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.
The higher education system in Morocco is initiating a substantial change to the structure of undergraduate study. The 2020-2021 academic year will see a change for new entrants into universities from pursuing a three-year “licence” degree to a four-year bachelor’s degree. The addition of a foundational year is envisioned to develop student’s life, professional, and study skills. The Moroccan Ministry of Higher Education has already decided to use curriculum developed through the USAID Morocco Career Center (CC) Activity as the basis for the Foundation Year of study. The Morocco CC curriculum does not include study skills, a skill subset identified by the Ministry of Higher Education as important to include within the curriculum.
Social Impact has been asked by USAID to conduct a review of the Morocco CC curriculum, which is already slated for inclusion in the Foundation Year course of study. This review will examine the modules (subjects) that are included, the modes of presentation (pedagogical practice), the profile of intended trainers or professors – those who will deliver the curriculum, and the accessibility of the curriculum to all learners. This study will center on a review of existing programs that teach life skills, professional skills, and study skills that could fill gaps in the Morocco CC curriculum as it is adapted for the Foundation Year and provide recommendations for inclusion of soft skills into the entire Bachelor’s Degree program.
The objective of this analysis is to first review the elements of the Moroccan CC curriculum that are to be included in the Foundation Year of study; then to document and analyze the range of existing materials that could be adapted and incorporated into the Foundation Year curriculum and subsequent years to ensure it comprehensively incorporates best practices for the development of professional, life, and study skills at an appropriate level for Moroccan university students.
The estimated period of performance for this study is from May 2020 through September 2020.
SI is seeking an individual with Moroccan expertise in study/soft skill development for higher education to fulfill the role of the study skills development expert. This position will provide in-depth review and analysis of existing soft/study skills curricula, drawing from Moroccan resources where possible, and adding global examples where there is a dearth of Moroccan programs to draw from, to include programs from universities, high schools, and youth education programs. Materials and curricula from Morocco, the MENA region, and globally will be examined as a framework for the study skills that could be drawn on to enrich the existing Morocco CC curriculum to produce a Foundational Year course of study tailored to first year Moroccan university students, and recommendations for inclusion into the entire Bachelor’s Degree program. Tasks include leading the review and analysis of existing study skills programs (globally), determining the key skills and components that should be incorporated in a best practice study skills program, and leading the development of recommendations for a study skills curriculum that takes into account the teaching and learning experience of students in the Moroccan context. The study skills development expert will contribute to a research design report, conduct a desk review and analysis of study skills literature, support interviews of key personnel, as well as provide inputs to the draft and final research reports as the main deliverable, and associated dissemination materials.
The expected start date is late May and we anticipate this position will require roughly 25 days of LOE, with approximately four days of the estimated LOE planned for May, seven days in June, seven days in July, five days in August and two days in September. This is a part-time position reporting to the U.S.-based SI Technical Director and working closely with the SI management team, as well as three other evaluation specialists with education research expertise.
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