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Terms Of Reference (TOR) Consultancy For The Development Of A Manual On The Use Of Locally Available Resources To Produce Teaching And Learning Resources (tlrs) For Kindergarten Education For The “Quality And Inclusive Early Childhood Education Services

JOB SUMMARY
Company	Children Beli...
Industry	NGO/IGO/INGO
Category	Education
Location	Northern Ghan...
Job Status	Contractor/Co...
Salary	GH¢
Education	Bachelor’s/...
Experience	N/A
Job Expires	Sep 23, 2025
Contact	...

Company Profile

Our Mission is to empower street connected children and their families in Ghana and beyond to live healthier, happier, and better lives. Since our inception over 20 years ago, we nurtured an inclusive environment that embraces the diversity and uniqueness of everyone. Irrespective of gender, role, or background, we pride our relationships on highest levels of integrity and trust.

Job Description

TERMS OF REFERENCE (TOR)
CONSULTANCY FOR THE DEVELOPMENT OF A MANUAL ON THE USE OF LOCALLY AVAILABLE RESOURCES TO PRODUCE TEACHING AND LEARNING RESOURCES (TLRS) FOR KINDERGARTEN EDUCATION FOR THE “QUALITY AND INCLUSIVE EARLY CHILDHOOD EDUCATION SERVICES FOR ALL CHILDREN PHASE 2 (QAIECE 2)” PROJECT

ORGANIZATIONAL CONTEXT

Children Believe (CB) is an International Non-Governmental Organization (INGO) that provides children with the tools and training they need to access education, overcome barriers and be a voice for change. For 60+ years, we have brought together brave young dreamers, caring supporters and partners, and unabashed idealists. Together, we are driven by a common belief: creating access to education inside and outside of classrooms is the most powerful tool children can use to change their world. We work through five (5) pathways to change namely Education; Health and Nutrition; Child Protection and Participation; Youth Employability and Women Economic Empowerment and Gender Equality and Social Inclusion. Each year we impact the lives of more than half a million children, youth, and families in six countries - Burkina Faso, Ethiopia, Ghana, India, Nicaragua and Paraguay. At Children Believe, we focus on breaking barriers to inclusive and quality education for girls and boys. Children Believe in Ghana prioritizes Early Childhood Education (including early learning) in recognition of the importance of “starting right” under our Centre of Excellence initiative.

Children Believe (CB) is committed to improving the lives of children by contributing to access to quality early childhood education in Ghana.

PROJECT BACKGROUND

Financed by KOICA, the “Quality and Inclusive Early Childhood Education Services for all Children Phase 2” (QAIECE 2) project is implemented in the East and West Mamprusi Municipalities of the North East region by a consortium of organizations; ChildFund Korea, Children Believe and AG Care Ghana. The QAIECE Phase 2 project builds on the successes of Phase 1 and seeks to enhance quality and inclusive early childhood education services for children aged 4–5 years in targeted municipalities in the North East region. The project focuses on three key outcomes:

Enhanced quality and inclusive ECE educational environment.
Improved teaching methodology of teachers.
Strengthened support system of parents/caregivers and the government to implement ECE.

As part of efforts to strengthen the quality of Early Childhood Education (ECE), the project has prioritized the provision and effective use of Teaching and Learning Resources (TLRs) to enhance the learning experience of young children. TLRs are critical for stimulating curiosity, support early literacy and numeracy, and promote life skills acquisition in children including physical, cognitive, and socio-emotional development. However, many schools in remote and underserved communities continue to face significant challenges in accessing adequate and age-appropriate TLRs due to resource constraints and limitation of teachers’ knowledge and skills related to development of low cost. This gap often affects teaching effectiveness and limits the opportunity hands-on, play-based, explorative learning by children.

To address this challenge, the QAIECE Phase 2 project is promoting the innovative use of locally available resources to produce cost-effective, inclusive, safe, and developmentally appropriate TLRs that respond to the contextual realities of classrooms in Ghana. This approach not only reduces dependency on externally sourced materials but also fosters creativity, cultural relevance, and sustainability. It empowers teachers, caregivers, and communities to actively contribute to enriching the learning environment with materials that are accessible and familiar to children.

PURPOSE OF THE CONSULTANCY

The purpose of this consultancy is to develop a comprehensive, user-friendly, and context-specific manual that offers practical, step-by-step guidance on how to design, produce, and effectively use Teaching and Learning Resources (TLRs) for kindergarten education using locally available resources.

The manual is intended to serve as a standardized reference document for a wide range of stakeholders, including kindergarten teachers, headteachers, Ghana Education Service (GES) officials. It will provide clear instructions, supported by visuals and narratives, to ensure that the TLRs developed are safe, age-appropriate, culturally relevant, inclusive, and aligned with the national kindergarten curriculum.

In addition, the manual will emphasize the use of low-cost and sustainable local resources, promoting creativity, innovation, and resourcefulness among users especially teachers. By doing so, it will contribute to strengthening classroom lessons delivery, enhancing early literacy and numeracy, and improving children’s active participation and school readiness.

Ultimately, the consultancy seeks to foster a culture of local innovation and ownership in the production of teaching aids, ensuring that kindergarten learners across the Northern regions and beyond have continuous access to engaging, child-friendly, and pedagogically sound learning resources that enhance the quality of early childhood education.

OBJECTIVES OF THE ASSIGNMENT

The main objective of this consultancy is to develop a practical, user-friendly manual (with illustrations and narratives) to guide teachers, caregivers, and education stakeholders on the creation and use of teaching aids from locally available resources for kindergarten pupils.

Specifically, the Consultant will:

Review existing literature, curriculum standards, and resources on TLRs for kindergarten education in Ghana.
Identify commonly available local materials in Ghanaian communities, especially in northern Ghana that can be adapted for safe and effective TLR production.
Develop a manual that provides step-by-step procedures (with visuals and text) for the development of the TLRs and aligns with Ghana Education Service (GES) kindergarten curriculum and learning outcomes (seven thematic areas).
Recommend innovative and sustainable ways of sourcing and reusing local materials.
Deliver a final, print-ready manual for dissemination and training.

SCOPE OF WORK

Conduct a Desk Review of Relevant Literature, Policies, and Manuals (National and International)

The consultant will be required to conduct desk review of relevant literature, policies, and manuals at both national and international levels. This will involve gathering and analyzing existing documentation related to the development and use of Teaching and Learning Resources (TLRs) in early childhood education, with particular attention to Ghanaian policy frameworks such as those from the Ministry of Education, the Ghana Education Service, UNICEF Ghana, and other ECE-focused partners. The review will also cover global standards, models, and case studies to identify effective approaches for developing TLRs from locally available resources. From this exercise, the consultant will extract lessons, tools, and innovative practices that can be adapted to the Ghanaian kindergarten context, especially within northern Ghana.

Field Consultations with Teachers, Education Officers, and Early Childhood Experts

Where necessary, the assignment will further involve field consultations with teachers, education officers, and early childhood experts. These targeted consultations will be conducted with key education stakeholders at the regional, municipal, and school levels to gather practical insights on the production and use of TLRs. They will include kindergarten teachers, GES education officers, early childhood experts, and, where relevant, caregivers or community members directly supporting classroom learning. The findings from these engagements will directly inform the design of the manual, ensuring that it is context relevant, practical, and responsive to the needs of teachers and learners.

Draft the Manual on the Use of Locally Available Resources to Produce TLRs

Following the review and consultations, the consultant will be responsible for drafting the manual on the use of locally available resources to produce TLRs. This first draft will be informed by both the desk review and field findings and must be practical, easy to read, and designed for a wide range of users, including teachers with limited technical or design backgrounds. Key sections of the manual will include among others:

Purpose and scope of the manual
Guiding principles
Age-appropriateness
Environmentally-friendly materials required for production
Step-by-step illustrated “procedures for producing specific TLRs such as alphabets, numbers, games, shapes, story props, counting objects, puzzles, flashcards, play materials etc.
Tools, templates, and illustrations for replication.
Guidance on ensuring safety, durability, and cultural relevance of the TLRs.
Innovative ways of sourcing and recycling local materials,
Recommended methods for classroom integration
Each TLR must align with a sub-strand in the KG curriculum

Validate the Manual

To ensure contextual appropriateness and adherence to standards, the consultant will undertake a validation process for the manual. This will include soliciting expert reviews and technical feedback, revising the draft in light of these inputs, and ensuring compliance with both national and international standards in early childhood education. The validation process will ultimately guarantee that the manual is accurate, practical, inclusive, and endorsed by both technical experts and end users, thereby enhancing ownership and uptake at classroom and community levels.

Finalize and Submit the Final Manual

The consultant will be required to finalize and submit the manual and a clear implementation and training plan. The final deliverables will include a comprehensive technical version of the manual as well as a simplified, user-friendly version tailored for community-level and teacher training purposes, complete with visuals, illustrations, and, where appropriate, local-language elements. The consultant will also provide a concise implementation and training plan outlining recommended steps for rollout and capacity building.

A final summary report will be submitted detailing the methodology, findings, stakeholder inputs, challenges encountered, and recommendations for sustainability. Editable soft copies of the manual and all templates/tools will be provided to Children Believe.

DELIVERABLES

No.	Deliverable	Description	Expected Timeline	Verification / Output
1	Inception Report	A detailed report outlining the consultant’s understanding of the assignment, proposed methodology, structure of the manual, and timeline.	10 days	Approved inception report
2	Draft Manual	First draft of the manual with narrative, visuals, and illustrations, shared for review and feedback.	25days	Draft manual submitted (Word & PDF)
3	Final Technical Manual	Revised and finalized version of the manual, user-friendly and practical (step-by-step with illustrations/photos), technically sound and aligned with ECE pedagogy, and submitted in soft copy (Word & PDF) ready for printing.	15 days	Final technical manual (editable and printable versions) submitted
4	Implementation and Training Plan	A concise plan outlining steps for rollout, capacity building for effective application of the manual.	5 days	Approved implementation and training plan
5	Final Summary Report	A report detailing the consultation process, methodology, stakeholder inputs, challenges, recommendations including sustainability.	5 days	Final summary report submitted and approved
7	Editable Tools and Templates	Soft copies of all templates, tools, and resources in editable format for future replication and adaptation.	Alongside final submission	Editable soft copies shared

REPORTING AND SUPERVISION

The Consultant will report to the Country Director He/she will be required to work directly with the Project Manager-QAIECE 2 with oversight provided by the Program Manager. AG CARE team will provide field coordination support.

The Consultant will collaborate closely with the Project Manager - QAIECE II and will keep both the Program Manager and the Country Director of Children Believe copied on all communications related to the assignment.

All reports and related documents must be submitted in English and in electronic format using Microsoft Word. The submission must include all raw data sets and relevant templates as separate attachments.

ETHICAL CONSIDERATIONS

All activities must adhere to Children Believe and ChildFund Korea’s child protection and safeguarding policies. The consultant must obtain informed consent of all consulted during the exercise and apply the “Do No Harm” principles throughout the assignment.

ChildFund Korea and Children Believe, its Board and staff make no express or implied representation or warranty as to the currency, reliability, or completeness of the information contained in this ToR. Nothing in this ToR should be construed to give rise to any contractual obligations or rights, expressed or implied, by the issue of this ToR or the submission of an Expression of Interest in response to it. No contract would be created until a formal written contract is executed between Children Believe and a selected consultant.

DURATION AND TIMELINE

The consultancy is expected to be completed within 60 business days from the date of signing the contract. A detailed timeline will be agreed upon during the inception phase.

Required Skills or Experience

QUALIFICATIONS AND EXPERIENCE

The Consultant should have:

A higher degree in Early Childhood Education, Social Development, or related fields. A PHD in Education/Early Childhood Education with demonstrated experience will be an advantage.
Proven expertise in Early Childhood Education and knowledge of the Ghana Education Service kindergarten curriculum.
Experience in developing training manuals, teaching resources, or education guidelines.
Strong skills in instructional design, visuals/illustrations, and participatory methodologies.
Demonstrate ability to work with teachers and education stakeholders at the regional, district and community levels.
Excellent writing, communication, and reporting abilities in English
Fluency in English

How To Apply

SUBMISSION OF EXPRESSION OF INTEREST

Interested consultants are invited to submit:

A cover letter and CV highlighting relevant experience.
A brief technical proposal (understanding of the assignment, proposed approach, and work plan).
A financial proposal indicating professional fees and related costs.
At least two samples of similar work done (manuals, guides, or educational resources).
Both individual consultants or consultancy firms are encouraged to apply.
Contact details of at least two referees.
Submissions should be addressed to zadumpo@childrenbelieve.ca and copy jnzakaria@childrenbelieve.ca by 23rd September, 2025 with the subject “CONSULTANCY FOR TLR MANUAL”

Note

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