RTIA-W1/24-CMR-1-A-04/Develop training modules on teaching bi-plurilingualism and national cultures and languages for trainers_international (M/W) Full Time NEW

Mission description

INTERNATIONAL CONSULTANT

1. SCOPE OF THE ASSIGNMENT

1.1 MAIN OBJECTIVES

General objective

The consultancy concerns pre-school and primary education. It will contribute mainly to the strategy objective of developing quality primary education to provide everyone with basic knowledge and skills. With this in mind, the SSEF plans to: (i) improve the practice of bi-plurilingualism and multilingualism by creating and implementing specific school curricula from pre-school onwards, (ii) strengthening the teaching of national languages, (iii) strengthening pedagogical supervision and initial and continuing training for teachers, (iv) strengthening the use of ICT in teacher training, (v) promoting scientific and digital culture.

Programme 14 of the strategy (sectoral steering and governance) includes in one of its cross-cutting strategies the coordination of teacher training, with primary school teachers being trained by MINESEC and secondary school teachers by MINESUP, in order to align training content with the needs of the employing ministries and plan the number of teachers to be trained.

The main indicators of the SSEF and the National Development Strategy 2030 to which this consultation will contribute, either directly or indirectly, are listed in the table below.

• Indicator : Proportion of teaching related to bilingualism and multiculturalism at primary level
  • Source : SSEF 2030 p.115 & SND30 p. 185
  • Target (2029-2030) : 30
  • Comment(s) : The DPPC plans to include information to be collected in the Ministry’s annual statistical report on this indicator. The baseline is not specified. The target is specified only in the SND 2030
• Indicator : Number of teachers participating in continuing professional development
  • Source : SSEF 2030
  • Target (2029-2030) : 16,174 teachers
• Indicator : Proportion of bi-plurilingual and multilingual teachers at primary and secondary level
  • Source : SSEF 2030 p.121
  • Target (2029-2030) : 40
  • Comment(s) : Baseline not available
• Indicator : Proportion of institutions offering codified local language courses at primary and secondary level
  • Source : SSEF 2030 p. 121 & amp; SND30 p. 185
  • Target (2029-2030) : 60
  • Comment(s) : The baseline is not specified. The target is only provided in the SND 2030

The main objective of this mission is to recruit an international expert to support the Cameroon Ministry of Basic Education (MINEDUB) in developing training modules on teaching bi-plurilingualism for ENIEG trainers to help them deliver this topic. The expert will be specifically required to:

• Identify the needs of preschool and primary school trainers in relation to the documents governing initial teacher training (inclusive framework for the introduction of bi-plurilingualism in the initial training programme for trainee teachers, bi-plurilingual teaching programmes, etc.)
• Design two training modules on bi-plurilingual teaching and national cultures and languages adapted to the Cameroonian context.
• Ensure consistency with international standards, national priorities for preschool and primary education, and synergy with technical and financial partners.

1.2 METHODOLOGY & GENERAL APPROACH

The consultancy will be carried out by a team of two experts, one international and one national. The two experts will work closely together. An internal organisation will be developed by the team and formalised in the methodological note. A lead expert will be identified for coordination purposes. Each member of the team will be allocated 25 days of expertise.

An existing pair (international/national) is eligible (provided that applications are submitted individually).

The indicative methodology could be as follows, but the expert is invited to propose a more detailed and relevant methodology.

• Preparation Phase
  • Activities : Document review/planning
  • Number of days : 3
  • Description : Analysis of relevant national and international strategic documents. Development of a detailed work plan, including a schedule of activities, deliverables and meetings with stakeholders.
• Framing Phase
  • Activities : Framing meeting
  • Number of days : 1
  • Description : Framing meeting with key stakeholders to define expectations, specific objectives, and the terms of reference and working methodology. Validation of the work plan.
• Information gathering/data analysis Phase
  • Activities : Initial consultations
  • Number of days : 5
  • Description : Identification of needs and compilation and analysis of collected data
• Module development and validation phase
  • Activities : Development of training modules on teaching bi-plurilingualism and national cultures and languages for trainers (ENIEG)
  • Number of days : 12
  • Description :
    • The expert will have six days of remote work to develop a draft based on the analysis carried out.
    • The expert will have four days in Cameroon to consolidate the draft based on individual consultations with specialists and resource persons.
    • A two-day workshop with a small group of specialists will be organised to amend and pre-validate the draft developed by the consultant. A one-day workshop for a larger group of around 50 people will be dedicated to the official validation of the programmes. .
• Finalisation and reporting phase
  • Activities : Revisions and adjustments
  • Number of days : 3
  • Description : Drafting and submission of the final report detailing the programme development process, the methodologies used and the results obtained. Incorporation of amendments made during the validation phase. Interview transcripts will be appended.
• Validation Phase
  • Activities : Official validation workshop
  • Number of days : 1
  • Description : One-day workshop for a larger group of around 50 people, dedicated to the official validation of the programmes by the competent authorities.
• Total required number of days : 25

Work Distribution

• Remote work: The literature review, planning, data analysis and part of the programme development will be carried out remotely.
• Field work: The working sessions and validation workshop will require on-site missions in Yaoundé.

1.3 STAKEHOLDERS

Stakeholders to be involved at a minimum in information gathering and deliverable development:

• The Ministry of Basic Education, the General Inspectorate of Education (IGE), the Planning, Projects and Cooperation Division (DPPC), the Human Resources Department (DRH), the Directorate of Early Childhood and Primary Education (DEMP), the Directorate of Financial and Material Resources (DRFM), the Directorate of Literacy
• The Ministry of Secondary Education (MINESEC), the General Inspectorate of Education, the Directorate of Teacher Training;
• Teacher Training Colleges for General Education (ENIEG)
• The Schools and National Languages in Africa (ELAN) project team.

1.4 MAIN DELIVERABLES

The specific deliverables for this consultation are as follows:

1. Deliverable #1: framework document
2. Deliverable #2: training modules on teaching bi-plurilingualism and national cultures and languages for trainers (ENIEG)
3. Deliverable #3: PPT of the pre-validation workshop (technical validation)
4. Deliverable #4: PPT of the official validation workshop
5. Deliverable #5: final report

Deliverables must be submitted in electronic format and validated by the MINEDUB focal point and the Facility within a maximum of two weeks after submission. The consultant must ensure that the documents are clear, concise and meet the defined requirements.

The expert will also help to provide the data needed to monitor the action plan as part of the monitoring, evaluation and quality assurance activities.

2. IMPLEMENTATION PROCEDURES

2.1 ESTIMATED NUMBER OF DAYS AND GENERAL SCHEDULE

• Preparation phase :
  • Number of days worked : 3
  • Month of intervention : M1
• Framing phase :
  • Number of days worked : 1
  • Month of intervention : M1
• Information gathering/data analysis phase :
  • Number of days worked : 5
  • Month of intervention : M1
• Module development and validation phase :
  • Number of days worked : 5
  • Days on assignment: 7
  • Month of intervention : M1-M2
• Finalisation and reporting phase :
  • Number of days worked :3
  • Month of intervention : M1-M2
• Validation Phase
  • Number of days worked :1
  • Month of intervention : M1-M2
• Total required number of days : 25

2.2 ROLES AND RESPONSIBILITIES

The Ministry of Basic Education (MINEDUB)

The Ministry, through its focal point, will be responsible for:

• Providing documentation available at MINEDUB
• Facilitating contact with relevant stakeholders
• Organising and financing the pre-validation workshop (technical validation) (2 days)
• Commenting on and approving deliverables
• Organising and financing the programme validation workshop (1 day)
• Share deliverables with key stakeholders

The RTIA Facility

The Facility will be responsible for:

• Contracting and facilitating the integration of the consultant by providing all available documents and resources and organising briefing sessions
• Monitoring the consultant’s work from the start of the assignment until its completion
• Acting as the main point of contact for the consultant
• Ensuring quality control of deliverables in collaboration with the Ministry’s focal point for this consultancy
• Contributing to internal and external knowledge management
• Validate deliverables in conjunction with the Ministry
• Evaluate the consultant’s overall performance for this assignment

The Expert

The expert will be responsible for:

• Review and comment on these Terms of Reference (ToR)
• Ensure that all deliverables comply with the guidelines set out during the mission scoping meeting, in accordance with the agreed timetable
• Immediately inform the Regional Teacher Facility of any difficulties in implementing the assignment
• Implement all stages of the approved methodology until the final deliverables are submitted
• Lead the start-up phase, including the document review and the scoping meeting
• Prepare summary reports of tripartite meetings between the Ministry, the Facility and the expert
• Collect and enter the data needed to monitor the action plan as part of monitoring, evaluation and quality assurance activities (attendance lists, expert feedback, feedback from participants in the work)
• Ensure that stakeholders are consulted throughout the mission
• Behave with the highest levels of personal integrity and commitment to the required standards of conduct

Project or context description

3. PRESENTATION OF THE FACILITY

The Regional Teacher Initiative for Africa (RTIA), a programme funded by the EU/EC through the Education Section (G3) of DG INTPA, aims to improve the learning outcomes and socio-emotional development of children in Africa by ensuring that teachers are more competent, motivated and inclusive in basic education.

The RTIA will particularly seek to achieve the following results over the next 6 years:

1. Improve the governance, management, attractiveness and gender balance of the teaching profession, with a strong focus on increased digitalisation and innovation.

2. Improve the quality, relevance and effectiveness of initial and continuing professional development for teachers, including through digital education, peer learning approaches and regional collaboration.

In this context, the Regional Teacher Initiative for Africa (RTIA) – Facility will support teacher policies and contribute to improving teacher training and professional development systems by (i) providing technical assistance for capacity building at the national level; (ii) promoting innovation and scaling up effective teaching solutions; iii) increasing the production and use of data and evidence; and iv) promoting the use of regional frameworks, evidence-based practices and joint learning at the regional level.

The Regional Teacher Initiative for Africa (RTIA) – Facility will achieve the above objectives through three types of instruments or “windows”: i) a window to provide technical assistance on teacher governance and teacher training and professional development based on the demand of eligible partner countries, ii) a window to test and scale up effective teacher training and professional development programmes in the thematic areas of digital skills, gender, green skills and pedagogical skills, including in the context of refugees and displaced populations, iii) a research window to generate new data and support the integration of findings into policy-making and the design of teacher training and professional development programmes.

In addition to these windows, the Facility’s knowledge management and communication activities will further contribute to the sharing of knowledge, evidence and best practices related to the overall results of the Initiative.

The Facility is funded by the European Union and co-implemented by the Partnership formed by three agencies of the Member States: Expertise France for France, Enabel, VVOB and APEFE for Belgium, and EDUFI for Finland. Expertise France has been designated as the Coordinating Agency for this Partnership. With the Facility’s governance structure serving as the governance structure for the Initiative, the Partnership is expected to work closely with UNESCO and the African Union Commission (AUC), which are responsible for the other two components of the European Union (EU) Initiative.

The duration of the action is planned from 01.02.2024 to 31.01.2027 (36 months) with a budget of EUR 46,000,000.

4. CONTEXT

4.1 EDUCATION SECTOR IN CAMEROON

RESEN (2019) and PASEC (2019): a cross-analysis of the RESEN and PASEC results and a national assessment carried out in 2016 by the school achievement assessment unit of the Ministry of Basic Education (MINEDUB) indicates that the quality of learning is a challenge in Cameroon, with persistently low levels of achievement in primary education. For example, at the end of primary school, 46.7% of CM2 pupils are below the language proficiency threshold. The quality factors identified in the multivariate analyses of learning assessments provide some practical lessons that point to the need to improve teaching practices and the inadequacy of continuing teacher training.

In line with Sustainable Development Goal 4 and the African Union (AU) Agenda 2063, the strategic guidelines adopted by the Cameroonian authorities in the education sector are mainly set out in three key documents:

• The Education and Training Sector Strategy SSEF 2023-2030 has established a strategic priority of “Relevance and quality of training”. The vision is as follows: (a) an education system with a professional teaching/training staff, trained in their profession and able to ensure that development priorities are taken into account in training programmes in line with international standards, which implies, in particular, “teachers/trainers adapted to socio-economic realities and the learning context” and “continuing training for teachers/trainers”; (b) an education system that promotes the values of living together and contributes to strengthening economic and cultural patriotism through “increased bi-plurilingualism and the promotion of multiculturalism in all strata of society through the creation and implementation of specific school programmes starting in pre-primary school”. Cameroon’s action plan under the Facility therefore contributes to operationalising the vision developed in the Education and Training Sector Strategy.
• The National Development Strategy 2020-2030 (SND30). The SND30 articulates the country’s domestic and international commitments in the economic, social and environmental fields. It builds on the lessons learned from the implementation of the Growth and Employment Strategy Paper (GESP). One of the four pillars of the SND30 concerns the education sector, with the pillar “Human Capital Development and Well-being”. Thus, in the education and training sector, the country’s vision is to “promote an education system that produces graduates who are sociologically integrated, bilingual, competent in a field that is crucial to the country’s development, and aware of what they must do to contribute to it”.
• Law No. 98/004 of April 4, 1998, on the orientation of education in Cameroon. This law establishes the general legal framework for education in Cameroon and applies to pre-primary, primary, general secondary and technical education, as well as teacher training.

Partnership agreement

Cameroon will soon benefit from funds from the Global Partnership for Education. The priority reform adopted by Cameroon in the Partnership Agreement concerns improving the quality of learning through the professionalisation of the teaching profession. Among other things, this reform should contribute to the transformation of the education system through professional, motivated and effective teachers for equitable, inclusive and quality learning.

Reform of ENIEG

In Cameroon, initial teacher training is managed by the Ministry of Secondary Education (MINESEC). In 2023, Decree No. 2023/434 of 4 October 2023 on the organisation and functioning of teacher training colleges repealed the previous provisions contained in Decree No. 80/195 of 9 June 1980. Future teachers must now hold a baccalaureate and complete a two-year training course at the Ecole normale des instituteurs de l’enseignement général (ENIEG). The Ministry of Basic Education (MINEDUB) has officially submitted a request to MINESEC for an update of the training curricula, in particular the introduction of teaching methods for bi-plurilingualism and national languages. In addition, the national authorities launched a reform of the ENIEG in 2023. The action on initial teacher training is a continuation of this reform. MINEDUB has submitted a request to MINESEC to update the training curricula for student teachers at the ENIEG.

Digitalization

In 2007, MINEDUB published the first policy and strategy document on Information and Communication Technologies (ICT) for education following a comprehensive commitment by the relevant stakeholder. This document, entitled “ICT Policy and Strategic Framework for Basic Education in Cameroon”, was updated in 2022 following the lessons learned from Covid-19. The objective of this ICT policy and strategic implementation framework is to ensure that ICTs are effectively integrated into the basic education sub-sector in order to achieve the objectives set out in the SSEF.

Decentralization

In terms of local governance, the first powers were transferred to municipalities by the central government in 2010. In accordance with the principle of gradualism, in 2018, 63 powers were transferred by 21 ministries. The SND30 plans to increase the share of resources transferred to decentralised local authorities to at least 15% of the State budget by 2025. In practice, not all decrees relating to decentralisation are published in full. While decentralisation has made progress in basic education with the involvement of local authorities in the management of schools (construction and rehabilitation of primary and preschools, management of the minimum package, etc.), this involvement remains dependent on the implementation of decentralisation at the national level.

4.2 CONTEXT OF THE PAP – LINKAGE WITH PREVIOUS WORK

On 6 June 2024, the Regional Teachers Initiative for Africa (RTIA) Facility received a request for technical assistance from the Planning, Projects and Cooperation Division (DPPC) of the Ministry of Basic Education (MINEDUB) of Cameroon. This request was formally approved on 26 August 2024. A team of experts from the Facility then visited Yaoundé from 14 to 17 October 2024. As part of the preparatory work for this mission, but also following discussions that continued after the mission, consultations and collaborative work with key teams and partners in the education sector in Cameroon led to the design of a country action plan (CAP) tailored to meet the needs expressed in the initial request. The plan focuses on four main technical areas: (1) initial training for preschool and primary school teachers, (2) continuing training for teachers, (3) digital skills for teachers, and (4) teacher governance.

The 16-month CAP for Cameroon includes technical assistance activities aligned with national priorities for teachers. It must (i) respond to the partner’s real needs, (ii) be coordinated with the interventions of technical and financial partners to enable synergies and avoid overlaps, and (iii) be integrated into ongoing reforms

One PAP action has been under implementation since April 2025. It involves integrating inclusive approaches to teaching and learning in bi-plurilingualism into the initial training of preschool and primary school teachers in both subsystems. The first activity consisted of developing an inclusive framework document for the introduction of bi-plurilingualism into the initial training programme for trainee teachers (entry and exit profiles for bi-plurilingual trainee teachers, reference framework for bi-plurilingual skills), which will be finalised in September 2025. The implementation of the activities arising from the policy framework will begin in September with (ii) the development of national language and culture programmes for trainee teachers, (iii) the development of teaching programmes on bi-plurilingualism and multilingualism for trainee teachers. It will be essential to take into account the deliverables produced to ensure that the modules are consistent with the initial work.

Required profile

5. PROFILE OF THE INTERNATIONAL EXPERT

Academic qualifications

• Master’s degree or higher in education, applied linguistics, language teaching or a related field.

General professional experience

• Minimum 10 years’ experience in the field of education, with expertise in bi-plurilingualism issues in sub-Saharan Africa, preferably

Specific professional experience

• Experience working in similar contexts in Africa, preferably in Cameroon.
• Proven experience in training design
• Experience in developing teaching modules on bi-plurilingualism and national cultures for teacher trainers
• In-depth knowledge of teacher training methodologies and educational reforms. Knowledge of inclusive teaching practices, including gender sensitivity.

Language skills

• Fluency in French and English

Soft skills

• Excellent communication skills (oral and written)
• Ability to work in a team and collaborate with diverse stakeholders.
• Capacity building and training skills.

Assets

• Experience working in Cameroon
• Experience working with the ELAN and/or IFADEM project
• Knowledge of gender equality and relevant policy frameworks, including legislation on equal opportunities for men and women.

Other assets: hold a Level 1 field safety training certificate issued within the last two years.

Who can apply as a international expert?
According to the Facility’s definition, an international expert responds to an open call for expertise on the international market, competing with experts from around the world. An international expert is often, but not always, of a nationality other than that of the country in which the consultancy is deployed. An international consultant generally has skills that are rare on the national market and experience in different countries, enabling them to offer a comparative analysis of the subjects covered by the consultancy and a methodology that ensures adaptation to the national context.

Tagged as: Cameroon, Expertise France