- Age-grade and gender appropriate teaching and learning resource materials aligned with the curriculum to promote digital literacy skills and child online safety measures – for both students teachers and school staff;
- Guidance on creating awareness among parents and communities on the same through School Management Committees (SMCs), Parent Teachers Association (PTA), & civil society organizations (CSOs).
- Tools to assess pre and post evaluation changes in knowledge and skills of the target audience – students, teachers, and parents/caregivers and communities
Specific Tasks to be undertaken by Consultant
- As part of the technical assistance required for the development of the school-based digital literacy awareness and promotion campaign, the consultant is expected to undertake the following key tasks:
Task 1. Review of Existing Resources and Curriculum Mapping
- Secondary review of available and relevant teaching and learning resources – globally and nationally – on promoting and supporting digital literacy including online safety among primary and secondary school-going girls and boys, teachers, and families and communities to inform contextualised resource materials development.
- Mapping of the status of digital skills including online safety in the primary and secondary curriculum; and analysis of the barriers and opportunities to strengthen the practice in schools.
Task 2. Design and Develop Resource Materials on Digital Literacy
- Envision and design differentiated resource materials – age-grade and gender appropriate and aligned with the curriculum – to support a school-based digital literacy awareness and promotion campaign. The materials should target different education levels and actors, including:
- a) Primary, junior, and senior high school students – girls and boys
- b) School teachers
- c) SMCs, PTA, and parents
- Craft an integrated module on child online safety to complement the existing safe schools’ resource pack to strengthen the initiative further.
- Develop a training guide/facilitators manual to accompany the resource materials for digital literacy and safety.
Task 3. Test and Deliver
- Pretest and validate all resource materials developed â€“ for primary, junior, and senior high schools – with the different target audiences before finalising for implementation; pretesting should be done with separate groups of girls and boys in order to ensure that materials developed addresses specific gender gaps.
- Liaise with a graphic designer tasked to develop the creative/design work after finalisation of content.
- Develop and recommend an accompanying implementation strategy for the sequenced use of the resource materials in schools – in a structured campaign mode – through the course of a school year for optimal impact.
Task 4. Evaluate and feedback
- Develop pre and post evaluation tools to measure the change in knowledge, awareness, and skills of students, teachers, and families and communities. The pre and post evaluation tools should also capture data/feedback on how specific gender gaps are being addressed during the implementation.
- Develop process monitoring checklists for use by teachers, head teachers, and district administrators to facilitate a feedback loop and support effective implementation.
- Inception report on the scope of work, action plan and timeline, and secondary review of available resources
- Curriculum mapping report including qualitative analysis of barriers and opportunities
- Draft resource materials for promoting school-based digital literacy including online safety for students, teachers, and SMCs and PTAs.
- Standalone Module for Child Online Safety (To complement to the Safe Schools Resource Pack)
- Trainer and facilitator guide accompanying the Module on Child Online Safety
- Pre-test and validation report on the draft module and resources developed.
- Finalised copies of resource materials on digital literacy fit for age/grade/gender, standalone module on child online safety and Training Guide/ Facilitators Manual
- An Implementation strategy to roll out the digital literacy programme
- An evaluation and process monitoring tools
To qualify as an advocate for every child you will have…
- Advanced degree in Social Sciences or other relevant areas of study, including ICT.
- At least five years of proven experience in content development around issues of ICTs, Digital Literacy, and Child Online Safety
- Prior experience in development of curriculum content, capacity building, and community engagement tools development
- Facilitation of high-level strategic planning processes involving a wide range of stakeholders including government representatives
- Prior work with Government and/or UN Agency is an asset
- Demonstrated previous experience of similar assignments including submission of a sample of two
Interested candidates should apply online to the link provided indicate their monthly professional fees in Ghana Cedis.In addition to the CV/Resume, candidates should attach a two-page note on how he/she intends to effectively accomplish this assignment within the time frame.(Two examples of previous work done should be attached (if applicable, e.g., strategic documents, photos, edited work, videos, etc.)
View our competency framework for the post http://www.unicef.org/about/employ/files/UNICEF_Competencies.pdf