Background:
Rwanda’s Vision 2020 and its Economic Development and Poverty Reduction Strategy (2008-2012) aims at the development of a knowledge-based and technology-led economy. In this context, Rwanda has embarked on reforms aiming at improving every aspect of quality education. In line with efforts to improve the
quality of education, is also the focus on aligning curriculum, teaching and learning, and assessment to ensure the education system is producing the kind of citizen the country desires.
The second pillar of the Vision 2020 highlights the general need to regularly examine curricula in terms of their relevance to assist in the achievements of education and national development goals and objectives. While curriculum is not the only factor influencing education quality, it is the core of the entire education system. Education quality is linked to three main factors: Learner characteristics – prior learner knowledge; learning styles; attitudes and aptitudes; learning difficulties – including literacy and numeracy problems; Enabling inputs- learning time; teacher skills and competencies; teaching methods ; learning content; teaching and learning materials; physical infrastructures; classroom characteristics; other human resources (e.g. parental involvement); inspection and supervision; school governance; Outcomes – early literacy, numeracy and life skills; creative and emotional skills; values to be a good citizen; knowledge and skills to earn a good living; social benefits) .
Purpose and objective of the consultancy
Curriculum is the cornerstone of any education system. The Rwanda Curriculum requires an overhaul to meet the demands of the country’s vision and the dynamic global skills market demands. Clearly a systematic approach to reviewing the efficacy of each component of the curriculum within a time frame is needed in order to stay up-to-date and therefore, to provide the Rwandan learners with a competitive edge in the world economy and a solid foundation in the development of a knowledge-based and technology-led economy. Ultimately the new curriculum should be skills based and competency-based. The Overall objective is to conduct a systematic and comprehensive review and update of the Rwanda national curriculum from Pre –primary to senior six. The objective is to create a body of essential knowledge, values and skills that all Rwandan children should learn. The revised curriculum should give the nation confidence that learners are acquiring the necessary skills and competencies at every level of study to make appropriate progress. This objective will require a systematic process for evaluating existing curricula through a sequential approach while identifying programs in need of revision. Ultimately a mechanism for coordinating school /community/district level objectives with program assessment, revision, implementation and evaluation will be laid. The review will consider all subjects that are currently included in the national curriculum
Scope of the Task and Duration
The process of the review exercise is expected to be completed within 48 months and will be done in phases as detailed below;
a) Phase I: Planning for and conducting a study / research and evaluation into the strength and weaknesses of existing curriculum and subject syllabuses and draw out recommendations to guide the definition of the skills and competencies for the new curriculum. Leading to a national consultation on the nature and desired characteristics of the revised curriculum involving all stakeholders. The national conference involving all stakeholders will be aimed at debating and refining the suggestions comments and recommendations of the report.
b) Phase II: Planning for and holding a National Curriculum Conference (NCC) to disseminate findings of the study on the strength and weaknesses of the existing curriculum and to consult with stakeholders on proposed revised learning objectives and outputs for the new curriculum.
c) Phase III: Development of a costed time tabled road map plotting the work to be undertaken and the key deadlines to be achieved in delivering the revised curriculum including processing the approval of the revised curriculum learning objectives and out puts, the national curriculum framework, the required desired methodologies and the key skills and competencies (completed by April 2013). This includes the consideration of the report by the relevant authorities.
d) Phase IV: Identification of capacity gaps of the curriculum experts and actual training of the experts. Elaboration of the revised curriculum/syllabi (start May2013).
e) Review of the Learning and Teaching Materials (LTM) revised list for the next cycle of 5 years. The new list of LTM is envisaged to align to the revised curriculum which should be ready for use by Jan 2016.
Deliverables:
• A comprehensive report on the existing curriculum covering all aspects identified in the outcomes with concrete recommendations to guide the review of the curriculum.
• A conference report indicating concrete recommendations on curriculum to be reviewed.
• A costed road map for the review process.
• An approved national skills and competency-based curriculum frame work with detailed curriculum learning objectives and outputs, the required/desired methodologies and the key skills and competencies and approved recommendations ready for use in the review exercise
• A training plan and training of curriculum experts
• Approved skills and competency-based curricula and syllabi for all grade levels
• Overall national teacher training plan and Training of Trainers for teacher orientation.
Methodology:
Different appropriate methods will be employed at each phase including assessment/study of the existing curriculum and syllabi; Document review; interviews-structured and semi structured; field/school visits (urban and rural) across the country; and workshops consultations/conference.The overall process of the review will be participatory involving national technical teams and all relevant stakeholders as will be defined. Technical assistance will reinforce the capacity of the national technical teams/expert panels to review the curriculum and the respective syllabi.
Profile and required consultancy Organisation/firm/Institution
The consultancy institution/firm/organisation must assign an adequate number of technical experts to lead and coordinate the job. All must have sound background in education, curriculum design and development as well as have experience in teaching.
How to apply:
1- SEALED Proposals should be sent to Registry, tender box located at: UNICEF, Ebenezer House 1370 Boulevard de l’Umuganda, Kacyiru, District of Gasabo, Kigali 2- Electronic submission of bidders indicating ”Do not Open in Advance” on the Subject line should be sent to e-mail at : kigali@unicef.org
3- IMPORTANT – ESSENTIAL INFORMATION
The reference RFP/RWAA/2012/003 must be shown on the envelope containing the Technical Proposal and on the envelope containing the Price Proposal, as well as on the outer packaging containing both envelopes. The interested bidders are requested to collect the full Terms of Reference at the Unicef reception or send the email to bkayitankore@unicef.org for the electronic copy.
The Proposals MUST be received at the above address by latest 01 October 2012 at 10 hrs Kigali Time (GMT+2) Proposals received after the stipulated date and time will be invalidated.
