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UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential. Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone. And we never give up. 

For every child, safe environment

Background and Justification

The Ministry of Gender Equality and Child Welfare has laid critical groundwork for early childhood development (ECD) in Namibia through the development of two key curriculum frameworks: one for children aged 3–4 (2013), and another for those aged 0–2 (2022), respectively. These documents are designed to guide educarers in providing responsive, early learning opportunities and nurturing care that supports children’s holistic development, strengthening collaboration with families and communities. On average, only 17% of the educarers have a formal qualification with some Regions like Kunene with only 9% educarers have a formal qualification (ECD-MIS 2024). With the education sector now assuming responsibility for ECD, this lack of alignment and integration poses a challenge and disconnects to continuity in preparation for lifelong learning. There is a need to ensure that ECD frameworks are fully integrated with the basic education curriculum for seamless progression from early learning into school. The IECD Policy defines ECD as a set of integrated interventions aimed at holistic care, development, early learning, and protection of the child. We aim for an education system that offers high quality early learning, children to perform better in primary school, an increase the chances of good retention, and low dropouts. Thus, investing in quality early childhood development and education is critical to building a strong foundation for healthy development, lifelong learning, and well-being.

How can you make a difference? 

Attention must be given to three priorities: (1) aligning the ECD curricula with the basic education system; (2) building the capacity of curriculum developers and pre-primary and junior primary teachers through structured training and professional development and (3) ensuring inclusive, cross-sectoral collaboration that leaves no child behind.

Key Objectives of the Consultancy:

The consultancy aims to achieve the following objectives:

a)  Provide technical and expert advice to the Ministry of Education, Innovation, Youth, Sports, Arts and Culture (MEIYSAC) in the development of the Early Childhood Development and Education curriculum.

b) Review and update the current curriculum for children aged 0–2 years to strengthen family-based care, early stimulation, child-centered and play-based learning.

c) Review and update the curriculum framework for children aged 3–4 years, promoting structured play-based, child-centered learning and active pedagogies.

d) Conduct induction workshops on the revised curriculum for 3-4 years.

e) Facilitate the development of assessment guidelines and tools to support ECD and Pre-primary teachers’, including junior primary stakeholders’ capacity strengthening.

f) Provide ongoing monitoring and guidance on pedagogical processes in early learning environments.

g) Provision of training and support to NIED, SEOs, NGOs and educarers/teachers on the new curricula and related materials.

h) Provide guidance to training institutions on the development and delivery of tertiary programmes related to ECD / junior primary.

Scope of Work:
The successful consultant will be responsible for the following tasks in close collaboration with the curriculum panels
Curriculum Review and Development

1. 0–2 Years (Family-Based Learning)
i. Review existing curriculum frameworks for children aged 0–2.
ii. Provide technical input, updates, and develop a comprehensive early childhood education curriculum aligned with holistic child development.
iii. Ensure the curriculum incorporates cognitive, language, social, emotional, physical, and creative development domains.

iv. Aligning all content with the Nurturing Care Framework, Ministry of Health and Social Services Parenting Program and the Thrive by Five Materials developed for Namibia supporting child-centered, age-appropriate learning approaches.
v. Incorporate all aspects of play and discovery learning using local resources and technologies.
vi. Submit the final curriculum package to the Curriculum Panel for review and endorsement

2. 3-4 Years (ECD Centre, Play-Based Learning)
i. Revise the curriculum framework and ensure linkages with the 0-2 years old curriculum as well as the basic education curriculum for junior primary
ii. Develop a center-based curriculum emphasizing.

a) Structure, cooperative, fantasy, free and exploratory play
b) Social and emotional learning centered (SEL)
c) Early literacy and early numeracy
d) Use of storytelling, art, music, and drama

iii. 5–6 Years (Pre-Primary Education) Provide technical insights into the current pre-primary curriculum to strength all aspects of

a.Foundational literacy and numeracy

b. School behaviors and emotional self-regulation
c. Digital readiness and introduction to basic ICT tools where appropriate
d. Smooth transition into formal education

Cross-Cutting Priorities

ii. Apply current and innovative approaches in early learning (e.g. Reggio Emilia, Montessori, Waldorf pedagogy principles, brain-based learning, social-emotional learning models, inquiry-based and inclusive design)
iii. Integrate technology-enabled learning tools to support instruction, monitoring, and home engagement
iv. Foster inclusive education for children with disabilities, developmental delays, and marginalized communities
v. Promote gender-sensitive, culturally grounded, and linguistically diverse approaches
vi. Embed play-based, experiential, and child-centered pedagogies
viii. Support the development of early learning standards aligned with national and global benchmarks

Curriculum Content Areas
The curriculum must address the following thematic areas:

a) Introduction to and understanding of the curriculum, including key definitions.
b) Child-focused approaches to learning.
c) Foundations of child development and early learning by age groups.
d) Cognitive development (e.g., memory, early literacy, and numeracy).
e) Socio-emotional development (e.g., empathy, self-regulation).
f) Physical development (e.g., gross/fine motor skills, balance, eye-hand and eye-foot coordination, body awareness).
g) Creative development (e.g., stimulation through play, exploration, imagination and problem solving).

h) Development of lesson plans based on the syllabi, and assessment tools aligned with key competencies.
i) Design of active learning support materials
j) Strategies for behavior management and effective communication.
k) Clear transition guidance from early years into the pre-primary syllabus.

Development of a School Readiness Testing Instrument (SRTI) Tool

i. Review and design a School Readiness Testing Instrument (SRTI) both tool for Pre and Post to evaluate children at entry and on exiting the pre-primary phase, measuring:
a) Physical and motor skills, language and communication, cognitive development and early academics, emotional and behavioral preparedness, readiness to adapt to a structured school environment

Capacity Strengthening

i. Facilitate both pre-service and in-service capacity building for educarers and pre-primary teachers and provide ongoing expert advice to the Curriculum Panel regarding junior-primary (pre-primary grade and ECD) content and alignment
ii. Support capacity of trainers from ministries, NGOs, tertiary institutions.
iii. Prepare reports and advocacy presentations to support policy dialogue and decision-making
iv. Support the implementation of functional analysis recommendations for the institutional transition of ECD responsibilities from MGECW to MEIYSAC.

To qualify as an advocate for every child you will have…

• An advanced university degree (Master’s) in Childhood Development, Pedagogy, Education Curriculum Development, Early Childhood Education.  
  *A first University Degree in a relevant field combined with 2 additional years of professional experience may be accepted in lieu of an Advanced University Degree. 
• A minimum of five (5) years of relevant professional experience in Childhood Development, Pedagogy, Education Curriculum Development, Early Childhood Education is required. 
• Developing country work experience is considered an asset. 
• Fluency in English is required. 

Knowledge/Expertise/Skills required

• Skilled curriculum developer, experience in facilitating processes of learning with diverse groups.
• Understanding on Namibia’s national educational systems
• Good facilitation, report writing and documentation skills.
• Ability to communicate new/innovative approaches to learning.
• Should have prior experience working with the MEIYSAC and the UN system, will serve as an added advantage.
• Excellent knowledge of education methodologies and skills transfer.
• Strong skills in the development or packaging of training materials.

Administrative details: Consultant is expected when relevant to arrange his/her own travel and cost. Consultant will travel on a quarterly basis for a one-week period. This should be included in your financial proposal.

How to Apply

Qualified candidates are requested to submit online application before the closing date with the following documentation.

• A cover letter, CV and P11 form and their technical and financial proposals to the online recruitment portal (Talent Management System).
• Interested candidates to indicate their ability, availability, and rate (daily) expressed in NAD to undertake the Terms of Reference.
• The financial proposal should be inclusive of other costs incurred e.g. travel costs.

Applications submitted without a financial proposal and technical proposal will not be considered.

For every Child, you demonstrate… 

UNICEF's values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS). 

 To view our competency framework, please visit  here. 

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious or ethnic background, and persons with disabilities, to apply to become a part of the organization. To create a more inclusive workplace, UNICEF offers paid parental leave, breastfeeding breaks, and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. Click here to learn more about flexible work arrangements, well-being, and benefits.

According to the UN Convention on the Rights of Persons with Disabilities (UNCRPD), persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. In its Disability Inclusion Policy and Strategy 2022-2030, UNICEF has committed to increase the number of employees with disabilities by 2030. At UNICEF, we provide reasonable accommodation for work-related support requirements of candidates and employees with disabilities. Also, UNICEF has launched a Global Accessibility Helpdesk to strengthen physical and digital accessibility. If you are an applicant with a disability who needs digital accessibility support in completing the online application, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF.

UNICEF does not hire candidates who are married to children (persons under 18). UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.

Remarks:  

Only shortlisted candidates will be contacted and advance to the next stage of the selection process. 

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws. 

The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.