National Consultant for Curriculum Development (Dari Language Expert)

OVERVIEW

Parent Sector : Education Sector (ED)

Duty Station: Kabul

 

Classification of duty station: [[filter12]]

Standard Duration of Assignement : [[filter13]]

Job Family: Education

Type of contract : Non Staff

Duration of contract : From 7 to 11 months

Recruitment open to : Internal and external candidates

Application Deadline (Midnight Paris Time) : 21 FEB 2024

 

UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

 

OVERVIEW OF THE FUNCTIONS OF THE POST

UNESCO strives to promote education in Afghanistan as a fundamental human right while aiming to provide access to quality, relevant, and inclusive education for all. UNESCO focuses on ensuring the quality of adult literacy and non-formal education through various technical and project support interventions.

UNESCO is developing curriculam and learning resources for non-formal Youth and Adult Literacy and Basic Education (YALBE) (levels I-III), particularly level III (in two learning areas: Literacy and Numeracy Skills) and increasing access to basic general literacy and skills-based literacy programmes, with a particular focus on adolescent girls and women, underpinned by accurate and reliable education sector data.

UNESCO seeks to hire a national consultant for 7 months to support the Non-Formal Education (NFE) Curriculum Team of UNESCO Kabul office for the development of YALBE Level III instructional materials (textbooks, teaching guides, and its assessment tools, particularly in Dari/Farsi Language) and the YALBE Level II piloting and further improvements.

Long Description

Main Duties and Responsibilities

Under the overall authority of the Officer-in-Charge of the UNESCO Kabul Office, overall supervision of the Head of Education unit, and direct supervision of Non-Formal Education (NFE) Project Officer/Team Lead and NFE Curriculum Team, the consultant shall perform the following duties and responsibilities:

 

1. Development of YALBE level III

1.1 Carry out a mapping exercise of the current general education/schools’ Dari/Farsi language textbooks (literature), teaching guide and its assessment tool (grades 7-9);

1.2 Conduct a comprehensive needs assessment of youth and adult learners and/or desk review of countries with similar contexts for the development of YALBE level III curriculum and instructional materials (equivalent to grades 7-9 of general education);

1.3 Develop syllabi for one learning area: Dari/Farsi textbook of YALBE level III curriculum (equivalent to grades 7-9 of general education) based on the competencies framework of grades 7-9  of general education;

1.4 Develop Dari textbook, teacher guide, and assessment tool for YALBE level III (equivalent to grades 7-9 of general education);

1.5 Coordinate the external review process for YALBE level III instructional materials in terms of contracting the external reviewers, distributing and collecting the instructional materials to and from them;

1.6 Reflect provided comments by external reviewers and other various stakeholders including, International Consultant of NFE curriculum development, NFE-curriculum team and Curriculum Technical Working Group (CTWG) on YALBE Level III instructional materials (textbooks, teaching guides, and assessment tools);

Long Description

1.7 Liaise with the designer and follow up on the design of instructional materials in terms of comments reflection from various stakeholders, ensuring meeting deadlines and finalizing graphic designs;

1.8 Support the finalization of Dari textbook, teacher guide and its assessment tool for YALBE Level III (equivalent to grades 7-9 of general education) until the print-ready version;

 

2. Teacher education and capacity building

2.1 Support in conducting ToT training for Master Trainers (MTs), Provincial Community Mobilizers (PCMs), District Community Mobilizers (DCMs), and other program staff of Implementing Partners (IPs);

2.2 Provide support to Mater Trainers (MTs) in conducting pre-service and in-service training for the facilitators of YALBE Level I and Level II;

2.3 Assist in the provision of capacity building on curriculum development to relevant counterparts through conducting Technical Working Group (TWGs) Sessions;

 

3. YALBE Level II piloting and further improvement

3.1 Contribute to the piloting of YALBE level II instructional materials (equivalent to grades 4-6 of general education) with the tools development for the data collection (e.g. questionnaire, interview questionnaire, etc.);

3.2 Revise YALBE level II instructional materials based on the findings and feedback received from the pilot program; and

3.3 Any other task related to the scope of consultancy assigned by the supervisor.

Long Description

Deliverables

Development of YALBE level III

1. Report of a comprehensive needs assessment and /or desk review by 30 April 2024.

2. Draft of syllabi for Dari textbook of YALBE level III curriculum (equivalent to grades 7-9 of general education) by 30 April 2024.

3. Initial draft of the first half of Dari textbook for YALBE level III (equivalent to grades 7-9 of general education) by 31 May 2024.

4. Initial draft of the second half of Dari textbook for YALBE level III (equivalent to grades 7-9 of general education) by 30 June 2024.

5. Initial draft of Dari textbook teacher guide for YALBE level III (equivalent to grades 7-9 of general education) by 31 July 2024.

6. Initial draft of Dari textbook learner assessment tool for YALBE level III (equivalent to grades 7-9 of general education) by 31 August 2024.

7. Finalized version of Dari textbook, teacher guide, and its assessment tool for YALBE level III (equivalent to grades 7-9 of general education) in which the comments and feedback of external reviewers have been incorporated and reflected by 30 September 2024.

YALBE Level II piloting and further improvement

1. Draft of tools for data collection (e.g. questionnaire, interview questionnaire, etc.) by 31 March 2024

2. Reports of findings from field testing and piloting of Dari version of YALBE level II instructional materials by 31 March 2024.

3. Revised and improved Dari version of YALBE level II instructional material (textbooks, teacher Guides, and Assessment Guides) by 30 September 2024.

COMPETENCIES (Core / Managerial)
Accountability (C)
Communication (C)
Innovation (C)
Knowledge sharing and continuous improvement (C)
Planning and organizing (C)
Results focus (C)
Teamwork (C)
Professionalism (C)
–
For detailed information, please consult the UNESCO Competency Framework.
REQUIRED QUALIFICATIONS

Education

• Advanced degree (at least master’s degree) in Dari language literature.

 

Work experience

• At least 5 years of relevant work experience in education, including curriculum development and textbook writing, editing and proofreading.

 

Skills

• Sensitivity and adaptability (cultural, gender, religion, race, and nationality),
• Excellent research skills,
• Excellent analytical and writing skills,
• Competent computer skills for word processing, presentation, and data analysis; and
• Excellent independent working skills.

 

Language

• Fluency in Dari (both written and spoken); and
• Good command of English is required.

DESIRABLE QUALIFICATIONS

Education

• Advanced degree (doctoral degree) in Dari language literature, curriculum development, education, psychology, social science or a related field.

 

Work experience

• Relevant work experience in education, particularly in curriculum development for non-formal education.
• Previous work experience in education projects in Afghanistan is an advantage.

 

Language

• Fluency in Pashto language (both written and spoken) is an advantage.

BENEFITS AND ENTITLEMENTS

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SELECTION AND RECRUITMENT PROCESS

Please note that all candidates must complete an on-line application and provide complete and accurate information. To apply, please visit the UNESCO careers website. No modifications can be made to the application submitted.

The evaluation of candidates is based on the criteria in the vacancy notice, and may include tests and/or assessments, as well as a competency-based interview. 

UNESCO uses communication technologies such as video or teleconference, e-mail correspondence, etc. for the assessment and evaluation of candidates.

Please note that only selected candidates will be further contacted and candidates in the final selection step will be subject to reference checks based on the information provided.

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UNESCO recalls that paramount consideration in the appointment of staff members shall be the necessity of securing the highest standards of efficiency, technical competence and integrity. UNESCO applies a zero-tolerance policy against all forms of harassment. UNESCO is committed to achieving and sustaining equitable and diverse geographical distribution, as well as gender parity among its staff members in all categories and at all grades. Furthermore, UNESCO is committed to achieving workforce diversity in terms of gender, nationality and culture. Candidates from non- and under-represented Member States (last update here) are particularly welcome and strongly encouraged to apply. Individuals from minority groups and indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the highest level of confidentiality. Worldwide mobility is required for staff members appointed to international posts.

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