|The Development of the Early Childhood Education Curriculum for Learners And Teachers’ Training Curriculum Framework for Somaliland Ministry Of Education And Higher Studies
Save the Children International (SCI) is a non-profit making, child rights international organization with an experience of over two decades in Somaliland. Currently SCI is the grant Agent for the Global Partnership for Education (GPE) funded Education Sector Program Implementation Grant (ESPIG) for Somaliland. The Somaliland GPE Education Sector Program ESPIG is based on the Somaliland Education Sector Strategic Plan (SESSP, 2017-20-21). The priorities of Somaliland ESSP (2017-2021) are based on the findings of the Somaliland Education Sector Analysis (ESA, 2016), and are centered around the 6 education sub-sectors of (i) Pre-primary/Early Childhood (ii) Primary (iii) Secondary (iv) Alternative Basic (including Non- Formal) Education (v) Higher and (vi) Technical and Vocational Education and Training (TVET). They are also anchored on the mission, goals and objectives of the Somaliland National Policy of Education (SNPE, 20-15-20-30) which articulate the commitment of the Ministry of Education and Higher Studies (MOEHS) to provide quality, affordable and competitive education to all citizens. These broad goals and objectives of the SNPE are in line with the principles of the Convention of the Rights of the Child for Education Activities (CRCEA), which view education not only as the right of the child, but a powerful ingredient in the national democratization process
Under the current GPE ESPIG grant for Somaliland, the program focuses on 4 components namely: (1) Access and Equity (2) Quality and Learning Outcomes (3) Efficient and Effective Education System and (4) Educational Management and administration. The program will benefit.
Early Childhood Education context in Somaliland
Early Childhood Education (ECE) is one of the key education sub sectors prioritized in the ESSP 2017-2021. However, ECE and pre-school learning are among the neglected sectors across the education systems in Somaliland, though privately run organizations in urban areas have introduced pre-school learning that doesn’t adhered to government regulations. It is worth important to note that, many children attend Koranic schools at early ages under the authority of the Ministry of Religion and Education in Somaliland, the learning in these ECE institutions typically focus on religious teaching. Hence, ECE in Somaliland is delivered through:
a) Traditional Quranic school (TQS);
b) Integrated Quranic schools (IQS);
c) and Kindergartens (KG). in a very fractured manner
As a result, limited attention is given to areas of holistic child development, numeracy and literacy, and social-emotional competencies required for effective learning in early grades of formal education. Taking these and the like into account, the GPE programme will focus on realizing an ECE program focused towards to the holistic development of the child to enhance school readiness and transitions to primary education.
The quality of services in kindergarten and Quranic schools seems to be compromised by key determinants impacting on quality such as lack of a standardized ECE curriculum, untrained teachers, outdated teaching/learning approaches and inadequate use of play and appropriate learning materials. Because the MOEHS has yet to address the data management, monitoring and quality assurance needs of the sector, there is no data to conduct a robust analysis on quality issues referred to here.
Teacher-caregiver training and curriculum: Presently, there is no national standardized curriculum for ECE teacher training available and as well no clear training policy or strategy for ECE teachers and caregivers. Hence this TOR is meant to address the above-mentioned issues systematically by integrating ECE teachers- caretakers into the teacher train system of the Somaliland Ministry of Education and higher Studies.
Somaliland has currently established and is running the National Teacher Training Institute (NTTI), for which a modular competency-based (outcome oriented) curriculum is in use. Therefore, the best option would be to mainstream ECE teachers-caregivers training to the NTTI and develop a relevant ECE teachers -caregivers training module and run the training side by side with that of the primary education teachers.. In addition to proposing a competency-based approach, the curriculum for the children should contain components of the Quranic-school teachings, as this can smoothen the anticipated transition process, i.e. the transition to the MOEHS eventually exercising full authority and quality assurance over both Quranic and ECE elements and can lead to some integration of Quranic teaching as preparation for early childhood education
ESPIG focus on ECE
Despite the above challenges, the current ESPIG grant for Somaliland plans to accomplish the following:
1. The development of ECE sub-sector policy framework and minimum standards
2. The development and standardization of a national ECE curriculum;
3. The development and standardization of ECE teacher and caregiver training curriculum;
4. Provision of age appropriate child-friendly ECE learning spaces and materials;
5. Developing the capacities of ECE teachers, support staff and managers through training.
The overall objective of this consultancy is to develop a standardize National ECE curriculum and the ECE teachers’ and caregivers’ training curriculum
The specific objectives of the consultancy include;
1. To review the current different ECE curricular being used in Somaliland by different institutions
2. Review the ECE teachers/caregivers training curricular being used in Somaliland
3. To review the ESSP provision for ECE
4. To meet with the ECE service providers (Quranic schools, private kindergartens) to learn from the ECE service provision across Somaliland and use the learning in developing the curriculum.
5. To review all ECE data on ECE service provision in Somaliland, with a view of determining the extent, opportunities and challenges facing the sub-sector
6. To review ECE learning frameworks and teachers-caregivers training materials being used in the neighbouring countries within the region (e.g. Ethiopia, Kenya, Uganda etc.)
7. Develop ECE National standardized curriculum frame work
8. Develop a standardized ECE teachers training curriculum and training modules
Scope of the work
Geographically, the scope of this consultancy will cover the entire Somaliland since this is going to
be a national curriculum for the entire state. The consultant (s) will however have the discretion to do a fair and representative sampling for the study scope.
The consultancy will use different methods and approaches to enable them come up with a quality, comprehensive and standardized National curriculum for learners, and ECE teachers’ and caregivers training curriculum. This will include among others, meeting with the different service providers, including the qur’anic school and religious leaders, the private owners of the kindergartens, reviewing of the different pieces of instructional materials and curricular being used for teaching the learners and also training the teachers and referring to the policies and the ESSP documents. The consultant should hold periodical consultation meeting with the Ministry of education and SC relevant staffs and make use of the feedbacks provided and as well make reference (for comparison purposes) to curricular being used within the region. Based on all the above, the consultant is expected to the contextualization the curriculum and approaches to that of the Somali culture, religion and local values.
The consultancy will use different methods and approaches deemed fitting to elicit the right responses and get valid and reliable information. Some of these methods will include conducting key informant interviews, review of records, policies, documents, strategies, instructional materials, including books and readers, curricular, holding FGDs, school visits, among others. A lot of triangulation will however need to be done.
· Develop inception report and share with SCI
· Conduct inception/preparatory meetings with the MOEHS, SCI, and other ESC partners and the private sector implementing ECE
· Review relevant documents from the MOEHS (including the policy, ESSP, ECE pieces of curricular being used, TLM, reports, etc.)
· Visit some ECE and Quranic centres in both rural and urban
· Hold meetings and Key Informant Interviews
· Use both secondary and primary data’s and provide professional analysis of the data, drow conclusions and suggest recommendation to inform the development of both curriculums.
· Conduct training of data enumerators (where necessary)
· Develop the National standardized curriculum for ECE
· Develop the ECE teachers’ and caregivers’ training curriculum
· Present the curriculums in a workshop of expertise from Ministry, education stakeholders etc. and organize the feedbacks and amend the documents based on the feedbacks from the workshop participants.
The specific deliverables include;
1. Standardized National ECE curriculum frameworks documents
2. ECE Teachers’ and caregivers’ training curriculum
3. ECE teachers guide
Duration of the assignment
The duration of the assignment will approximately take 40 Consultant days which includes
a) Preparation of study instruments and inception report -1 day
b) Travel to and from field – 2 days
c) Desk review and focusing instruments-3 day
d) SCI staff and enumerators training – 2
e) Consultations, fieldvisits, and data collection and analysis,5 days
f) Field debriefing of stakeholders- 1 day
g) Developing draft ECE curriculum 12 days
h) Development of teacher training curriculum 12 days
i) Validation of ECE curricula—2 days
j) Writing final reports and presentation -4 days
Total number of days: 40 days
QUALIFICATION, EXPERIENCE AND ELIGIBILITY OF THE CONSULTANT
To qualify for this assignment, the consultant must:
a) Have minimum Master in Education (with options of teacher training, ECE, curriculum and instruction, Social Science, or equivalent)-
b) Over 7 years proven Technical expertise in Curriculum development, and Education programming,.
c) Demonstrated experience and proven record in undertaking curriculum development, especially for pre-primary and primary education, teachers training, teaching resource development
d) Having relevant experience in working in Somaliland
e) Good writing and verbal communication skills
f) Demonstrated skills in qualitative and qualitative research, data capture and analysis, plus analysis statistical packages
g) The Consultant (s) must have done similar assignment(s) including curriculum development and teacher training. Proof of the previous work done on the same should be provided.
CODE OF CONDUCT
Because Save the Children’s work is based on deeply held values and principles, it is essential that our commitment to children’s rights and humanitarian principles is supported and demonstrated by all members of staff. Save the Children’s Code of Conduct sets out the standards which all staff members must adhere to.