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UNICEF South Africa

The South African education sector is not adequately equipping students with cognitive, social, and emotional competencies to meet the demands of our fast-changing world (NEDLAC, 2019; DHET, 2022). Too many learners, particularly those from low-income backgrounds, cannot read for meaning by the age of 10 (PIRLS, 2016; 2023). They are struggling to successfully complete secondary and tertiary education and leaving school ill-prepared to find or create employment. Whilst many complex social and economic reasons contribute to this failure to prepare learners for success during and after school, there is increasing acknowledgement that there is a need to better equip learners with the competencies they need to find or create work and thrive in the 21st Century and beyond (DBE Lekgotla, 2018 and 2022). The COVID-19 pandemic necessitated a trimming of the South African ‘Curriculum and Assessment Policy Statement’ (CAPS) curriculum, thereby opening the opportunity to rethink and rebuild the curriculum in the aftermath of the pandemic in a way that improves educational relevance.

To respond to the key challenge addressed above, the Department of Education (DBE) developed the South African Basic Education Competency Framework in 2023 – a framework to be used from early childhood throughout all levels of education. The Framework is encouraged to be used by any formal, informal, and non-formal skills development interventions, including those initiated by other departments and the private sector.

At the national Basic Education Lekgotla in January 2022, the Department of Basic Education (DBE) agreed on a multi-pronged approach to address this complex set of issues. This approach includes:

• A short-term learning recovery plan in response to COVID-19, to address learning loss (2021 to 2024).
• A medium to long-term curriculum strengthening plan (2025 onward), aimed at addressing the issue of curriculum relevance and preparing learners for the fast-changing world.

The work outlined in this document will focus exclusively on the Curriculum Strengthening Initiative.

For the purposes of clarity, whilst globally the term ‘21st Century Skills’ and/or ‘Social Emotional Learning’ is commonly used in this space, South Africa has taken to referring to ‘skills and competencies for a changing world’.

Curricular evolution has been a key feature of the basic education landscape in democratic South Africa, there has not been a structured and systematic set of processes to guide curriculum development and ongoing review (Chisholm, 2023). Historic review processes have tended to be ad hoc rather than regular, deliberate, and optimally

structured to build on lessons learned through previous iterations (Hoadley, 2018). The ad hoc nature of curriculum review has contributed to inefficiencies in the delivery of quality basic education, through challenges such as miscommunication, disruption, and a lack of adequate planning and budgeting for curriculum-related changes that accompanied the review processes historically.

Building on the lessons learned and stability achieved in the South African basic education system over the past thirty years, a policy was proposed by the Heads of Education Departments Committee (HEDCOM) in 2023, to guide the processes of curriculum review and development moving forward. This policy process intends to leverage lessons learned through curriculum evolution, to ensure that curriculum review and development take place in a regular, systematic, and structured manner across the system. The ultimate aim of the proposed policy is to contribute to systemic improvement in basic education, through enhanced stability and structure in curriculum review and development processes.

Acknowledging the crucial nature of DBE’s efforts, UNICEF has confirmed its technical and financial support to DBE in implementing such a framework where competency-infused Curricula strengthen the current Curriculum Assessment Policy Statements (CAPS). One of the key aspects needed for implementation and ongoing curriculum renewal is to develop a Procedural Policy to Guide the Development and Review of Curriculum Policy. The DBE has initiated work in mobilising DBE officials across the five key ‘levers of change’ (i.e. Curriculum Policy, Teacher Development, Learning Environment, Assessment and Learning & Teaching Support Materials [LTSM]) to realize conceptual clarification on the nature of the intervention.

An agreement was reached to use the term ‘Procedural Policy to Guide the Regular Review of Curriculum Policy’. Furthermore, a draft policy consideration document was developed as a reference for the policy development process going forward, including materials to be used/referenced for the forthcoming discussions at Teacher Development and Curriculum Management (TDCM), Heads of Education Departments Committee (HEDCOM) and Council of Education Ministers (CEM) on the policy development process. Based on these reference documents, UNICEF SA is now seeking technical assistance from a highly experienced professional to provide quality support to the DBE in driving the development of this policy.

How can you make a difference?

As the national curriculum strengthening process unfolds, there is a need for the DBE to engage with key DBE officials that are currently leading the national curriculum work but also with those related to the five levers (Curriculum Policy, Teacher Development, Learning Environment, Assessment and Learning & Teaching Support Materials [LTSM]), as well as with broader stakeholders, to develop the Procedural Policy to Guide the Regular Review of Curriculum Policy. This process should be conducted in a rigorous, participatory, and evidence-led manner, guided by the principles outlined in the Socio-Economic Impact Assessment System (SEIAS) process implemented across all government departments.

The consultant will engage with the DBE’s Curriculum Strengthening team, and other relevant stakeholders, to develop a Procedural Policy to Guide the Regular Review of Curriculum Policy. The intervention is highly process-oriented as adequate methodology is needed to enable consultations and reflection of technical inputs in developing a comprehensive review process and a policy that is strategic yet realistic under each workstream (Curriculum Policy, Teacher Development, Learning Environment, Assessment and LTSM).

The support is expected to reflect the existing political relationships among the key stakeholders, as well as consideration of the historical progress that the country has experienced over the years. Further, the consultant is expected to showcase adaptability to the changing environment by adjusting and updating work when required.

Key responsibilities and outputs of the technical assistant include:

1. Drive the research work through:
   • Setting up and conducting interactive interviews with experts
   • Finalising the design and execution of a national survey
2. Complete the existing Socio-Economic Impact Assessment System (SEIAS) Reports, according to DPME requirements
3. Design, plan and execute consultative workshops in at least 2 provinces with participation from:
   • Senior Management across the 5 levers
   • Curriculum writers
   • Subject advisors for priority subjects
4. Design, plan, and facilitate a national dialogue on the proposed policy
5. Develop successive policy drafts for discussion
6. Prepare presentations for the Curriculum Strengthening Working Group (CSWG), TDCM, HEDCOM, and CEM
7. Attend CSWG meetings as part of the policy development steering group
8. Guide curriculum specialists on additional research that would inform the policy, including:
   • Mapping of 104 subjects in the curriculum
   • Profiling the curriculum writer community9.
9. Final Draft Policy for gazetting and promulgation

The work targets coordination across the basic education system – including the Three Stream Model (TSM), in line with the overall strategic imperatives of Curriculum Strengthening.

To qualify as an advocate for every child you will have…

• An advanced university degree (Master’s or higher)
• A minimum of 10 years of relevant professional experience in education policy and/or curriculum or related field
• Experience in education sector reform planning & management
• Experience in managing large-scale education sector programmes/projects
• Experience in institutional and organisational capacity development
• Experience in working with governments
• Previous experience leading a similar education reform process in the Africa/Latin America region is an asset

Please indicate your ability and availability; and attach a technical proposal and financial proposal in ZAR to undertake the terms of reference above (including admin cost if applicable). Proposals submitted without a detailed financial proposal aligned to the assignment will not be considered.

UNICEF does not charge any application, processing, training, interviewing, testing or other fee in connection with the application or recruitment process. Should you receive a solicitation for the payment of a fee, please disregard it. Furthermore, please note that emblems, logos, names and addresses are easily copied and reproduced. Therefore, you are advised to apply particular care when submitting personal information on the web.

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

For every Child, you demonstrate…

UNICEF’s values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).

To view our competency framework, please visit  here.

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious or ethnic background, and persons with disabilities, to apply to become a part of the organization. To create a more inclusive workplace, UNICEF offers paid parental leave, breastfeeding breaks, and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. Click here to learn more about flexible work arrangements, well-being, and benefits.

According to the UN Convention on the Rights of Persons with Disabilities (UNCRPD), persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. In its Disability Inclusion Policy and Strategy 2022-2030, UNICEF has committed to increase the number of employees with disabilities by 2030. At UNICEF, we provide reasonable accommodation for work-related support requirements of candidates and employees with disabilities. Also, UNICEF has launched a Global Accessibility Helpdesk to strengthen physical and digital accessibility. If you are an applicant with a disability who needs digital accessibility support in completing the online application, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF.

UNICEF does not hire candidates who are married to children (persons under 18). UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.

Remarks: 

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.

The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.

Level of Education: Bachelor Degree

Work Hours: 8

Experience in Months: No requirements