Background
The 5-year (2014-2019) regional USAID/LAC Reads Capacity Program (LRCP), implemented by AIR and its partners seeks to increase the impact, scale, and sustainability of early grade reading (EGL) interventions in the Latin American and Caribbean (LAC) region. The LRCP goals are achieved through the development of the following results: 1. Evidence on EGL is collected, consolidated, and systematized for practical use by LAC region stakeholders; 2. Up-to-date knowledge about EGL is actively disseminated to targeted audiences and stakeholders; 3. Institutional capacity to implement proven approaches for improving EGL outcomes for poor and disadvantaged children is expanded; 4. Sustainable platforms are in place through which efforts to improve EGL in priority LAC countries will be continued and strengthened. The program implements activities in several priority countries: Nicaragua, Guatemala, Honduras, Haiti, Dominican Republic, Jamaica, Peru, and the Eastern Caribbean states.
During the 2017-2019 period, LRCP seeks to intensify, deepen, and expand its work in Haiti. The LRCP team is providing technical support which will lead to sustained, systematic improvements in EGL policies and practices in the country. Specifically, the program is expected to provide technical support by building capacity in curriculum and materials development as well as teacher professional development in the Ministère de l’Éducation Nationale et de la Formation Professionnelle (MENFP), teacher training entities, higher education institutions, and other education sector stakeholders. This will lead to the capacity strengthening of local instructional material specialists, teacher trainers, and MENFP staff thus leading to sustained, systematic improvements in EGL capacity in Haiti. The LRCP is supporting the MENFP’s initiatives in collaboration with other USAID partners: Université Quisqueya, UNICEF, and University of Notre Dame.
Haiti is facing significant challenges in terms of reading and writing outcomes of children in early grades of primary education. Since the 2007-2008 school year, the MENFP –with support from USAID, other donors and NGOs– has conducted several assessments whose results have revealed students’ weak capacity in decoding, reading fluency, and comprehension. The situation becomes even more complex as children are expected to master bilingual communication including both Creole and French. Given this situation, the MENFP proposed a strategy for developing competences in literacy by focusing on initiatives such as: 1. Development of effective reading materials; 2. Implementation of the Plateforme de développement des compétences en lecture PDCL); 3. Development of teacher certification and training of trainers; 4. Launch of the Cause nationale de lecture, écriture, et mathématique (CNLEM); 5. Classroom activities to reinforce language mastery, reading comprehension and writing skills in Creole and French; and 6. Creation of UDCLEM within the Ministry of Education under the DG’s office supervision, responsible for the implementation of the national initiative on reading, writing and math and the co-implementation of USAID’s Ann Ale program.
In March 2016, the MENFP issued the national training policy for teachers and education personnel, which became the framework to strengthen teacher professional development under the leadership of the Direction de la Formation et du Perfectionnement (DFP), and coordination with other key technical units within the MENFP. The policy covers a variety of actors within the school system: principals, pedagogical advisors, inspectors, teacher trainers, educators, etc. and it is being implemented under the MENFP’s Operational Plan. As part of this policy, the MENFP is planning to implement a portfolio approach that the DFP will develop and use for teacher professional development. The portfolio would be composed of a teacher’s manual, teacher training materials, and complementary reference documents. With this mechanism, teachers will record their training, monitor their learning, evaluate their process, and eventually receive training certificate aligned with their capacity.

Objective of the Consultancy



Work with the MENFP, particularly the members of UDCLEM, as well as with the USAID/Haiti Education Team, to produce quality Grades 1-2 Creole and French instructional materials as well as M’ap Li Net Ale and “Je Parle Bien Francais” materials.



Responsibilities



1. Make immediately, with Adobe InDesign and following strictly the instructions of the MENFP and USAID, the necessary modifications in the draft scripted lessons for Grades 1 – 2 Creole and French teacher guides for the 3rd trimester of the 2016-2017 school year and the 1st trimester of the 2017-2018 school year.



2. Train 12 technical officer in Adobe InDesign (final number of participants to be confirmed with the UDCLEM and USAID).



3. Work in designing (in Microsoft Word) other EGL complementary materials directly leading to successful implementation of materials for Grades 1 and 2; for example: Quarts d’heure de Lecture et des fiches de lecture en Créole et en français.



4. Upon request, work collaboratively with other designers who will be engaged in revision of Ann ALE instructional materials.

Qualifications réquises
BA or higher degree in graphic design or related field.
Experience with working with USAID Projects or similar
Fluency in french, creole. English (preferred)
Proficiency in Adobe InDesign, MS Office and virtual communication an planning tools (Skype, Goto Meeting, and similar at a minimum)

Lettre de motivation
Resume

2019-06-25