Inclusive Community Education Resource Developer

Develop Inclusive Community Education Resources in Cameroon

Attention! Please note that this is an Online Volunteering assignment. It's a short-term, task-based and non-contractual remote assignment; Online Volunteers are not UN Volunteers and do not receive any allowance or entitlements as part of the Online Volunteer assignment but receive a certificate of appreciation after successful completion. In addition, UNV is not involved in the selection process or collaboration.

Host entity: Goodness and Mercy Missions

Advertisement end date: 2026-11-12T00:00:00

General

Description of assignment title: Develop Inclusive Community Education Resources in Cameroon

Assignment country: Cameroon

Duration: 84 days

Sustainable Development Goal: 4. Quality education

Modality: Online

Work schedule: 16 - 20 hours per week

For how many hours per week will the volunteer be required?: 16 - 20 hours per week

Number of Assignments: 10

Details

Mission and objectives

MISSION:

Empowering men, women, youths and the disadvantaged with the tools necessary to help them improve the quality of their lives. We want the oppressed, the poor and less privileged to live a life of meaning and worth. Key programs of Goodness and Mercy Missions since 2007 are: Women Economic empowerment initiatives, child sponsorship, hassle free education for underprivileged children, computer training and youth livelihood projects.

Context

GMM seeks teh Online Volunteers to develop one inclusive community education resource pack for use by its own staff and community facilitators. The pack will support participation, creative learning, accessibility and responsible use of information. Its modules will use plain English, inexpensive materials and activities that can work.

Different academic backgrounds can contribute to this common educational task. The six modules will address complementary topics using the same format and quality standards. Over twelve weeks, volunteers will progress from evidence review to drafting, structured staff review and final handover. Each module will be usable on its own and will include practical alternatives for different participation needs. GMM will select the intended learner group for each module and review all materials before use. The assignment is entirely online and desk-based. It does not include teaching children directly, clinical assessment, counselling, legal representation or individual legal advice.

Task type

Grant / proposal writing

Task description

Ten Online Volunteers will each develop one module of a shared learning resource pack. Applicants may state their preferred component; GMM will allocate modules according to relevant skills.

Volunteer 1 &2 Participation and cooperative learning

Develop a module that helps learners express ideas respectfully, listen to different perspectives and work together on a simple community issue. Review relevant education guidance, prepare four discussion or group problem-solving activities and explain how facilitators can include quieter learners. Keep the material educational, non-partisan and appropriate to the audience agreed with GMM.

Volunteer 3 & 4 Creative learning through music and storytelling

Develop a module using rhythm, singing, storytelling or simple movement to support communication and cooperation. Prepare four low-cost activities that do not require specialist instruments or recorded performances. Explain their learning purpose and offer alternatives for learners who prefer not to sing or move. Use original or appropriately licensed content; do not make therapeutic claims.

Volunteer 5&6 Accessible participation in community Learning.

Develop a module introducing practical ways to reduce physical, sensory, communication and attention-related barriers in a learning session. Prepare activities that encourage learners to recognise barriers and consider inclusive alternatives. Include a short accessibility checklist in the handout. Draw on reliable inclusion guidance; do not diagnose conditions, prescribe exercises or provide rehabilitation treatment.

Volunteer 7. Personal information and rights Awareness.

Develop a public education module on protecting personal information, understanding permission to share content and recognising respectful participation. Prepare everyday scenarios and practical questions. Clearly identify the jurisdiction and date of any legal source, distinguish law from general guidance and flag material requiring qualified local review. Keep all content general and educational, without case-specific advice.

Volunteer 8 Media and information Literacy

Develop a module helping learners distinguish facts, opinions and unsupported claims. Prepare four exercises on checking an online message or comparing sources, using clearly labelled fictional examples or suitable public material. Include a simple verification checklist and an offline alternative. This component welcomes applicants with research, education, communication or other relevant skills.

Volunteer 9&10 Learner feedback and Reflection

Develop a module that helps facilitators invite understandable, inclusive feedback and helps learners reflect on a session. Prepare four activities using pictures, short questions or simple reflection prompts, with a blank non-identifying feedback template. Explain what feedback can and cannot show about learning. This component welcomes applicants with education, social science, writing or related skills.Individual Deliverables.

Each of the six Online Volunteers will produce one complete thematic learning module: four activity cards for 20-30-minute sessions, covering introductory and practice activities; two learner handouts; a three- to four-page facilitator guide; a source note of up to three pages referencing at least ten reliable public sources; and a six- to eight-slide presentation for facilitator use. A document-based visual summary may replace the slides where GMM prefers a printable format. The source note must distinguish evidence, suggested activities and issues requiring local verification. Each activity card must include a learning objective, materials, steps, an inclusion adjustment and two questions with suggested answers.Shared production methodAll six modules form one resource pack. GMM will provide a common editable template, confirm the audience and allocate topics at onboarding. Each volunteer is responsible for their own module, submits a short weekly update and revises it following staff feedback. Volunteers may exchange comments, but GMM staff supervise all volunteers, approve content and assemble the final pack. No volunteer is responsible for supervising another volunteer.Twelve week work planWeeks 1-2: agree the learner group, module scope, learning objectives and output format with GMM. Submit a module outline, initial source list and individual work plan.Weeks 3-4: complete the desk review and source checks, identify relevant examples and adaptation needs, and submit an evidence summary and detailed activity outlines.Weeks 5-6: produce the first complete module draft, including the four activity cards, two handouts, facilitator guide, source note and presentation or visual summary. Submit any agreed supporting annexes with this draft.Weeks 7-8: conduct a structured desk-based walkthrough with GMM staff, checking instructions, timing, readability, accessibility and consistency between activities and learning objectives. Submit a revised draft and a log of feedback and responses.Weeks 9-10: refine examples and low-connectivity alternatives, recheck facts and references, and resolve staff comments. Submit a near-final module and completed quality checklist. GMM staff retain responsibility for local suitability and approval.Weeks 11-12: deliver the final editable files and PDF copies, complete a staff-led online handover and provide a one-page note on updates, file organisation and remaining limitations. Completion requires the agreed module, source documentation and review log. Direct community delivery or participant testing is not required.Source quality and data Handling.

Record the author or issuing institution, title, date and DOI or working URL for each source. Check numerical claims and image permissions. Use public materials or non-identifying information supplied by GMM; do not contact learners, collect personal information or identify individuals or sensitive locations. Disclose any generative AI assistance and verify its output against original sources. GMM reviews cultural suitability and any local-language adaptation.

Assignment requirements

Relevant experience: No experience required

Languages: English, Level: Working knowledge, Desirable

Required education level: Bachelor's degree Education, project management and any related topics.

Area(s) of expertise: Community development, Education, Digital and social media

Driving license: -

Skills and experience

1. Relevant coursework, an academic project, an internship or volunteer activity demonstrating at least one of the component skills. Applicants need not cover all six topics.
2. Ability to locate reliable sources, summarise information accurately and write accessible educational content in English. Working knowledge of English is required; French or Cameroonian Pidgin English is an asset, not a requirement.
3. For the creative learning component, interest or experience in music, storytelling or participatory activity design. For the accessibility component, familiarity with inclusion or rehabilitation-related study is useful; clinical qualifications are not required.
4. For the rights-awareness component, legal studies or experience reviewing public legal information is useful. For the remaining components, education, research, communication or social science skills are welcome.
5. Basic Word or equivalent document skills, ability to make readable PDF files, reliable internet access for submissions, and availability for short staff-led online check-ins.
6. Attention to cultural context, accessibility, source verification and responsible handling of information. Applicants from other fields with relevant skills are welcome.