Program

NextGen – Youth Engagement in Cocoa Sector 

Activity Title

Consultant for Curriculum Development – Next Generation Pilot

Type of Activity 

Consultancy

Activity Working Language

English and Indonesian

Location

Luwu Timur and Luwu Utara, South Sulawesi and home base

Period of Consultancy

August 2017 – January 2018

Mars Foods Inc, in collaboration with Swisscontact and the Millennium Challenge Account, seeks a Technical Vocational Education and Training (TVET) Competency Based
Training curriculum development expert to create a participatory design STEM (Science, Technology Engineering and Math) Agriculture curriculum for a pilot program in cocoa farming communities in 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 (Sekolah Menengah Kejuruan). As such, it is part of the 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 and administrators to improve the lives of their students by improving the close support that Mars has provided to vocational schools in cocoa communities historically. The curriculum development
expert will be crucial in assisting these 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. The curriculum development expert will lead the participatory development of educational content that facilitates an integrated view of cocoa farming ecosystems and prepares students to engage in entrepreneurial
activities. This content will fit within the local content requirements of SMK curriculum in accordance with national regulation.

The overall aim of this program is to strengthen the existing formal education of rural youth through active engagement of SMKs in South Sulawesi. It is linked to
the 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 in line with the requirements of industry and a rapidly evolving and technologically demanding working environment.

1. Develop the equivalence of 8 weeks of entrepreneurial competency based vocational STEM modules comprising the following educational themes: agricultural
   science, agricultural technology, agricultural engineering, agricultural mathematics, agricultural language, small business development in rural contexts, global and local cocoa supply chain, basic economic principles related to agricultural commodities, bridging
   evidence-based science and local knowledge, character development and civil responsibility.

Modules should reflect an appreciation for gender equality and local knowledge, while integrating the above themes with an interdisciplinary approach
focused on hands-on skills development. As such, each module should contain a practical component. The pedagogy should draw on current and relevant critical education and empowerment theories. The following is a non-exhaustive list of skills that should correlate
with the theoretical concepts mentioned above: the ability to use the scientific method in decision making and analysis, the ability to describe observed reality with accuracy and precision, the ability to use mathematical concepts in agribusiness, and the
ability to recognize entrepreneurial opportunities within a local community context.

Key to the success of this curriculum will be the ability to gracefully integrate sound natural and social scientific theories into practice. In
order to test opportunities for informal education in community settings, each educational module of the curriculum should be able to stand alone as a single component and be joined with other modules as a coherent whole.

Each educational module should be prefaced with:

• Learning objectives and an overview of key content;
• Description of the methodology of delivering content, including facilitation notes;
• Analytical frameworks of the key content.

1. Develop a teacher training module to train SMK teachers to deliver curriculum modules (2A).

1. Adapt curricula for use in non-formal education settings.

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: Based on the developed competencies and increased capacity, 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.

The curriculum development expert is required to:

• Assess the current SMK curriculum and identify opportunities for development
• Develop an outline of each curriculum module (based on each selected theme);
• Develop content for each module based on the themes above and appropriate for the TVET schools selected. Draw on a previously conducted baseline assessment to determine specific curriculum needs. Content development
  should occur through a participatory method.
  • By ‘participatory method’ is meant that each module has 3 development steps: 1. Draft module; 2. Test draft and adjust module based on feedback from TVET teachers and students at selected schools during 4 participatory
    engagement workshops; 3. Write final module.
  • Testing is to be carried out in 4 distinct curriculum development workshops, of 5 days duration each, in collaboration with a local teacher training consultant.
• Develop training methodology, session plan and supporting material including teaching notes for each of 4 participatory curriculum development workshops engaging teachers and students
  • Liaise with Mars and Swisscontact field staff and local consultant to support the effective implementation of workshop.
• Write and document the curriculum content development process over 4 distinct workshop iterations in a final reflection report.

1. STEM-Ag education incorporates science, technology, engineering and math in the context of agriculture to improve student learning. The approach fosters
   intelligence, creativity, design and evidence based thinking as a means to address real-world situations through a design-based problem-solving process. The ultimate goal is to foster in students a recognition of their education as applicable and essential.

• Empowerment Education

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.

• Participatory, Human Centered, Development

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.

• Process Oriented Approach

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.

Education: Suitable candidates should possess a PHD in agriculture, education or a related discipline.

Experience: Minimum 10 years’ experience in agricultural education, particularly in the areas of developing integrated curricula, Competency Based Training frameworks,
teacher training, critical pedagogy and participatory design. Candidates should also have extensive knowledge of STEM educational approaches and a sound understanding of participatory development principles. Experience developing culturally contextualized
TVET or STEM curriculum is highly desirable.

Competencies: Proven ability to conceptualize, design and implement quality education-related deliverables. Deep knowledge of TVET competency based education, teacher education systems and integrated education delivery. Excellent communication in written and verbal English, coordination and ability to apply interpersonal skills in multi-cultural settings.

Total duration: end August-January 2017

• Initial assessment: end of August 2017;
• Iteration 1 and module 1 and 2 due: September 2017;
• Iteration 2 and module 3 and 4 due: October 2017;
• Iteration 3 and module 5 and 6 due: November 2017;
• Iteration 4 and module 7 and 8 due: 27 December 2017;
• Final deliverables due: 31 January 2018.

Location of work:

Module development can occur at offices of expert. Workshops to be conducted on local premises in North and North East Luwu, Sulawesi.

Expected travel:

5 trips to SMKs in Sulawesi to document local insights and attend participatory curriculum development workshops.

Expected Deliverables:

1.  
8 curriculum modules to the satisfaction of each vocational school, program director, Swisscontact program manager and to the standard of the Indonesian Ministry of Education.

2.  
Final 8-week, 8 module, curriculum after 4-stage iterative process;

3.  
Final 5-day teacher training module based on curriculum development process;

4.  
Document of suggested recommendations for adaptation of curricula to non-formal education spaces;

5.  
Adequate support to community based practitioners for curriculum delivery;

6.  
Adequate support to facilitators for 4 development workshops in the form of calls and/or face to face meetings;

7.  
Final outcome report on curriculum development process with key learnings at each iterative testing stage.