In Somalia, where educational access is critically limited, the Somalia Teaching and Learning Working Group (TLWG), co-led by ADRA and ECHO, is a key initiative of the Somalia Education Cluster focused on improving non-formal emergency education for vulnerable children. The TLWG aims to address gaps by identifying curriculum benchmarks, developing a teacher competency framework and training modules, and assessing learning outcomes. This consultancy will specifically review the existing Accelerated Basic Education (ABE) curriculum and supplementary resources, develop sequenced micro-learning benchmarks for essential skills, and recommend enhancements to meet the needs of vulnerable children in emergency settings. This work will align with ongoing teacher competency framework development and learning assessments, and will be informed by a comprehensive survey conducted by ADRA to assess education demands from various community stakeholders..
🔍 Key Areas of Focus:
- The consultant will focus on inclusivity, particularly addressing the needs of vulnerable children in Somalia, and will deliver the following:
- Develop an Inception Report: Create a detailed workplan, stakeholder engagement strategy, and sign-off processes, requiring MoECHE endorsement and confirmation from ADRA, ECHO, and the Education Cluster Coordinator.
- Review Existing Curriculum and Resources: Analyze the ABE curriculum and resources used by Education Cluster partners to identify gaps, strengths, and weaknesses in facilitating essential skills acquisition, integrating findings from the ADRA education demands survey.
- Engage Stakeholders: Conduct consultations with relevant stakeholders to gather input for the development of learning benchmarks.
- Develop Sequenced Micro-Learning Benchmarks: Create SMART micro-learning benchmarks for 6, 12, 18, and 24-month intervals for foundational literacy, numeracy, SEL, and life skills, aligned with the ABE curriculum, national competency outcomes, and the Global Proficiency Framework.
- Provide Recommendations for Curriculum Enhancement: Formulate practical recommendations for supplemental resources to better support children’s learning and essential skills acquisition, considering diverse learners and aligning with EiE best practices and Somalia’s national priorities.
- Ensure Alignment with Teacher Competency Framework and Learning Assessment Processes: Collaborate with experts developing the teacher competency framework and learning assessments to ensure the developed learning benchmarks are teachable and measurable.
📌 Expected Deliverables Include:
- Inception Report (Week 1): A workplan, methodology, and stakeholder engagement strategy.
- Learning Materials Review Report (Week 4): An analysis of the existing ABE curriculum and supplementary resources.
- Sequenced Micro-Learning Benchmarks (Week 7): Micro-learning benchmarks for 6, 12, 18, and 24-month intervals, outlining expected learning outcomes.
- Practical Recommendations for Enhancing Learning Materials (Week 9): Recommendations for supplementing resources to support children’s learning.
- Alignment with Teacher Competency Framework and Learning Assessment Processes (Week 10): Ensuring teachability, alignment with teacher skills, and assessability of learning benchmarks.
- Validation Workshop (Week 11): A workshop for key stakeholders to provide feedback on the draft learning benchmarks and recommendations.
- Final Consultancy Report (Week 12): A comprehensive report documenting the consultancy process, findings, deliverables, and recommendations.
✅ Required Expertise:
The consultant should have:- A Master’s degree or higher in Education, Curriculum Development, Teacher Training, or a related field.
- At least 7 years of experience in curriculum development and review, especially in emergency contexts.
- Experience with INEE Minimum Standards.
- A strong understanding of EiE and accelerated education.
- Experience in adapting curriculum resources for diverse learners.
- Experience in developing learning benchmarks or standards.
- Strong knowledge of foundational literacy, numeracy, SEL, and life skills.
- Experience in developing teacher professional development strategies aligned with curriculum reforms.
- Familiarity with the Global Proficiency Framework and competency-based education models.
- Experience in conducting or using education demands assessments (preferred).
- Knowledge of Somali education policies (preferred).
- Experience in facilitating workshops with diverse stakeholders.
- Strong communication, interpersonal, analytical, and report-writing skills.
- Fluency in English, with proficiency in Somali (preferred).
- Experience working in Somalia or similar crisis-affected settings (highly desirable).
📅 Application Deadline: 30th May 2025
Interested applicants must submit:- Cover Letter (max 3 pages) outlining relevant experience and specific expertise, including experience with education demands assessments.
- Curriculum Vitae (CV) demonstrating expertise in curriculum review, learning benchmark development, and education in emergencies.
- Technical Proposal (max 7 pages) outlining methodology and work plan.
- Financial Proposal detailing consultancy fees and other costs.
🔗 Click here to download the full Terms of Reference (TOR)
💬 ADRA Somalia is committed to safeguarding children and vulnerable adults in all areas of our work and operations. We uphold zero tolerance for abuse or exploitation.
