Social Impact is a global development management consulting firm. We provide monitoring, evaluation, strategic planning, and capacity building services to advance development effectiveness. We work across all development sectors including democracy and governance, health and education, the environment, and economic growth. Since 1997 we have worked in over 100 countries for clients such as US government agencies, bilateral donors, multilateral development banks, foundations, and nonprofits.
In preparation for USAID/Morocco’s new Country Development Cooperation Strategy (CDCS), the Education office is seeking support in conducting research that will generate necessary data for the development of its new strategy and activities in support of the Moroccan Ministry of National Education, Higher Education, Vocational Training, Higher Education and Scientific Research (MOE). It is anticipated that the next phase of education programming will focus on building the capacity of the MOE to be more able to independently implement and sustain programs. To prepare for this transition, two key analyses that build the foundational evidence to inform future activity design in the area of basic education support for Morocco are needed:
- Analysis & Capacity Building (Task 1a & 1b): An analysis of the alignment between primary and middle school curricula and approaches.
- Analysis & Capacity Building (Task 2): An analysis of teaching and learning materials for accessibility and inclusion.
Both efforts will take into consideration MOE staff capacity and will be done in partnership with them to have a sense of what else is needed to build their capacity to continue to work in these two areas in the next strategy.
The goal of sub-task (1b) is for Social Impact to work with a relevant cadre of MOE staff to assess and build their capacity and conduct a comparative analysis of the primary and middle school math STEM curriculum, materials and structure to assess the curriculum against best practices for science learning, and to identify gaps across grade levels that are repetitive or misaligned to highlight areas where alignment is needed. Mathematics curriculum will be reviewed separately. Specifically, the goal is to:
- Review the science curriculum for adherence to best practice guidance on teaching and learning of these subjects for all learners at the primary and lower secondary levels.
- Understand the progression and structure of science learning across grades 1-9 in order to identify any gaps in the curriculum that hinder the logical flow between primary and middle school.
Task 1b will ultimately conclude with recommendations on how best to align the middle school STEM curriculum with the primary school curriculum, and to improve the curriculum across the primary and middle school grades.
SI is seeking a Lead Curriculum Specialist to review the primary and middle school level science curriculum for the Moroccan MOE. This will include managing a participatory curriculum review process alongside two to three mid- to senior-level staff within the Moroccan MOE who will receive training on conducting curriculum reviews in STEM as part of this overall activity. Training workshops will be designed and led by a Lead Facilitator, but collaboration will be required to ensure trainees are prepared to serve as co-reviewers following the training. The rubrics and process for conducting the curriculum review will be finalized with MOE trainees’ inputs during the training workshops. The consultant’s work on the project is scheduled to begin in May 2020 and will extend on a part-time basis through January 2021. S/he will report to the project team lead and will work conjointly with other curriculum reviewers and training specialists.This project is fully remote.
- Lead the analysis of primary and middle school science curriculum, inclusive of teacher guides, textbooks, learning materials, assessments, etc.
- Draft evaluation rubrics grounded in best practice theories of relevant curriculum development and pedagogic practices for STEM.
- Support training workshops, including by leading a remote process of refining draft curriculum review rubrics with MOE trainees to finalize these review tools during the training.
- Lead weekly remote meetings to ensure high quality and timeliness of curriculum review across all co-reviewers.
- Support a REMOTE reporting out meeting with trainees/ co-reviewers at the conclusion of the curriculum review to develop findings into conclusions and recommendations to better align curriculum to meet global best practices and align across grades 1-9.
- Produce a gap analysis that clearly details where the existing curricula is doing well, what is lacking, and provide recommendations on what would raise the existing curricula to meet established best practices.
- Contribute to writing of the draft and final reports for USAID/Morocco in collaboration with other team members.
- Support training specialists in the development of capacity building workshops as needed.
- Postgraduate degree in Education, focused in a STEM field, and a minimum of twelve years of relevant experience.
- Expert-level understanding of global best practices around primary and middle school level curriculum development for STEM fields.
- Experience with curriculum design, review, and revision principles and practices, and prior experience specifically developing and implementing rubrics for curriculum evaluation.
- Demonstrated ability to synthesize literature, organize findings, and present coherent, well thought out recommendations related to curriculum alignment.
- Strong English writing and communication skills.
- Stable, fast, professional online connection required.
- Prior work with USAID contracts preferred.
- Knowledge of Moroccan education system preferred
- Oral and written fluency in Arabic required.
How to apply
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To apply to the position, please visit our website:https://chp.tbe.taleo.net/chp02/ats/careers/requisition.jsp?org=SOCIIMPA….
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