Country: Myanmar
Closing date: 01 Jul 2018
National Consultant (Linguist) to assist Local Curriculum teams in developing ethnic language teaching and learning materials for Grade (1-3) including teacher trainings in 5 States (Chin, Mon, Kayin, Kayah and Kachin)
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Background
The history of Myanmar has been influenced by ethno-political difference, exclusion, and conflict. Successive post-independence governments have attempted both to recognize this diversity and to build and impose a unified national identity based on the Burmese language, lowland Burmese culture, and Buddhism. The vision of nationhood and citizenship excluded significant portions of Myanmar’s diverse population from state education. This undermined trust in the intentions and fairness of the education system and has made education policy a source of grievance for many political and armed groups in the country.
An opportunity opened up when national education legal framework, the National Education Law (NEL) (2014) and the NEL Amendment (2015) provided a chance to state governments to develop local curriculum for states/ regions in line with the Basic Education Curriculum Framework (6th version) with up to 120 hours per year of instructional time for Primary Education. Relevant local curriculum responds to many of the 13 principles of Basic Education Curriculum in Myanmar, in particular: appreciation of all cultures, customs and traditions; peaceful coexistence and living in harmony; and promoting equality, despite the differences in gender, race, language, etc. This is in line with one of the nine transformational shifts of the National Education Strategic Plan (NESP) 2016-2021 on Basic Education Curriculum: “All school children develop knowledge, skills, attitudes, and competencies that are relevant to their lives, and to the socio-economic development needs of 21st century Myanmar”. In accordance with legal framework and policy strategies, Ministry of Education (MoE) prepared local curriculum guidelines and distributed to state governments to be able to develop local curriculum as per local requirement. With Ministry’s guidance, National Curriculum Team will provide technical contributions to states to make sure having harmonize approach between national curriculum framework and local curriculum development.
State governments are motivated to develop local curriculum for their children that will promote positive social norms, teach local languages, literature, agricultural and business situations, and preserve cultural and historic heritage. During the first kick-off LCD meeting, technical teams from 5 states agreed to develop local curriculum with three key domains: local knowledge, ethnic language and basic vocation skills (for secondary students). Local curriculum development, especially ethnic language learning provides an opportunity to contextualize the content of teaching and learning by mother tongue, toupliftself-esteem of ethnic children through their learning achievement and to promote inter-cultural respect and understanding. Therefore, ethnic language teaching is one of key area for local curriculum and teams believe that systemic ethnic language teaching and learning will scaffold ethnic children learning capacity by expanding existing knowledge to broader setting.
Objectives of the Consultancy
To provide technical inputs to teams in developing ethnic languages teaching/learning materials, teacher guides and teacher trainings (ToT) for Grade (1-3) in Five States (Mon, Kayah, Kachin, Chin and Kayin).
Assignment Tasks and Expected Deliverables
Task 1:
Provide technical assistance to teams in drafting and finalizing the curriculum contents of ethnic language teaching especially for Grade (1-3) by conducting series of meetings with LDC Teams
End Product/Deliverable 1:
Local Curriculum (ethnic language) drafted for Grade (1-3) for 5 states
Task 2:
Provide technical assistance in developing the Teacher Guide (ethnic Languages) for Grade 1 to 3 in 5 states
End product/ Deliverable 2:
Teacher guides (ethnic languages) drafted for Grade 1 to 3 for states
Task 3:
Provide support to conduct ToT Training for ethnic language teaching of selected teachers from five states.
End product/Deliverable 3:
Teacher trainings (ToT) to teachers, annexed by participants’ list and all training materials for states
Task 4:
If necessary, continue to provide support to some states (where having process delay due to political dynamic) to complete local curriculum, teacher guides and teaching trainings
End Product/Deliverable 4:
Final report summarizing outcome of teacher trainings (ToT) to teachers, annexed by participants’ list and all training materials for all states
Qualification and specialized knowledge/experience required for the assignment
The national consultant will be expected to meet the following minimum qualifications:
Interested candidates are requested to submit the application with updated CV and completed EOI form.
TOR_ LCD_national consultant_(Linguist).docxEoI template_NC_Lang.doc
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization.
How to apply:
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization. To apply, click on the following link http://www.unicef.org/about/employ/?job=513991