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Context of the Consultancy

Many preschool children experience barriers to learning and participation in the classroom. These barriers keep them from benefiting fully and developing to their full potential. Especially children from ethnic minority groups are at risk of not realizing their full holistic development potential. In more remote and disadvantaged communities, children more often grow up in poverty. They speak a different language at home than the teacher’s language in school and experience the differences between home and school culture. These barriers can be experienced in the physical environment, (learning) materials, activities and (especially adult-child) interactions.
Preschool teachers and their school leaders can play an important role to address many of these barriers. By doing so, the levels of involvement and well-being of children, increase. By building the competencies of teachers to support and value ethnic diversity in the class, they can make sure that all children are developing to their full potential, including ethnic minority children.
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The VVOB programme has established a strong relationship with our partners in 3 central provinces. Starting from observing levels of well-being and involvement in class they have identified some key barriers. One of these is limited teacher capacity to apply age-appropriate child-centred didactics (in multiple child-development dimensions. Partners also identified the lack of communication with children from ethnic minorities as an important barrier.
Stimulating child-initiative is limited in preschools. Teachers do not give children enough opportunities to speak, express and reason. This is observed in most preschools, not only in schools where the language of instruction (Vietnamese) is different from children’s home language.
The programme is currently working with partners on moving on the continuum from teacher directed to more collaborative and more child-initiated learning through play. This is combined with providing gender-responsive pedagogy and a language-rich environment which helps the children with different socio-economic and socio-cultural backgrounds to develop to their full potential.
As with all VVOB programs the objective is to contribute to a change in the official education system. The program has proven to be very successful in the 3 provinces where it is being implemented: Kon Tum, Quang Ngai, Quang Nam.
Learning materials for teachers covering the main methodological innovations that the program has introduced are being finalized in the last quarter of 2019. VVOB is therefore preparing for the scaling of the reach to allow many more Vietnamese schools and teachers to benefit from the lessons learned.

Objectives and scope of the consultancy

1. Ensure constant proximity to the reviewing process by the Early Childhood Education Department (ECED) and Department of Teachers and Educational Administrators (DTEA) of 3 educational materials developed within the BaMi program and facilitate timely endorsement by the Ministry of Education and Training.

2. A facilitation guide for school leaders and (district) education officers how to introduce the process-oriented child monitoring and the related 8 action points is available for scaling in 2020.

3. A desk review and advice on digital/online scaling options in Vietnam informs the strategic orientation of the scaling efforts for 2020-2021.

Please download the Call for proposal below for more details.