy (in Burmese and English) and numeracy and will acquire the necessary knowledge, skills and competencies to do so.

Output 1.1:  Teacher training programme researched and designed for the effective instruction of foundational literacy and numeracy. 

Input description:

The contracted agency will conduct, analyse and use findings from a KAP survey of early grade literacy and numeracy teaching to develop an effective teachers’ capacity building plan. The KAP survey should include lesson observations, feedback from teachers ’about their experiences, challenges and the solutions when teaching early-grade literacy and numeracy in low-resource settings. The teacher capacity building plan should consider the needs of teachers, mentor (peer) teachers and master trainers and include in-person training, Teaching Learning Circles (TLC) focused on foundation literacy and numeracy and self-study. Individual learning will be through the development of e-courses linked with the module developed for teacher training on the Learning Passport platform for supporting blended training of teachers. The courses will include the training materials and audio video materials. Teachers will access the courses from tablets provided by UNICEF for each teacher. The contracted agency should outline the teacher training plan including total hour of in-person training and online courses along with the mechanism of the quality assurance of the training. The contracted agency will be working with Humanitarian Inclusion (HI), UNICEF technical partner to incorporate the technical aspect of inclusion into training approach and content.

Output 1.2: Teacher training modules on foundational literacy and numeracy is developed.

The training modules should include different pedagogical approaches, differentiated instruction, classroom management, use of learning aids and supplementary materials for literacy and numeracy learning, formative learning assessment. Teachers, through the training need to develop skills to build up the lesson, with graduated learning outcomes for mixed ability classes.

 

• For early-grade numeracy modules, teachers should increase their knowledge on how to support learners with the development of conceptual mathematical understanding and how numeracy skills can be applied and used in everyday life (for example in numbers and measuring). Learners should feel confident to use their numeracy skills and teachers should be positive about mathematics.

 

• Training for teachers should be aligned with the numeracy content included in the Myanmar Curriculum. This will require analysis and prioritisation of the topics from the curriculum along with foundational numeracy skills, such as but not limited to:
  • Numbers including (1-100) and writing out numbers in words (1-20)
  • Number addition and subtraction.
  • Place value and ordering
  • Geometry (shapes, patterns, reading the time)
  • Shapes, measurements, estimates and solving problems.
  • Basic statistics including recording, organizing and representing data.
  • Recognizing numeracy in everyday activities and everyday life and being positive about numeracy and mathematics.

 

• For early grade literacy modules in Burmese and English, content should be aligned with the Myanmar Curriculum. This will require analysis and prioritization of the topics from the curriculum along with foundational literacy skills, such as, but not limited to:
  • Phonics and phonological awareness, including recognising letters of the and alphabet and connecting sounds with letters, sounding out words, spelling words ad knowing what those words mean.
  • Reading fluently and making meaning from text ext.
  • Introducing vocabulary to comprehend a sufficient number of words to be able to understand a text.

Output 1.3: Teachers’ training is delivered according to the capacity building plan.

Input description:

 

The contracted agency will develop training plan for 3000 teachers who teach in KG, Grade 1 and Grade 2 of Myanmar Curriculum. The training plan should cover minimum 120 hours in person training, minimum 50 hours of peer sharing session and self-study modality through online and offline content. The programme should incorporate blended training, such as peer-to-peer reflective practices, self-study and in-person training. For the teachers, the comprehensive training programme should increase their subject knowledge, pedagogical skills, formative assessment, and their ability to adapt lessons and respond to the needs of all children in the classroom.

The training should focus on developing teachers’ understanding on where children are in terms of their literacy and numeracy skills through simple and contextualised formative assessments on foundational skills, how to administer these and how to summarise and understand the assessment results for each child and the class as a whole and be able to use the results as a basis for instruction, tailoring instruction at the classroom-level. The contracted agency will work in collaboration with the technical partner of UNICEF for assessment. 

Result 2: Capacity development of 66 master trainers to increase their knowledge and skills to conduct quality teacher training for foundational literacy and numeracy and for 150 mentor teachers to provide classroom support in literacy and numeracy.

 

Output 2.1: Training of Trainers (ToT) course and modules for master trainers is developed, to acquire the knowledge and skills to provide teacher training on foundational literacy and numeracy for KG, grade 1 and grade 2.

 

Input description:

The ToT should include topics such as adult learning principles and how to be an effective trainer as well as the content knowledge for foundational skill acquisition and how to encourage learners to develop literacy and numeracy skills. There will be a series of ToTs on the courses for numeracy and literacy skills developed for teachers, on classroom-based formative assessment approaches for the respective grades, approaches for differentiated instruction and the development and use of teaching and learning aids.

 

Output 2.2: ToT to the Master Trainers is provided to co-facilitate the numeracy and literacy training to the teachers with contract agency trainer.     

 

Input Description:

Minimum 66 Master trainers will be provided ToT based on the approved ToT course. This output deliverable must reflect the planning of the technical framework of the ToT. Master Trainers will cascade teacher training in the camps and Bhasan Char which will be coordinated, supervised and monitored by the contracted agency. For the initial trainings, the main trainer from the contracted agency will be the facilitator and then co facilitator and then observer to build the skills of the master trainers.

Output 3: 66 Master trainers and 150 Mentor teachers will have practical knowledge on supportive monitoring and mentoring and will be equipped with the set of monitoring tools.

Output 3.1: Practical and constructive monitoring mechanism is developed and provide training to the MTs and mentor teachers.

 

Input Description:

Creation of monitoring tools and other guidance document for master trainers and mentor teachers to use and follow when they are observing and giving feedback. In-particular, how to respectfully give feedback to teachers in a professional and caring manner and how to actively listen to the challenges they are facing, to be able to support teachers to mitigate these. Both MTs and mentor teachers should be equipped with knowledge and skills to provide technical assistance as onsite support based on the monitoring indicators and needs in the classroom. The group of mentor teachers need to practically understand how to be effective mentors, including how to observe and give feedback in the classrooms for teachers on foundational literacy and numeracy instruction and how to support teachers will difficulties they are facing.

There should be formation of a mechanism from which master trainers and mentor teachers can report classroom observation findings and common challenges facing teachers to master trainers and to the TPD contractor to inform their training delivery, training and module content, pedagogy use and teacher assessment. In-turn, the master trainers need to receive guided support on how to adapt their training based on feedback received from the teachers and from findings from classroom observations.

Output 3.2: Classroom monitoring to check the effectiveness of the training in the classroom.

 

Input Description:

The contracted agency is expected to develop monitoring tools for the classroom observation of grade 3-5, train the Master trainers and Mentor teachers to use the tools. The monitoring report is expected to include reviewing and analysing pre/post test results of teachers, data from classroom monitoring tools, and end of course feedback from the teachers. The contracted agency will participate in an evaluation conducted externally of UNICEF’s teacher training programmes and may be visited periodically by UNICEF’s Third-Party Monitors.

Result 4: Develop and provide training on supplementary materials for Burmese and English literacy and numeracy for, teachers and learners.  

Output 4.1: Supplementary materials for Burmese and English literacy and numeracy is designed and produced.

Input Description:

The contracted agency will conduct a materials mapping through need assessment and analysis. An inception report detailing approach to be used for developing the supplementary materials in Burmese and English and the implementation work plan. Literacy materials should include age and contextually appropriate early-grade reading content in Burmese and English and should be visually appealing and include drawings and pictures that relate to the text. Early grade texts in Burmese and English should be created to help learners practice and enjoy reading and begin to develop a reading habit. Numeracy materials should include arrow cards, number lines, 100 square, posters with key mathematical vocabulary and symbols, place value cards, puzzles and games appropriate for use in KG, grade 1 and grade 2 classrooms to support learners understanding and numeracy skills. Supplementary materials need to be suitable for children with disabilities to use too – with additional materials created/adjusted as needed e.g., using large accessible font, changing the colours (red/green), having more tactile objects. All materials will be developed based on Myanmar Curriculum and accessible for all learners following inclusion and gender-responsiveness in design and in appropriate language. 

Supplementary materials includes both printed and audio-video clips for teachers on challenging topics related to foundational literacy and numeracy. These audio-video materials should include contextual examples from classroom practice including narration in simple language (which is not too heavy with jargon). 

There should be simple instructions or guidance notes for the teachers on how to use these materials in their everyday teaching. The contracted agency will provide orientation and training on the use of all supplementary materials. This should not be a separate training rather integrated with the teachers training modules.

Output 4.2: Supplementary materials are printed based on the approval.

The awarded agency will review of existing materials by UNICEF and upon UNICEF’s approval will print these already developed story books from design files. In addition, the agency will print (minimum 3 copies per learning centre) the newly developed supplementary materials which they will identify based on the need analysis and materials mapping for each grade (KG, grade 1 and grade 2). All supplementary materials will be developed following Myanmar curriculum and focusing on enhancing literacy and numeracy teaching and learning which are suitable for learners with mixed abilities. The awarded agency will hand-over all in design files for the printed materials and master raw files for the audio-video materials once the materials are tested, finalized and approved. The material will be tested in the field with the representative number of the user group to check the quality, feasibility, and usability.

4. Deliverables

 

Objectives

Output

Product/deliverables

Timeframe

To increase teachers' knowledge and skills to boast the foundational literacy and numeracy skills of children in kindergarten, grade 1 and grade 2 through introducing various instructional methods to enable teachers to effectively teach in mixed-ability classrooms, ensuring that learners are taught at the right level using inclusive strategies and achieve the necessary grade-level literacy and numeracy competencies as outlined in the Myanmar Curriculum

Output 1.1

1. An inception report with detailed training programme plan and methodology for implementing teacher training in the Rohingya camp context including Bhasan Char.

 

1. KAP study report based on classroom observations and formative assessment of KG, G-1 and G-2 teachers and learners. 

Q1 (in 2 weeks from project inception)

Q1 (in maximum 4 weeks from project inception)

Output 1.2

1. Training modules: Burmese literacy, English literacy, and numeracy for kindergarten, grade 1, and grade 2 teachers.
2. Resources for teachers to use for formative assessment of literacy and numeracy for KG, grade 1, and grade 2 learners in line with the assessment framework[11]

Q2 – Q7 (in different phases)

Output 1.3

1. Monthly reports with updates on Training to the teachers including pre-post test analysis

Q2- Q7 (in different phases)

To enhance capacity of the master trainers to conduct high-quality teacher training on foundational literacy and numeracy and mentor teachers to provide classroom support to KG, grade 1 and grade 2 teachers to adapt training content, methodology and supplementary materials.

Output 2.1

1. Training of the Trainer (ToT) modules for master trainers’ training (at least 2 for each subject); Ensure the modules cover knowledge and skills for quality teacher training in foundational literacy (in Burmese and English) and numeracy, including formative assessment, teaching at the right level, and the use of supplementary materials to support learning.

Q1 – Q3 (in different phases)

Output 2.2

1. Monthly reports with updates on the ToT including pre-post test analysis

Q1- Q3

To develop capacity of the mentor teachers to provide classroom-based support to the other kindergarten, grade 1 and grade 2 teachers. These mentor teachers will receive additional training on how to be effective mentors, along with foundational literacy and numeracy content training.

 

Output 3.1

1. Develop and provide a guidance note (brief) and observation checklist for master trainers and mentor teachers to use while observing and giving feedback on functional literacy (Burmese and English) and numeracy teaching in classrooms.

By Q3

Output 3.2

1. Document the feedback loop process established by teachers and mentor teachers observing classroom practice to master trainers and the TPD contractor. The document should evidence the functionality of the mechanism and provide examples of adaptations made to training content or delivery based on feedback.

Q7

Develop and provide training on supplementary materials for Burmese and English literacy and numeracy for teachers, mentor teachers and master trainers to improve their subject-content knowledge and pedagogical knowledge,

 

Output 4.1

1. An inception report detailing approach to be used for developing the supplementary materials in Burmese and English and the implementation work plan.

 

1. Availability of developed contextually age-appropriate supplementary resources for learners, aligned with the Myanmar curriculum, to enhance functional literacy and numeracy skills.

Q1

Q2-Q6 (in different phases)

Output 4.2

1. Submission of comprehensive report of printing and distribution of the existing and new supplementary materials developed for learners.

 

1. Submission of comprehensive report with the instructional videos, audio clips for teachers to support the effective delivery of literacy and numeracy lessons.

 

1. Submission of final copies (including in design and master files) of the developed supplementary materials and document the development process.

 

Q4-Q5

Q7

Q8

Output 4.1 and 4.2

1. Training report along with instruction sheet demonstrating how to use supplementary materials in everyday teaching and on the effective use of audio-visual content.
2. Produce two end-user monitoring reports outlining the usage of the supplementary materials by the learners and teachers, challenges faced, and recommendations.

Q2 – Q6 (in line with the materials development)

Cover all output

Submit a final report including an executive summary, the process documentation on the activities carried out, description of the challenges and risks, findings from classroom observations post training and any recommendations for UNICEF.

Q6

 

 

5. Reporting requirements

 

The Contractors will be required to submit the following reports and related documents:

 

• Inception report within 2 weeks of signing the contract.
• KAP study and including class observations and formative assessment of children and teachers within the first quarter of the signing contract. 
• Modules, formative assessment resources and training materials two weeks before the start of the training.
• Monthly reports with updates on the ongoing teacher training, with a note on the module development and resources. Reports should include pre / post-test analysis or other form of assessment analysis which demonstrates the effectiveness of the training and classroom observation findings from mentor teachers.
• Supplementary materials for literacy (Burmese and English) and numeracy and AV content material. These will be considered as final upon approval of UNICEF and with the handover of PDF and print ready soft copies including specifications for printing to UNICEF.
• Draft final report within 2 weeks of completion of field work.
• Final report within 2 weeks of receipt of comments by UNICEF technical supervisor.

 

6. Payment Schedule

 

Payments will be made according to the below schedule upon receipt, review and approval of the deliverables specified in Section 4 of the ToR by the technical supervisor of the contract. Additionally, detailed quarterly report is to be submitted in both PDF and word versions.

Instalment

Deliverables

To be completed by 

Related output

% of contract amount

Milestone 1

Inception report including teachers training plan for the 24 months contract period and KAP study report (

 

Year 1

Output 1.1

10%

Milestone 2

Teacher TOT plan is ready.

50% of Teacher training modules and ToT modules (both print and AV/online) are ready.

 

Year 1

Output 1.2, 2.1, 4.2

10%

Milestone 3

ToT is completed and minimum 1500 teachers received training by the Master trainers.

Year 1

Output 1.3, 2.2

10%

Milestone 4

Existing supplementary materials are printed and distributed. 

 

Year 1

Output 4.2

10%

Milestone 5

New supplementary materials are developed and finalize with necessary field testing.

Year 1

Output 4.2

10%

Milestone 6

Monitoring checklist and monitoring feedback loop mechanism is designed and piloted in the field.

 

Year 1

Output 3.1

05%

Milestone 7

Developed supplementary materials including guidance note are printed and distributed as per plan. 

 

Year 2

Output 4.1

10%

 

Milestone 8

The rest 1500 teachers received training by the master trainers

Year 2

Output 1.3

10%

Milestone 9

Monitoring checklist and monitoring feedback loop mechanism is finalized based on pilot findings and functional.

 

Year 2

Output 3.1, 3.2

10%

Milestone 10

Final report

Year 2

Output 3

15%

 

7. Qualification requirement of the company/institution/organization

 

• The Contracted agency must have minimum of 10 years of solid experience in teachers’ capacity development programme especially in early grade literacy and numeracy.
• At least five years of working experience in humanitarian situations such as refugee or IDP camps.
• Technical experience in designing, developing and implementing teachers' professional development modules/ courses in early grade numeracy and literacy.
• Good understanding of the Myanmar Curriculum and ability to provide literacy training for Burmese, as well as for English, in addition to numeracy training. Proven experience of developing age-appropriate learning materials for early grade learners to improve literacy and tools to support the conceptual understanding of numeracy in a resource constrained setting.
• Proven experience of developing Audio Video (AV) materials for teacher training and classroom teaching with special focus on numeracy and literacy. Experience with designing, implementing and monitoring teacher professional development courses.
• Organisational capacity on facilitating Training of Trainers, ensuring trainers receive the guidance, training and coaching they need to develop soft skills, as well as technical knowledge, so they the required qualities as trainers to inspire and lead.

• Flexibility to accommodate changes in the deliverables as per changing needs in the Rohingya context/curriculum/policy.
• Have an experienced team of well-qualified experts in Burmese and English literacy and in numeracy,
• Have relevant organizational policies that are actively implemented for Protection from Sexual Exploitation and Abuse (PSEA) and Child Safeguarding of affected population.
• Must be able to apply directly to the Office of The Refugee, Relief and Repatriation (RRRC) for permission to enter and work in the camps and in Bhasan Char.

 

7a. Qualification requirement of the team (optional)

 

The consulting agency needs to include in the team the key staff with the following profiles: early grade numeracy and literacy experts for Burmese, English and mathematics, teacher training specialists and materials development specialists for Burmese and English literacy and numeracy. AV materials development/production expert, Aa training quality assurance expert; a monitoring and evaluation specialist and a project coordinator/manager. It is recommended to include a mixed group of Rohingya (mostly) and Bangladeshi as trainers under the consultancy, to support the training of the master trainers. Additional trainers should include individuals with Chittagonian dialect and Burmese language skills.

 

The key experts who will supervise or lead any of the technical teams must have minimum of bachelor’s degree in the relevant fields, with 8 years’ experience of which 3 of which are in humanitarian settings. There must be individuals within the technical teams who are fluent in the Burmese language (reading, writing, speaking, listening).

 

Consulting Agency will have relevant experience at the international level in the development of hands-on teaching material and training packages for early-grade literacy and numeracy skills development.

 

The competencies required from the team of experts involved at the technical level will be the following:

 

• The key team members are with Post Graduation certificates/degrees in teacher education and related domains.
• International and humanitarian experience in teachers' professional development is required. Experience on formative assessment and teaching at the right level is preferred.
• Experience in the Myanmar Curriculum for kindergarten and grades 1 and 2.
• Experience in the development of training manuals and hand-on guidelines on teachers’ education and curriculum analysis.
• Ability to facilitate participatory consultative process, including coordination and planning, with UNICEF team, UNICEF IPs' technical team, and with the teachers and master trainers.
• Strong report writing skills, including skills of data analysis.
• Ability to work in an international environment.
• At least 2/3 team members with fluency in Burmese language (reading, writing, speaking, listening).
• At least 50% of team members to be female.
• Preferred at least 50% of the trainers to speak a Rohingya dialect or Chittagonian dialect.