Program

NextGen – Youth Engagement in Cocoa Sector 

Activity Title

Consultant for Teachers Training – Next Generation Pilot

Type of Activity 

Consultancy

Activity Working Language

Indonesian and English

Location

Luwu Timur and Luwu Utara, South Sulawesi

Period of Consultancy

September 2017 – February 2018

Mars Foods Inc, in collaboration with Swisscontact and the Millennium Challenge Account, seeks a Technical and Vocational Education and Training (TVET) teacher training expert to
facilitate training for SMK teachers in a new STEM-Agriculture curriculum for a pilot program in cocoa farming communities in South 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. As such, it is part of Mars’ 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 to improve the lives of their students by improving the close support that Mars has provided to vocational schools in cocoa communities previously. The teacher training expert will be crucial in assisting
SMK 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. Key to this will be ongoing training of teachers in relevant and appropriate teaching methodologies to deliver STEM-Agriculture curriculum.

The overall aim of this program is to strengthen the existing formal education of rural youth through the engagement of SMKs in North Luwu and East Luwu, Sulawesi. It is linked to
Mars’ 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, particularly related to entrepreneurship, in line with the requirements of industry and a rapidly evolving and technologically demanding working environment. The work of the consultant should reflect
an appreciation for gender equality and local knowledge.

• Organize and facilitate 2,5-day teacher training workshops for teachers of SMKs based on emerging curriculum and focused on effective teaching methodology
• Support a curriculum development consultant in the local contextualization of curriculum
• Support a STEM curriculum development consultant in facilitating 4, 5-day participatory curriculum design workshops with teachers and students of 2 SMKs for a total of 8, 5 day workshops.
• Support curriculum development consultant in adapting and delivering non-formal curricula to community based practitioners.

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: 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.

Outcome 5: Teachers more knowledgeable and sound understanding of STEM educational principles and apply the principles to develop
the learning process formal and informally for the students

Outcome 6: Teachers demonstrate ability to creatively plan and deliver integrated curriculum.

The teacher trainer expert is required to:

• Develop an outline and methodology of delivery and teacher engagement for each curriculum module provided by Curriculum Development Consultant. Pedagogical framework should draw on current critical education and
  empowerment theories.
• Develop a framework and facilitate 2 engaging training workshops for teachers, drawing on a previously conducted baseline assessment to determine specific teacher needs.
• Support curriculum content development of curriculum through a participatory method.
  • By ‘participatory method’ is meant that each curriculum 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. The primary support will be necessary during 4 participatory engagement workshops.
  • Liaise with Curriculum Development Consultant to determine workshop facilitation method and facilitate 4 curriculum development workshops.
• Write and document the teacher training process over 4 distinct workshop iterations in a final reflection report, including an assessment of future competency needs of teachers.

• 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 at minimum a Master’s degree in education or a related discipline.

Experience: Minimum 5 years’ experience in education training, particularly in the area of TVET curricula, critical pedagogy and developing teaching methodology. Candidates should also have extensive knowledge
of STEM education and a sound understanding of participatory development principles. Experience developing TVET or STEM curriculum in an Indonesian context is highly desirable.

Competencies: Proven ability to conceptualize, design and implement teacher training in accordance with international standards. Track-record of effectively training teachers to deliver new curriculum. Deep
knowledge of Competency Based Training, teacher education systems and integrated education delivery. Understanding of STEM educational principles. Excellent communication in written and verbal English, coordination and ability to apply interpersonal skills
in multi-cultural settings. Knowledge of Bahasa Indonesia is required. Knowledge of Buginese is an advantage.

Total duration: September 2017 – February 2018

Curriculum workshop 1: end of September 2017;

Curriculum workshop 2: end September 2017;

Teacher training workshop 1: beginning November 2017;

Curriculum workshop 3: end November 2017;

Curriculum workshop 4: end December 2017;

Teacher training workshop 2: beginning January 2018:

Final report due: 26 February 2018.

Location of work:

Curriculum review can occur at offices of consultant. Workshops and training to be conducted on local premises in North and North East Luwu, Sulawesi.

Expected travel:

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

Expected Deliverables:

1.     
Proposal for teacher training, including methodology;

2.     
Conduct 2, 5-day teacher training for 50 SMK teachers;

3.     
Facilitate 4, 5 day workshops for curriculum development;

4.     
Final outcome report on teacher training process with key learnings at each iterative stage and assessment of future competency needs of teachers.