Closing Date: Sunday,
31 March 2013
African Institute for
Mathematical Sciences
6-8 Melrose Road
Muizenberg 7945
South Africa
Tel: +27 (21) 787
9320
Fax: +27 (21) 787
9321
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The African Institute for Mathematical Sciences (AIMS) was
founded in Cape Town, South
Africa in 2003 as a pan-African center for post-graduate
training, outreach and research providing advanced, broadly applicable
mathematical skills to talented students recruited from all over Africa. Since 2003, AIMS-Senegal opened its doors in
August 2011, and AIMS-Ghana in August 2012. The Next Einstein Initiative
(AIMS-NEI) is a core program of AIMS and specifically involves the
establishment and operation of a network of fifteen centres of excellence
across Africa that is focused on the teaching
of mathematical sciences to African university graduates. The centres are
coordinated through the AIMS-NEI Secretariat, based in Cape Town, South Africa.
There is evidence that the AIMS model, and the context in
which it exists, could better assist in the acquisition and subsequent
development of the career management skills and qualities that define a professional
employee. A cohesive strategy is needed to provide students with skills,
knowledge, resources and experiences that open a wide range of career pathways.
To reach this goal, an integrated approach to the career development strategy
is proposed, leveraging the learning moments out of current activities, and new
real and simulated experiences. The guiding idea is that the more themostudents
will be prepared to succeed there.
The key results will be:
1.
Transformation of students' professional skills in a
gradual process that occurs throughout all phases of the program, and beyond,
and results in the development of a new professional identity.
2.
An altered learning environment that is more outwardly
focused and perceived as linked with varied sectors dedicated to the
development of Africa.
THE POSITION;
An experienced consultant is sought to help design a
curriculum and assessment tools for an integrated career learning program. The
deliverables should be developed as part of the whole course of study with
academic staff and other relevant staff such as alumni services, rather than as
a stand-alone component, to ensure non-technical competencies are supported and
reinforced throughout the program.course of study with academic staff and other
relevant staff such as alumni services, rather than as a stand-alone component,
to ensure non-technical competencies are supported and reinforced throughout
the program.
PURPOSE AND RESULTS:
The purpose of the consultancy is three-fold, namely:
1.
To review and revise the current curriculum to include
course-based workshops on employability, professional skills and
entrepreneurship;
2.
To produce an integrated learning curriculum for
regular classwork, and;
3.
To provide a curriculum review framework that will
gauge quality and relevance of the current academic curriculum
KEY OUTPUTS OF
CONSULTANT'S WORK:
1. Increase in capacity of the AIMS network in integrated
learning
2. Revised curricula and guidelines for its delivery
3. Network-wide standards and tools for quality assurance
KEY OUTCOMES OF
CONSULTANT'S WORK
1. Students will be well equipped with the tools, skills and
knowledge to pursue the careers of their choice
2. Faculty will be equipped with the tools, skills and
knowledge to deliver and assess career learning in the classroom
3. The Network will be provided with support, based on the
annual review, to improve curriculum delivery to set quality standards
DESCRIPTION OF
DELIVERABLES
Working closely with Centre staff (Academic Directors,
Career Development Staff, and tutors), Secretariat staff, and strategic
partners from the business community, the Career Development Consultant will
perform the following tasks:
1. Curriculum mapping of courses with faculty - determine
where the course currently has links to career education and scoping for
potential further links to build career education into the curriculum.
2. Integrated Curriculum development - present and
facilitate discussions about integrated approaches to curricula and lead the
design team (with academic staff) in the development of integrated career
learning into regular coursework. This could include writing guidebook and/or
tutorial content, linked to assessment. Note the challenge of working with
international volunteer lecturers.
3. Employability and Entrepreneurship curriculum - provide
detailed experiential lesson plans with clear learning outcomes on a variety of
career development topics to assist with job applications, preparation for
fieldwork placements, introduction to self-employment/entrepreneurship,
applications for postgraduate courses, and career development. Ensure content
is relevant to current industry needs.
4. Faculty teaching and learning - provide input towards
faculty teaching and learning in integrated strategies and activities
5. Assessment - work with faculty to build career education
assessment pieces into the curriculum. Work with faculty to develop the
assessment requirements and marking criteria, which could include assignment
marking. Perform annual review.
6. Technical advice - provided remotely (via skype/ phone)
to Centre teams focusing on ensuring that processes followed, innovative
components piloted and final products developed aim at improving alignment to
industry and student needs.
WORK LOCATION:
The Consultant will be based in Cape
Town with travel to Ghana
and Senegal
for an initial period of 6 months. Thereafter, the Consultant could provide
home-based remote assistance as needed, and will return to each centre to
perform an annual review and quality assurance evaluation in June 2014 (end of
academic year).
COMPETENCIES
·
Proven ability to demonstrate innovative
thinking and stimulate an environment that fosters innovation and openness to
change;
·
Proven experience of providing technical advice
to teams based in different countries from a distance;
·
Ability to contribute to and comfortably work in
a multidisciplinary setting;
·
Ability to work independently to strict
timelines;
·
Excellent planning and facilitation skills;
·
Cultural awareness and sensitivity;
·
Ability to research, analyze and present complex
information;
·
Strong interpersonal, teamwork and communication
skills; and,
·
Excellent written and spoken English skills and
sound report writing skills; French language skills are an advantage.
QUALIFICATION
·
Advanced educational background in one of the
areas of: Business, Human Resources, Curriculum Development, Education, or
related field;
·
Proven track record of training curricula (and
manual) development;
·
Six to ten years of experience in development,
assessment and evaluation of curriculum, teaching and learning resources
required;
·
Experience with experiential learning, action
learning, work integrated curricula;
·
Professional experience working in Africa, and:
·
Thorough understanding of the issues surrounding
employment challenges in developing and transitional countries.
How to apply:
Interested applicants should forward salary expectations, a
curriculum vitae, letter of interest and names of 3 referees to jstaples@nexteinstein.org
