National expert responsible for developing the mathematics training module – cycle 4 of basic education (M/F)

1. General objectives

The general objective of the mission is to provide support in the development of Mathematics training modules intended for teachers in cycle 4 of basic education, taking into account national programs, innovative and inclusive teaching approaches and international good practices.

2. Specific objectives

• Identify training needs in Mathematics for cycle 4 teachers
• Support the development of a skills framework for teaching Mathematics in cycle 4 of basic education
• Develop a training framework for teaching Mathematics in cycle 4 of basic education
• Create training modules (content, guides, practical exercises) for teaching Mathematics in cycle 4 of basic education
• Propose a training system for teachers in cycle 4 of basic education
  

3. Results to be achieved

• A detailed planning of the activities to be carried out is available
• A diagnostic analysis of training needs in Mathematics is carried out
• A skills framework for teaching Mathematics in cycle 4 has been developed
• A training framework for teaching Mathematics in cycle 4 is developed
• A training module for cycle 4 Mathematics teachers (content, guides, practical exercises) is created and validated
• A training program for cycle 4 teachers is proposed
• A module development report is produced.
  

5. Working methodology

The mixed team of experts will adopt a co-construction approach and will adopt a participatory approach involving key stakeholders such as the MENRS (program designers, teachers, inspectors), the Twige Twese project team. The expected approach is both structuring (international framework), participatory and adapted to the educational realities of Burundi. Co-construction and validation workshops will be organized. Concretely, the experts will have to provide a methodology containing a collaborative, progressive approach and anchored in the realities of the Burundian education system. The experts will have to

• Collaborate closely with the MENRS, the Twige Twese project team
• Participate in an initial framing meeting with the MENRS, the project team, in order to clarify expectations, deliverables and terms of collaboration;
• Work in pairs with continuous sharing of working documents, regular exchanges and a clear division of responsibilities;
• Work in a logic of complementarity and co-development, ensuring the transfer of approaches from international standards to contextualized content
• Ensure a reinforced presence in the field individually or in pairs, particularly during educational consultations, information gathering, or training sessions;
• Actively participate in all technical validation and local adjustment meetings in conjunction with MENRS services, training institutions and beneficiary structures by formulating educational or methodological recommendations
• Ensure the dissemination of deliverables in national circuits.
  

6. Planned activities and deliverables

The mission will extend over the period "October 2025 - March 2026" divided into the following phases:

• Start of mission: October 2025.
• Estimated duration: 42 working days

7. Coordination

A kick-off meeting will be held after the contract has been notified.

Close coordination with the Twige Twese project team will be essential from the preparation of deliverables through to their validation.

Project description or context

The Twige Twese Project, co-financed by the European Union (EU) and the French Development Agency (AFD), is part of the "EU support program for basic education and the implementation of the education sector plan 2022-2030".

The project, implemented by Expertise France in collaboration with the Ministry of National Education and Scientific Research (MENRS), has the overall objective of contributing to the promotion of quality basic education, sensitive to gender issues, disability inclusion, the environment, and digital transformation. More specifically, the project aims to improve the provision and quality of basic education and the recognition of teachers.

Two main results are expected:

• Result 1 : Strengthening the initial and ongoing professional skills of teachers, trainers and educational supervisors, particularly in the areas of didactics, gender, environment and digital technology.
• Result 2 : Support for education system stakeholders in implementing the performance-based financing (PBF) approach.

These terms of reference (TORs) are developed to respond to this Result 1 and the objectively verifiable indicator, IOV R.1.2, Number of modules developed and/or renovated. These terms of reference thus aim at the recruitment of mixed expertise (national and international) to support the development of a mathematics module for cycle 4 of the fundamental level (from 7th to 9th grade) by referring to the themes that constitute the curriculum of this cycle. They are aligned with the general policy of the Government, in particular that relating to the Vision of an emerging Burundi 2040, the developed Burundi 2060; the National Development Plan, PND 2018-2030 and the Education Sector Plan 2022-2030.

Taking the above into account, the MENRS wants mathematics modules to be designed using an applied approach, anchored in the students' daily lives. This orientation aims to make mathematics a concrete tool: for example, measuring an agricultural field using Thales' theorem, estimating costs from the surfaces to be tiled or painted, calculating a right angle in a frame using trigonometry, converting units in a local market, managing a small domestic budget, reading a plan or a map. These skills should make learning more concrete, motivating and useful in the daily lives of students and their families.

For this, mixed expertise (national and international) is required to guarantee educational quality and alignment with national and international standards in the teaching of Mathematics.

In launching its activities, the expertise will have to be based on national policy documents (basic education curriculum; National Development Plan, revised PND 2018-2027; Education Sector Plan 2022-2030; Vision of Burundi emerging country 2040, developed country 2060, etc.) and regional and international documents.

The mission of the expertise aims to contribute to the development of training modules for teachers of mathematics in cycle 4 applied to everyday life, as part of the implementation of the Twige Twese project. In this capacity, the experts (national and international) will have the following roles and responsibilities:

• Identify the training needs of cycle 4 Mathematics teachers by combining them with the basic education curriculum and the application of Mathematics in everyday life
• Analyze international standards in mathematics teaching at the basic level and propose a structuring reference framework for the modules by referring to the curriculum of cycle 4 of basic education in Burundi.
• Carry out a comparative analysis of international reference frameworks and standards, particularly those of the sub-region relating to the basic teaching of mathematics.
• Support the development of mathematics modules applied to daily life, intended for the training of teachers in cycle 4 of basic education.
• To show the importance of mathematical formulas in everyday life applications
• Develop a training system for teachers in cycle 4 of basic education
• Propose a reference framework adapted to a skills-based and contextualized approach.
• Support the process of pedagogical validation of modules with the relevant authorities, by contributing to the formalization of methodological guidelines and their proper understanding by national stakeholders.
• Contribute to the proofreading or technical validation of educational documents related to the modules (reference materials, guides, fact sheets, etc.)
• Participate in leading a capacity building session for trainers.
• Provide technical advice to MENRS and project teams on aspects relating to the teaching of fundamental mathematics
  

Specific expectations of the national expert

In close collaboration with the international expert, the national expert will ensure the local anchoring of the modules and their adequacy with the Burundian education system, by:

• Mobilizing in-depth knowledge of the curriculum, national programs and socio-educational realities of Burundi.
• Contextualizing the content to reflect the concrete needs of students and teachers (examples taken from agriculture, crafts, domestic management, etc.).
• Facilitating exchanges with local stakeholders (MENRS, inspectors, teachers) for sustainable appropriation of the tools developed.
• Ensuring the integration of gender, inclusion and environmental dimensions into the modules, in accordance with national priorities.

The complementarity between national and international experts will make it possible to reconcile academic excellence and local relevance, thus fully meeting the objectives of the Twige Twese project.

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