91�鶹������Ʒ����

Under the Global Partnership for Education (GPE) Education Sector Program Implementation Grant (ESPIG), UNESCO is implementing activities towards the attainment of the undermentioned three outcome areas.

• Outcome 1: Ensuring safe and equitable access to learning for children and youth in Myanmar; 
• Outcome 2: Ensuring quality teaching and learning for children and youth in Myanmar by strengthening the capacities of education staff and fostering context-responsive, equity-focused learning resources and modalities adapted to the evolving situation; and 
• Outcome 3: Ensuring systems strengthening, management, coordination, and monitoring. 

UNESCO, through the Education Sector Program Implementation Grant (ESPIG) project, continues this effort addressing the needs for both pre-and in-service teacher education under ESPIG Outcome Area 2: Ensuring quality teaching and learning for children and youths in Myanmar by strengthening the capacities of education staff and fostering context-responsive, equity-focused learning resources and modalities adapted to the evolving situation. As an effort to deliver quality teacher education, UNESCO brings the Myanmar Teacher Platform (MTP; ) to offer continuous learning for educators, learners, and other interested parties to access quality learning materials, videos, and other resources in a safe and secure environment​ and provide online courses by themes. 

UNESCO successfully developed Years 1-3 pre-service teacher education curriculum and training resources for the new pre-service teacher education program. To further enhance the accessibility and impact of these curriculum materials, UNESCO continues to adapt a hybrid, innovative approach to learning by digitizing and creating online courses in line with these Years 1-3 curriculum materials. These courses will be launched on the MTP, aiming to improve outreach and engage a broader audience of educators (beginning teachers, teacher educators, teachers, trainers, mobile teachers and trainers, etc.) in continued professional development opportunities. The courses will enable the educators to be able to: i) demonstrate their understanding of pedagogical theory and content knowledge required to deliver pre-service teacher education curriculum;  ii) plan, prepare, and deliver their subject/learning area, by applying various teaching strategies and assessment approaches to meet the needs of diverse learners in classrooms; and iii) effectively integrate digital tools and online resources to enhance their instructional practices in both physical and virtual learning environments. These courses include various components such as lectures, videos, and video scripts as well as a range of interactive activities including comprehension and reflection questions, graphic organizers, practice exercises, and quizzes.

Through the ESPIG project, the UNESCO Antenna Office in Yangon is now seeking a potential service provider to create engaging e-learning courses using UNESCO’s Year 3 pre-service teacher education curriculum materials as part of the digital transformation process.

The objective of this ‘Call for Proposal’ is to develop a digitized curriculum for Year 3 courses on four subjects with subject content, pedagogy, and assessment integrated into the course components. 

• Extract main content and concepts from existing curriculum materials.
• Develop interactive online course content including description, engaging learning activities, quizzes, and assessments.
• Draft scripts and suggested visuals for creating videos with a maximum length of 5-6 minutes.

The Contractor will perform the tasks under the overall authority of the Director of the UNESCO Regional Office in Bangkok (hereinafter called UNESCO), the direct supervision of the Head of Office of UNESCO Antenna office in Yangon and in close collaboration with the ESPIG project team, the Contractor will undertake the following responsibilities to digitize Year 3 Pre-service Teacher Education Curriculum Materials into four online courses: 

1. Develop four online courses, in the Myanmar language, each composed of multiple modules that include lectures, quizzes, assessments, review questions, and reflections. To accommodate different learning styles, lecture content should be presented in various formats, including audio/podcasts, videos, storyboards, real-world examples, and visual aids such as infographics, illustrations, cartoons, images, etc. Additionally, the interactive features available on MTP must be incorporated when designing lecture components into engaging, interactive content. See below for the detailed outline of these online courses:
   • Mastering Teaching Social Studies at the Primary School  
   • Mastering Teaching Geography at the Middle/High School  
   • Mastering Teaching History at the Middle/High School  
   • Mastering Teaching Economics at the Middle/High School  
2. Develop video scripts for four outlined subjects, each designed for a video of approximately 6 minutes in length. Each script should include detailed visual suggestions such as illustrations, infographics, and other relevant visual aids to enhance the content. The focus should be on content creation and visual recommendations, without producing or editing the final videos. The total number of video scripts for each subject should be between 13 and 17.
3. The contractor will undertake the following responsibilities to digitize Year 3 Pre-service Teacher Education Curriculum Materials into four online courses:
   • Conduct a comprehensive desk review of pre-service teacher education curriculum (Year 3 subjects including syllabi, student-teacher textbooks (TBs), teacher educator guides (TGs), and handbooks, Teacher Competency Standards Framework (TCSF) for beginning teachers, get familiar with these materials but not limited to other reference materials, and utilize them in developing online course materials, by ensuring well aligned online course materials which can fulfill the learning needs of educators and local partners in Myanmar;
   • Review existing Year 3 pre-service teacher education online courses available on the Myanmar Teacher Platform (MTP) to thoroughly understand pedagogy, instructional strategies, and assessment practices introduced in Year 1 and 2, and apply these concepts in the creation of corresponding online courses to ensure well-aligned course materials;
   • Conduct further research to ensure the online materials, in terms of overarching concepts, content, learning activities, teaching, and learning strategies, and assessment approaches, are contextualized to meet the needs of educators and local partners in Myanmar while reflecting the international standards and trends, including mainstreaming inclusion and equity, gender, culturally responsive teaching approaches, Mother Tongue–Based (MTB) teaching approaches, educational management and leadership skills, and assessment and feedback approaches;
   • Identify and extract key concepts, themes, and learning objectives. Organize content into coherent modules;
   • Meet with the UNESCO team and technical experts to fully understand the concept and scope of the educational courses. Deliver accurate data and course content, scripts with visuals necessary for the e-learning course creation process; 
   • Streamline UNESCO’s gender strategy, ensure the Guidelines on Gender-Neutral Language is applied throughout the course content and scripts ;
   • Propose course content, script, and visuals once the content and script have been validated by UNESCO. Revise and resubmit as necessary, based on feedback from UNESCO; 
     • Avoid including maps (global, regional, country) that could be politically sensitive or that could affect the legal status of any country, territory, city, area, or its authorities, or the delimitation of its frontiers or boundaries; 
     • Be sensitive to sociocultural differences, and political sensitivity, and address these issues properly in the Myanmar context;
   • Incorporate suggested changes and finalize the courses as needed; 
   • Submit ready-to-publish course booklets, video scripts with visual suggestions, and the editable source/master files for interactive materials; and
   • Strictly meet the committed deadline. 

1. The outline of the first two subjects (to be chosen by UNESCO) to UNESCO for reviewing on or before 14 April 2025; 
2. The draft e-learning course materials of the first two subjects (to be chosen by UNESCO) to UNESCO for review on or before 9 May 2025; 
3. Finalized e-learning course materials of the first two subjects (to be chosen by UNESCO) to the UNESCO for review on or before 31 May 2025; 
4. The outline of the remaining two subjects (to be chosen by UNESCO) to UNESCO for reviewing on or before 21 June 2025; 
5. The draft e-learning course materials of the remaining two subjects (to be chosen by UNESCO) to UNESCO for reviewing on or before 3 July 2025; 
6. Finalized e-learning course materials of the remaining two subjects (to be chosen by UNESCO) to UNESCO for review on or before 31 July 2025. 

The work shall be completed by 31 July 2025. 

Organization

Eligible organizations are local and international education service providers, focused on teacher education and have extensive work with pre-service teacher education and continued professional development for educators (teacher educators, teachers, trainers, etc.) and e-learning course development. Some criteria for application are as follows: 

 Required Qualifications:

• A good knowledge of the pre-service teacher education curriculum in Myanmar and the learning needs of the different educators would be a great advantage.
• At least 5 years of experience in training and in teacher professional development and related fields is required, preferably with experience in e-learning materials development.
• Sufficient technical support professionals for training materials and online course development with appropriate experience in education, international development, or a related field.
• Sufficient professionals with excellent communication skills and excellent writing skills in English.
• Excellent project management skills, including the ability to meet deadlines and manage resources effectively. 

Desirable Qualifications:

• Previous experience with international organizations, UNESCO, and/or the UN system including the World Bank Group is preferred; and
• Previous experiences in developing pre-service teacher education online courses will be an advantage. 

Lead Project Manager

Required Qualifications:

• An advanced degree in the field of education, development, or related field.
• At least five years of experience in the field of education and/or training provision.
• Excellent knowledge of Myanmar context, particularly pre-service teacher education.
• Experience in technical support for training materials and online course development with appropriate experience in education, international development, or a related field.
• Ability to think strategically and creatively in problem-solving; and
• Ability to work with flexibility and collaboration is essential. 

Desirable Qualifications:

• Previous experience with international organizations, and/or the UN organizations are preferred; and
• Previous experiences in developing pre-service teacher education training materials and online courses will be an advantage.