Summary Information
Program
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NextGen - Youth Engagement in Cocoa Sector
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Activity Title
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Consultant for Teachers Training - Next Generation Pilot
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Type of Activity
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Consultancy
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Activity Working Language
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Indonesian and English
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Location
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Luwu Timur and Luwu Utara, South Sulawesi
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Period of Consultancy
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September 2017 – February 2018
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Mars
Foods Inc, in collaboration with Swisscontact and the Millennium
Challenge Account, seeks a Technical and Vocational Education and
Training (TVET) teacher training expert to
facilitate training for SMK teachers in a new STEM-Agriculture
curriculum for a pilot program in cocoa farming communities in South
Sulawesi.
This
pilot program is part of a broader initiative to engage the next
generation -young people- in the cocoa farming ecosystem. This component
of the program involves the engagement
of TVET institutions, particularly SMKs. As such, it is part of Mars’
formal knowledge systems increasing competitiveness in cocoa farming
communities. Its ultimate goal is to cultivate the next generation of
professional cocoa farmers and agriculture professionals
to deliver a sustainable supply of cocoa and, in turn, support local
economies.
The
long-term dedication of vocational school teachers and administration
to their student’s progress, particularly in North Luwu and East Luwu
Sulawesi, is manifestly apparent.
This program seeks to leverage the strong will of teachers to improve
the lives of their students by improving the close support that Mars has
provided to vocational schools in cocoa communities previously. The
teacher training expert will be crucial in assisting
SMK educators to enhance their curriculum and devise creative
strategies to support the growing needs of their students, who are often
eager to engage in cocoa farming and related industries yet do not have
the means, practical knowledge or backing to implement
their goals. Key to this will be ongoing training of teachers in
relevant and appropriate teaching methodologies to deliver
STEM-Agriculture curriculum.
The
overall aim of this program is to strengthen the existing formal
education of rural youth through the engagement of SMKs in North Luwu
and East Luwu, Sulawesi. It is linked to
Mars’ efforts to achieve commercial priorities through enabling
resilient and prosperous cocoa farming communities. The curriculum
required for this program will augment the current core curriculum used
in vocational schools in Indonesia. It seeks to ensure
that adequate skills and knowledge are being developed, particularly
related to entrepreneurship, in line with the requirements of industry
and a rapidly evolving and technologically demanding working
environment. The work of the consultant should reflect
an appreciation for gender equality and local knowledge.
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2.
Objectives
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3.
Key Educational Outcomes
Outcome
1: Students across SMK disciplines use their developed competencies to
understand and apply basic concepts for entrepreneurial activity
in cocoa farming communities.
Outcome 2: Students
across SMK disciplines use their increased capacities to recognize the
interconnected nature of basic STEM and agribusiness concepts.
Outcome 3: Students become more active participants in their own learning.
Outcome
4: Students understand their positive role in the community development
and can recognize business opportunities in and around the
cocoa farming ecosystem. Students feel empowered to use their knowledge
to improve the lives of others.
Outcome
5: Teachers more knowledgeable and sound understanding of STEM
educational principles and apply the principles to develop
the learning process formal and informally for the students
Outcome 6: Teachers demonstrate ability to creatively plan and deliver integrated curriculum.
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4.
Scope and Methodology of Work
The teacher trainer expert is required to:
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5.
Guiding Principles
A vision of
change and the conviction that one can contribute to that change enables
within a young student a sense of motivation that no outside force can
deposit. When channeled appropriately, this motivation
can allow students to see the important place of farming in society and
finds ways to contribute to individual and community progress. To do
this, a deep appreciation for science and mathematics, as well as the
ability to read social reality with accuracy
and precision must be fostered.
Students,
teachers, administrators, community members are not objects of
development, but active protagonists. Each local actor must be supported
to participate in decision-making about strategy and in the selection
of priorities to be pursued in their school.
This intervention
aims to be process oriented and committed to long term action, and
driven by the administrations, teachers and students of a community
itself. The watchword is sustainability.
Development through education is effective but not instantaneous. The
right environment—support, space, vision, access to knowledge—must be
present for a student to recognize the value of cocoa farming for
themselves and their community and become capable
of empowering and professionalizing others. No single component of this
initiative carried out in isolation from the rest. An action-reflection
process will be crucial to the success of the curriculum development.
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6.
Professional Qualifications
Education: Suitable candidates should possess at minimum a Master’s degree in education or a related discipline.
Experience: Minimum 5
years’ experience in education training, particularly in the area of
TVET curricula, critical pedagogy and developing teaching methodology.
Candidates should also have extensive knowledge
of STEM education and a sound understanding of participatory
development principles. Experience developing TVET or STEM curriculum in
an Indonesian context is highly desirable.
Competencies: Proven
ability to conceptualize, design and implement teacher training in
accordance with international standards. Track-record of effectively
training teachers to deliver new curriculum. Deep
knowledge of Competency Based Training, teacher education systems and
integrated education delivery. Understanding of STEM educational
principles. Excellent communication in written and verbal English,
coordination and ability to apply interpersonal skills
in multi-cultural settings. Knowledge of Bahasa Indonesia is required.
Knowledge of Buginese is an advantage.
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Schedule and Deliverables
Total duration: September 2017 - February 2018
Curriculum workshop 1: end of September 2017;
Curriculum workshop 2: end September 2017;
Teacher training workshop 1: beginning November 2017;
Curriculum workshop 3: end November 2017;
Curriculum workshop 4: end December 2017;
Teacher training workshop 2: beginning January 2018:
Final report due: 26 February 2018.
Location of work:
Curriculum review
can occur at offices of consultant. Workshops and training to be
conducted on local premises in North and North East Luwu, Sulawesi.
Expected travel:
6 trips to SMKs in Sulawesi to document local insights and attend participatory curriculum development workshops.
Expected Deliverables:
1.
Proposal for teacher training, including methodology;
2.
Conduct 2, 5-day teacher training for 50 SMK teachers;
3.
Facilitate 4, 5 day workshops for curriculum development;
4.
Final
outcome report on teacher training process with key learnings at each
iterative stage and assessment of future competency needs of teachers.
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Application Process:
Qualified candidates should develop a proposal that meets the objectives set out in this call.
Consultation on the content and format of the proposal, application letter and CV should be sent via e-mail
to recruitment.indonesia@ swisscontact.org with Subject Line: Teachers Training
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