Curricula Expert in Primary Level Teacher Certification, USAID/Morocco Higher Education Situational Analysis
Social Impact (SI) is a global development management consulting firm. We provide monitoring, evaluation, strategic planning, and capacity building services to advance development effectiveness. We work across all development sectors including democracy and governance, health and education, the environment, and economic growth. Since 1997 we have worked in over 100 countries for clients such as U.S. government agencies, bilateral donors, multilateral development banks, foundations, and nonprofits.
In October 2018, the Government of Morocco (GoM) announced a new law for teacher training, which was ratified by the government board and will soon be approved by parliament. The new law stipulates that all primary school teachers will complete a three-year undergraduate degree in teaching (i.e., license) from an accredited university, followed by one full school year of pedagogical training at a Moroccan Regional Center of Education and Formation (CRMEF), and finally one year of practical hands-on training in a model school, for a total of five years. The two last years are considered as a “Qualification” cycle within the 5-year program. This is a significant change from the current system which allows prospective teachers to have an undergraduate degree in any subject (i.e., not necessarily teaching) and to complete a 6-7 month long pre-service training program at a CRMEF as Moroccan universities that do offer an undergraduate degree in education science do not focus on teaching or teacher preparation.
With the release of the new law on pre-service teacher training, the Ministry of National Education, Vocational Training, Higher Education and Scientific Research (MOE) asked all interested universities to develop a pre-service teacher development program to comply with the implementation of the new law. The universities were given three months to respond, from April to June 2018, which resulted in poorly designed programs that were not based on evidence or international best practices for effective teacher preparation. As discussed in a 2014 analysis of the official pre-service teacher training system, pre-service training of primary school teachers needs to include a sufficient amount of time for theory, practice, and contemplation in order to make primary school teaching a desirable professional career. It also stated that improved training should cover four professional domains, namely: professional, functional, relational, and disciplinary. These elements, put into practice, characterize what is called the effective teacher. A recent interview with the Secretary General of Higher Education revealed that the MOE is in urgent need of technical assistance and capacity building to revamp the five-year pre-service teacher training system for basic education.
The objectives of the Morocco Higher Education (HE) Situational Analysis are:
- Document the current context and outcomes of the present teacher preparation system in Morocco (a) at the CRMEF, (b) in public universities, and (c) in the National Schools for Higher Education (ENS)
- Analyze teacher preparation programs and course work content and materials
- Describe the profile of the professors delivering it (at the University, CRMEF, and the ENS).
- Describe the profile of the incoming students (at the University, CRMEF, and the ENS).
- Describe the profile of the graduating students (at the University, CRMEF, and the ENS).
- Compare the existing situation with the ideal situation and identify key gaps.
SI is seeking an individual to fulfill the role of Curricula Expert (CE) on this analysis. The CE will support the data collection team and assist in writing of the final deliverables. The CE will provide inputs to the development of the data collection strategy, instruments, and protocols. The CE will lead the analysis of curriculum modules and the drafting of the analysis report. The CE will ensure quality assurance and timeliness of all deliverables, including adherence to SI’s quality assurance standards. The duration of the assignment will be April through September 2019 and this position is anticipated to require 25 days of LOE. There is no field work required for this position and all responsibilities can be fulfilled remotely. This is a part-time position reporting to the U.S.-based SI Project Manager and working closely with the SI management team/headquarters (HQ), as well as other team members with relevant assessment expertise.
- Provide advisory inputs to data collection team (i.e. review field work protocols) to ensure the review of written curricula can be triangulated with evidence from field work on how curricula is implemented by teachers and on teacher candidates’ experience in teacher training at the university level and at specialized teacher training institutes to effectively understand the current state of primary level teacher training in Morocco.
- Lead the analysis of 38 curriculum modules at the university level and 14 modules at the teacher training institute level.
- Produce a gap analysis that clearly details where the existing curricula is doing well, what is lacking, and recommendations on what would raise the existing curricula to a “best practice” model.
- Support and incorporate the analysis of data collected in Morocco on curricula writ large (e.g., syllabi, classroom practice, and environmental considerations, etc.)
- Assist in writing of final deliverables and lead writing of sections addressing Analysis Object 2 above.
- Ph.D. or Ed.D. in Education – or extensive experience (15+ years) in curriculum development and evaluation
- High level of understanding of global best practices around post-secondary curricula development and design for teacher certification and accreditation processes for teachers at the primary level
- Experience developing and implementing rubrics for evaluating curriculum
- Demonstrated ability to synthesize literature, organize findings, and present coherent well-thought out recommendations related to teacher training
- Strong English writing and communication skills
- Prior work with USG contracts preferred
- Knowledge of Moroccan education system preferred
- French reading ability preferred
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SI is an EEO/AA/ADA Veterans Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability or protected veteran status.
Only selected candidates will be contacted for an interview. Please, no phone calls
About the Organization
Social Impact is a global development management consulting firm. We provide monitoring, evaluation, strategic planning, and capacity building services to advance development effectiveness. We work across all development sectors including democracy and governance, health and education, the environment, and economic growth. Since 1997 we have worked in over 100 countries for clients such as US government agencies, bilateral donors, multilateral development banks, foundations, and nonprofits.