Curriculum and Teaching Expert

In Ethiopia, the IRC delivers educational services to children, their parents or caregivers,and to government-run primary schools. The IRC operates directly and indirectly throughout all regions of Ethiopia, except for the Southwest Region. The IRC works through seven field offices – in Adama, Hawassa, Asossa, Gambella, Somali, and Shire, and four satellite offices in Aleta Wondo Harar, Bahir Dar, and Shiraro. The IRC directly operates in Oromia, Somali, Tigray, Beninshangul-Gumuz, Southern Nations, Nationalities, and Peoples (SNNP), Sidama, Gambella, and Harari regions. The IRC operates directly and through its partners in Amhara and Afar regions. 

Objectives of the FCDO Transforming Education in Ethiopia (TREE) Programme

The Transforming Education in Ethiopia (TREE) Programme (2024 – 2029)” initiated by the FCDO (Foreign, Commonwealth & Development Office) aims to increase access to education for girls and other marginalized groups and enhance their learning outcomes as well as improve teaching quality and learning outcomes with a focus on foundational learning.

The program will focus on three key components below: 

1. Access to quality education: Improved quality of teaching and learning in targeted schools.

2. English Language: Selected schools provide better teaching and learning in English Language as a subject, and improved use of English across the curriculum. 

3. Inclusion: Increased number of the most marginalized children, particularly girls, access education, stay in school and learn. 

Overview of the Role:

The Curriculum and Teaching Expert will play a pivotal role in the TREE programme, focusing on improving the quality of teaching and learning in targeted schools. This role requires extensive experience in curriculum development, teacher training, and educational leadership, with a strong understanding of the Ethiopian education system.

Scope of Work

1. Curriculum Development:

o Collaborate with the Ministry of Education and regional education bureaus to develop and refine curriculum content for Pre-primary, primary and secondary education.

o Ensure that the curriculum is inclusive, gender-sensitive, and aligned with the best international practices.

o Support the integration of English language teaching across the curriculum.

2. Teacher Training and Professional Development:

o Design and deliver training programmes for teachers and school leaders to enhance their instructional skills and pedagogical practices.

o Promote active learning methodologies and move away from rote learning.

o Establish and support teacher communities of practice to facilitate peer learning and continuous professional development.

3. Educational Leadership:

o Provide technical assistance to school leaders to help them become effective instructional leaders.

o Support school leaders in translating training into improved classroom practices and school management.

4. Monitoring and Evaluation:

o Develop and implement frameworks to assess the impact of curriculum and teaching interventions.

o Conduct classroom observations and systematic assessments of teacher and school leader competencies.

o Use data to inform continuous improvement of teaching practices and curriculum content.

5. Stakeholder Engagement:

o Establish and maintain effective working relationships with the Ministry of Education, regional education bureaus, and other relevant stakeholders.

o Collaborate with other TREE implementing partners to ensure integrated and cohesive programme delivery.

6. Reporting:

o Prepare high-quality monthly, quarterly, and annual progress reports on curriculum and teaching activities.

o Provide regular updates to FCDO and other stakeholders on the progress and impact of curriculum and teaching interventions.

Role requirements 

• Curriculum Development Expertise: Demonstrate experience in developing and implementing curriculum content that is inclusive, gender-sensitive, and aligned with international best practices.
• Teacher Training: Proven ability to design and deliver effective teacher training programmes that promote active learning methodologies and improve instructional skills.
• Educational Leadership: Experience in providing technical assistance to school leaders and supporting them in becoming effective instructional leaders.
• Monitoring and Evaluation: Strong skills in developing and implementing M&E frameworks to assess the impact of curriculum and teaching interventions.
• Local Knowledge: Deep understanding of the Ethiopian education system, including the political, cultural, and social context.
• Adaptability: Ability to adapt strategies and interventions to changing contexts and needs, ensuring flexibility and responsiveness in programme delivery.
• Leadership: Proven ability to provide strategic direction, build consensus among stakeholders, and lead teams effectively.
• Commitment: Dedication to ethical principles, safeguarding, and inclusive practices, with a focus on gender and disability inclusion.

Collaboration with Other Team Members

1. Team & Technical Lead: Work closely with the Team & Technical Lead to align curriculum and teaching strategies with the overall programme objectives and ensure integration across all components.

2. Gender and Inclusion Technical Expert: Collaborate to ensure that curriculum and teaching practices are inclusive and gender sensitive. Jointly develop training materials and interventions that address the needs of marginalized groups.

3. Other Technical Leads: Coordinate with other technical leads (e.g., governance, public financial management) to incorporate relevant aspects into the curriculum and teaching practices. Share best practices and co-develop training materials.

4. Regional Leads: Work with regional leads to tailor curriculum and teaching interventions to the specific needs of different regions and communities. Provide support and guidance to regional teams on implementing effective teaching practices.

5. M&E Team: Collaborate with the Monitoring and Evaluation team to develop and implement frameworks for assessing the impact of curriculum and teaching interventions. Regularly share data and insights to inform programme adjustments and improvements.

6. Training Sessions: Lead training sessions for team members and partners on curriculum development and global teaching best practices. Ensure that all team members are equipped with the knowledge and skills to implement effective teaching strategies.

7. Resources: Develop and share resources, such as training materials and guidelines, to support the integration of effective teaching practices across all programme activities.

8. Adaptive Learning and Innovation: Work with the team to design and test innovative solutions to improve teaching and learning. Share successful approaches and lessons learned with the broader team to promote continuous improvement.

Qualifications 

• A strong track record of leading the management or technical delivery of large and/or complex donor funded programmes and managing a diverse team of professionals and consortium partners.
• Advanced degree in Education, Curriculum Development, Educational Leadership, or a related field.
• At least 5 years’ experience in curriculum development and teacher training, particularly in Ethiopia or similar contexts.
• Proven record of successfully delivering educational interventions and improving teaching quality.
• Experience working with government and community stakeholders in Ethiopia.
• Strong technical knowledge of curriculum development and pedagogical practices.
• Fluency in English and Amharic is preferred.
• Ability to perform at a senior management level including managing staff in a matrixed system with a focus on adaptive management.
• Experience and ability to provide leadership and direction in harnessing the multi-disciplinary skills of the technical personnel and consortium partners.
• Familiarity with current global and regional debates about girls’ education and empowerment including FCDO’s thinking and emerging priorities.
• Prior experience in managing or delivering large FCDO programmes (preferably commercial contracts) will be a strong asset.

Please note that the scope of work is high level and indicative only at this stage and may be subject to change once the Terms of Reference for the programme is released and as the opportunity develops. This position will be contingent on the programme being awarded to IRC.

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