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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 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 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 in 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, video scripts as well as a range of interactive activities including comprehension and reflection questions, graphic organizers, practice exercises and quizzes.

Through ESPIG project, UNESCO Antenna Office in Yangon is now seeking a potential service provider to create engaging e-learning courses using UNESCO’s Year 1 pre-service teacher education curriculum materials as part of digital transformation process.

The objective of this ‘Call for Proposal’ is to develop digitized curriculum for Year 1 courses on five subjects with subject content, pedagogy and assessment integrated in 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 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 1 Pre-service Teacher Education Curriculum Materials into five online courses: 

• Develop five online courses, in 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, and 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:
  • Teaching Local Curriculum at the Primary School
  • Teaching Morality and Civics at the Primary School
  • Teaching Mathematics at the Primary School
  • Teaching ICT at the Primary School
  • Teaching Myanmarsar at the Primary School
• Develop video scripts for five 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. See below for the detailed requirements for each subject:
  • 13 video lessons for Teaching Local Curriculum at the Primary School
  • 13 video lessons for Teaching Morality and Civics at the Primary School
  • 21 video lessons for Teaching Mathematics at the Primary School
  • 12 video lessons for Teaching ICT at the Primary School
  • 19 video lessons for Teaching Myanmarsar at the Primary School
• The contractor will undertake the following responsibilities to digitize Year 1 Pre-service Teacher Education Curriculum Materials into five online courses:
  • Conduct a comprehensive desk review of pre-service teacher education curriculum (Year 1 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 1 pre-service teacher education online courses available on Myanmar Teacher Platform (MTP) to thoroughly understand pedagogy, instructional strategies, and assessment practices introduced in Years 1, 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 expert 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 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, 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. An outline of three subjects (to be chosen by UNESCO) to the UNESCO for reviewing on or before 15 October 2024;
2. A draft e-learning course materials of three subjects (to be chosen by UNESCO) to the UNESCO for reviewing on or before 5 November 2024; 
3. Finalized e-learning course materials of three subjects (to be chosen by UNESCO) to the UNESCO for reviewing on or before 25 November 2024;
4. An outline of two subjects (to be chosen by UNESCO) to the UNESCO for reviewing on or before 30 November 2024;
5. A draft e-learning course materials of two subjects (to be chosen by UNESCO) to the UNESCO for reviewing on or before 15 December 2024;
6. Finalized e-learning course materials of two subjects (to be chosen by UNESCO) to the UNESCO for reviewing on or before 20 January 2025.

The work shall be completed by 20 JANUARY 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 pre-service teacher education curriculum in Myanmar and learning needs of the different educators would be a great advantage.
• At least 5 years of experience in trainings 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 the deadline and manage resources effectively. 

Desirable Qualifications:

• Previous experience international organizations, UNESCO and/or the UN system including 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 on 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 creative problem solving; and
• Ability to work with flexibility and collaboration is essential. 

Desirable Qualifications:

• Previous experience 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.