TERMS OF REFERENCE CONSULTANCY FOR PARTICIPATORY DEVELOPMENT OF THE NATIONAL CURRICULUM FRAMEWORK FOR BASIC EDUCATION IN SIERRA LEONE Location: Freetown, with consultations in five districts Duration: 6 months Start Date: July Consultancy Fee: P4/P5 International Level Reporting to: UNICEF Education Specialist Contract managed by: UNICEF Sierra Leone 1 Background The Sierra Leone Education Sector Plan defines curriculum review fostering a conducive environment which prizes the values of peace, democracy, equality and tolerance as one of the strategies that form the backbone of the educational development and planning, and that can help the nation to recover from the effect of its past war, to prevent future conflict, and to support the population and economic growth of the country. 1 In particular, the school curriculum is seen as instrumental to meet the goal of education in Sierra Leone, which is to develop citizens that can contribute to building a cohesive, healthy, and strong nation with a sustainable and dynamic economy; a free, just and peace-loving society; a democratic and harmonious society; and a moral and disciplined society. 2 To achieve that while responding to the changes in the environment and to ensure that they are reflected in the education system, the government has committed to: 3 1. fully integrate into the educational system the principles of civic education and peace education as vital components to ensure respect for the rule of law and human rights (p.26) 1 Education Sector Plan, 2007, p.10 2 National Education Policy, 2010, p.8 3 Ibid.
2. ensure that the basic education curricula is gender-responsive, and that it prepares students for life and the world of work (p.13) 3. provide gender education at all levels, which includes education about gender-based violence and ensures equity in all education provision (p.28) 4. support the study of the French language by JSS students (p.13) 5. introduce ICT education in all institutions of learning, from primary to tertiary including TVET (p.26) 6. strengthen the teaching and learning of science at all levels of the educational system (p.27) 7. include health and nutrition issues in the curricula for all children (p.27) 8. integrate and promote sound, age-appropriate life skills education, including sexual and reproductive health education and HIV/AIDS information and education, at all levels of formal and non-formal education (p.28) Currently Sierra Leone does not have a National Curriculum Framework that would articulate how all the above commitments can be reflected in a consistent way throughout basic education and its delivery. Globally, attention in education has shifted from the learning of traditional subjects which essentially cater for general knowledge acquisition, to a new system which involves the development of critical thinking, life skills and of those competencies that are most valued in the labour market. Understandings of the role of the teacher have also changed and with them the need to improve pedagogy. Focus is now placed on training teachers to apply child centred teaching techniques within child friendly schools. A national curriculum framework can help the education system to account for these changes and for those in the global social, political and economic environment that directly or indirectly affect Sierra Leone education and its national development. A curriculum framework can also help lead the education sector towards preparing the future generation to sustain the peace and stability gained by the country over the past ten years. The last curriculum-related revision was of the National Primary School Teaching Syllabus in 2003, just one year after the end of the conflict. Almost ten years later the nation needs a framework that is more responsive to the current context of Sierra Leone where the focus will shift from post-conflict concerns to sustainable peace consolidation. 1.1 Policy Context The current policy context suggests that the country should yearn for education for selfreliance, for positive citizenship, for protection of self and of the environment from destruction and for behavioural and attitudinal change. At the same time the learning environment should offer a violence-free climate. This should also be reflected, by and large, in the Sierra Leonean society particularly against the marginalised, the girl-child, women and people with disabilities. Schools should provide an inclusive environment where
all children, especially the girl child and those children with special needs have opportunities to realize their full potentials. These principles are reflected in various documents, such as the Education Sector Plan 2007-2015, Poverty Reduction Strategy Paper II (2008), the Report on the Gbamanja Commission on the performance of children in public examinations (2010), the White Paper stating the position of the Government on the recommendations of the commission and which informed the development of The National Education Policy 2010; the 6-3-3-4 report by Dr. Pessima et al. (2010), the recent White Paper on Education (2010). 2 Purpose and Justification 2.1 Purpose To design a National Basic Education Curriculum Framework which standardizes basic education delivery and makes it relevant and responsive by addressing current issues affecting education in Sierra Leone. (In the current Sierra Leone education system Basic Education comprises of six years of Primary and three years of Junior Secondary schooling) 2.2 Justification The National Education Policy provides for periodical and centralized curriculum revision 4, under the responsibility of the pending National Institute for Education Training and Research (NIETAR) which will incorporate the Research and Curriculum Development (RCD) Directorate. 5 Pending the establishment of NIETAR, to ensure coherence across the system, the Ministry of Education Research and Curriculum Development Directorate intend to start the process by developing a National Curriculum Framework for Basic Education based on the commitments expressed in the National Policy. The National Curriculum Framework for Basic Education will provide coherence and consistency across primary and junior secondary educational cycles by spelling out criteria and standards to be applied to planning, monitoring and assessment of teaching and learning. It will set out guiding principles for schools, teachers and teacher educators. It will guide the development of subject syllabi and teaching and learning materials based on the development of competencies learners are expected to acquire through the school system. It will offer guidelines for performance assessment and examinations, and for equivalence between formal, non-formal and technical and vocational education and training at the given level. 4 National Education Policy, 2010, p.13 5 National Education Policy, 2010, p. 24
Most important, the National Curriculum Framework for Basic Education is expected to respond to educational and social needs of Sierra Leonean individuals and society to support the peace consolidation process. Its development will help set out the guiding principles and rationale for the provision of broad and relevant learning that brings about the education of the whole student instead of concentration on only the cognitive education of students 6. These guiding principles must derive from an analysis of government policy documents as well as from findings from reviews of current syllabi, from relevant field studies and from broad consultation with all stakeholders including the private sector, which drives the demand for a competent workforce in the changing Sierra Leonean labour market. It will involve broad consultation at all levels from the school (pupils, parents, teachers, School Management Committees, etc.), to education stakeholders (Non- Governmental, Community and Faith Based Organisations and Donors), teacher education providers, the examination boards, representative from the private sector and all other relevant stakeholders. UNICEF will support the Ministry of Education to develop the Framework for Basic Education. UNICEF is therefore hiring an international curriculum development expert who will be supported by a national consultant provided by Plan Sierra Leone. 3 Scope of Work The international consultant hired by UNICEF in consultation with the Ministry of Education will be part of a team comprising two international consultants and one national consultant and selected Ministry of Education staff. He/she will work in close collaboration with the other members of the team and with Plan Sierra Leone tasked to hire the national consultant in the team and to support all organisation and logistics for the activities to be carried out as part of the consultancy. Specifically, the consultant will: 1) Provide leadership and technical assistance in the relevant process, while building capacity of members of the team and Ministry staff through the introduction of innovative ideas on relevant current international trends in curriculum framework development 2) Help to set the objectives, outcomes and standards, provide direction and lead the consultations for the primary component of the Basic Education Framework 3) Supervise all steps of the framework development process to ensure deadlines are met 4) Provide clearly defined statement and framework profile to ensure its quality and relevance to the national educational goals 5) Draft the harmonized Basic Education Curriculum Framework by integrating the junior secondary component in the framework, for which consultation will be led by the other international consultant in the team 6 Education Act, 2004, art. 2(g)
6) Ensure special attention is given to equity, the definition of gender transformative dynamics in education, and the integration of social cohesion, conflict resolution and peace consolidation issues, as well as the promotion of child-centred pedagogy to support a safe and learner-friendly education environment 3.1 Methodology Specific activities to be carried out by the international consultant with the support of the national consultant and relevant team members include: a) Review of government policies and findings from available curriculum/syllabi analyses and field studies b) Group and individual consultation sessions, both at national and local level, with relevant parties contributing or benefiting from the education sector, as well as labour market representatives c) Development of a harmonised National Curriculum Framework for Basic Education and its initial public validation a) Review of government policies, analyses and field studies The review of policies and other relevant documents will provide a background understanding of national positions and trends with respect to national curriculum content and delivery, to make it responsive to the changing needs of Sierra Leone society. b) National and local level consultations Broad consultation will be undertaken both at national and local level through workshops, including group discussions, school-based visits and individual meetings. This will support the definition of principles and criteria for a national educational provision that is sufficiently comprehensive to respond to the educational needs of all Sierra Leonean citizens. Focus will also be given to making that provision relevant to the local labour market demands, while at the same time responding to international standards. To ensure that inputs are also gathered from direct beneficiaries - including pupils, parents and school communities - several school visits will also be conducted in a number of districts. To ensure equity, the participation of girls and women in the consultation will be encouraged and schools from more vulnerable communities will be specifically targeted. Follow-up with individuals will also be conducted by the consultant as necessary. c) Development of National Curriculum Framework for Basic Education and initial public validation The following three activities will lead to the development of a final draft of the National Curriculum Framework for Basic Education:
Writing Workshop - Following extensive consultation at national and local level, a five day residential writing workshop to consolidate information gathered during the primary and junior secondary consultation phase will take place. This process will involve the international consultant in collaboration with the national consultant and a writing taskforce. The Zero Draft - The consolidated material will then be further elaborated by the consultant to produce a zero draft of the curriculum framework with the integration of the outputs from the consultations relevant to the Junior Secondary component of the curriculum framework. The Public Validation - The zero draft will then be submitted to the public whose views informed it, in an initial series of district-based public validation workshops, to obtain consensus by ensuring that views gathered during the consultation periods are fairly represented. This process will involve users and service providers, community representatives, pupils and parents, as in the consultative phase. The output of such workshop will be a National Curriculum Framework.
3.2 Proposed Schedule Date Activity Location Outputs July/August August Literature review and initial consultations through individual meetings 2-day national consultation with policy making bodies Freetown Freetown Inception Report Consolidated Consultation Report August September and October 2-day national consultation with teacher training institutions, and MEST Programme Directorates 2-day local level consultations with non-government providers and local authorities Bo a) Port Loko i b) Makeni c) Kenema d) Bo e) Freetown Consolidated Consultation Report September and October 2-day local level consultations with school governance representatives and clientele (School visits in the relevant districts will also be undertaken over two weeks in this period, to consult parents, pupils etc.) a) Port Loko i b) Makeni c) Kenema d) Bo e) Freetown December January 2013 5-day residential curriculum drafting workshop 2-day Curriculum Framework public validation workshops Freetown a) Port Loko i b) Makeni c) Kenema d) Bo e) Freetown Draft Zero of the National Curriculum Framework for Basic Education Final Draft of the National Curriculum Framework for Basic Education i: a) Port Loko for Port Loko and Kambia Districts, b) Makeni for Bombali, Koinadugu and Tonkolili Districts, c) Kenema for Kenema, Kailahun and Kono Districts, d) Bo for Bo, Pujehun, Moyamba and Bonthe Districts and e) Freetown/Waterloo for Urban and Rural Western Area
4 Expected Deliverables 1. Inception report detailing consultant s understanding of the assignment, including consultation plan both at central and local level 2. Consolidated consultation report (policy and professional bodies) 3. Consolidated consultation report (service providers and users) 4. Zero draft of the National Curriculum Framework for Basic Education 5. Finalised draft of the National Curriculum Framework for Basic Education 6. Final consultancy report including general guidelines for: a) The selection/development of relevant Teaching Learning Materials including Supplementary Teaching Learning Materials b) The incorporation of the Curriculum Framework principles in relevant Teacher Training Programmes c) The incorporation of Primary and JSS curriculum framework principles School Monitoring 5 Professional Profile 5.1 Competencies 1. Excellent team leading with good supervisory skills 2. Good interpersonal and communication skills 3. Ability to establish and maintain strong and effective working relationships 4. Excellent planning and facilitation skills 5. Cultural awareness and sensitivity 6. Ability to handle multiple tasks simultaneously and flexibly 7. Ability to research, analyse and present complex information 8. Excellent command of English (both oral and written) 5.2 Qualifications, Knowledge and Experience 1. An advanced university degree (preferably Doctorate level) in the area of Education, Curriculum Development and innovation 2. At least twelve (12) years of experience in curriculum related activities, including curriculum framework development, and assessment and evaluation of teaching and learning resources 3. Substantial experience in undertaking similar tasks in collaboration with Ministries and Teacher Training Institutions 4. Substantial experience of consultative processes for educational reform 5. Thorough understanding of the issues surrounding development of educational reform in transitional, fragile contexts 6. Deep understanding of the gender transformative potential of education through curriculum delivery desirable 7. Vast knowledge of education goals and outcomes in the African context desirable 8. Knowledge of Sierra Leone or West African education systems highly desirable
6 Accountabilities The successful applicant will report to a committee including representatives from UNICEF, Ministry of Education and Plan Sierra Leone for all technical issues. He/she will also be expected to liaise with the International Consultant working leading consultations for the Junior Secondary component and to seek guidance from Ministry of Education Chief Education Officer (CEO), Chief of Education (UNICEF), the Director of Curriculum Research and Development Directorate and other Officers within the Ministry as deemed necessary. When in country, the International consultant will be responsible for the supervision and coordination of the work of the National Consultant. How to Apply Interested and qualified candidates should send their applications by E-mail to dpeters@unicef.org & espilsburywilliams@unicef.org on or before 27 July. Applications should contain an updated UN Personal History Form (P.11) a copy of which can be downloaded at http://www.unicef.org/about/employ/files/p11.doc and a brief covering letter/email explaining the candidate s suitability for the post. In addition, candidates may attach their CV.