Consultancy for social and financial curriculum review and contextualization: Junior Achievement Zimbabwe Deadline: 28 August 2020 (COB) Background Junior Achievement Zimbabwe is a not-for-profit organization aiming to prepare and inspire young people to value free enterprise, business, economics and entrepreneurship. JA Zimbabwe was one of Aflatoun’s first partners to pilot its content in 2006. The partnership and collaboration has grown over the years on programmes including Aflatoun and Aflateen, and the organization has represented the Aflatoun network on several occasions in education forums and events, and has conducted capacity development programs for other partners. JA Zimbabwe has collaborated with the Zimbabwean government since its inception in 1998 by complimenting its efforts in making the education system respond to the real life challenges and the economic aspirations of youth. This was done through the implementation of experiential learning programs on entrepreneurship, financial literacy, and work readiness in schools. Additionally, during the government’s curriculum revision process (2016), JA Zimbabwe was tasked, among others, to help integrate entrepreneurship and financial literacy components in the revised curriculum. Scope Aflateen+ aims to reach the most vulnerable girls and boys by providing high quality education content, therefore urging them to explore social concepts such as identity, community norms and socio-economic status. With a great emphasis on gender equality, the programme engages participants, teachers and the community by creating awareness of harmful gender norms and promotes the development of sustainable lifestyles. By training teachers in participatory teaching methodologies, Aflateen+ seeks to fully engage teachers and students in their personal and professional/educational development, resulting in improved teaching quality and students’ attitude towards education. The Aflateen+ programme has a variety of 48 lessons in total. As part of the intervention’s inception phase, Aflatoun and local partners will identify and assess the needs of the involved target groups and stakeholders in order to better cater the Aflateen+ content. A contextualization workshop will be held in two provinces in Zimbabwe (Manicaland and Midlands), and determine which lessons are relevant for both girls and boys, with an explicit focus on creating a positive learning environment for adolescent girls. The contextualization, adaptation, and translation process guarantees that materials are appropriate, relevant, and that they are responsive to relevant national strategies on education and financial inclusion. A learning framework will be developed that details lessons, methods of delivery, and type of content, in order to ensure that the curriculum is in line with the Zimbabwe context, and that it is flexible enough to cater to local needs. Objectives and the scope of assignment Aflateen+ curriculum contextualization, adaptation, and translation of materials to be appropriate, relevant, and that they are responsive to relevant national strategies on education and financial inclusion. The content has to be relevant to teenagers between the ages of 14-19; Adapting the toolkit according to the nature of the local community and age-appropriate; Curriculum validation: to develop and validate curriculum through consultations meetings with stakeholders before starting the adaptation process in order to identify the main gaps and needs that have to be considered; Using the participatory approach: It is important to use the participatory approach with stakeholders to identify the gaps and their experience with the current curricula and then after the adoption of the curriculum to conduct a validation process with JA Zimbabwe. Geographical scope The consultation meetings with the stakeholders will be conducted at the local level in Mutare and Kwekwe. The duration of the assignment will be maximum three (3) Weeks from the date of inception. Qualification and experience required Advanced degree in social sciences and development studies; Significant experience in adopting curriculums, conducting research, use of participatory techniques, monitoring and evaluation; Proven track record on adopting similar curriculums (at least two similar experiences); Knowledge of gender equality, SRH, rights-based approach, financial inclusion, entrepreneurship, child rights and experience in curriculum adopting, research on programmes with children and teenagers; Excellent writing and speaking skills in English.