Volunteer STEM Learning Resource Developer

Develop STEM and Sustainability Learning 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 STEM and Sustainability Learning 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 six Online Volunteers to create one practical STEM and sustainability learning resource pack for its community education work. The aim is to help local facilitators explain everyday science, responsible resource use and simple data concepts to young people. Materials will use low-cost activities, plain English and printable or small-file formats that do not depend on specialist equipment or continuous connectivity.The six thematic modules will follow a shared format so that GMM can combine and adapt them as one pack. Over twelve weeks, volunteers will research and draft their modules, check the reproducibility of activities or calculations, revise materials with GMM staff and prepare reusable files for handover. Topics will connect technical knowledge with everyday learning rather than advanced engineering. GMM will confirm learner ages, available materials and local relevance at onboarding. Volunteers work entirely online; they will not conduct site visits, build equipment, perform safety inspections or contact community members.

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 Everyday science and simple engineering

Develop a module explaining one or two basic concepts, such as forces, simple machines or energy conversion. Prepare four safe paper-based or everyday-material activities with clear explanations and expected observations. An existing free simulation may be suggested as an optional extension, with an offline alternative. No CAD models, specialist software or construction of powered devices is required.

Volunteer 3&4 Energy and environmental literacy

Develop a module on energy sources, responsible energy use and environmental trade-offs. Use reliable institutional sources to explain key concepts without assuming technical knowledge. Prepare activities comparing everyday energy choices and identifying avoidable waste. Distinguish supported facts from suggestions and avoid site-specific engineering, fuel-handling or electrical installation instructions.

Volunteer 5&6 Learning to read data and charts

Develop a module on interpreting counts, percentages and simple charts. Use one small public aggregate dataset agreed with GMM, with roughly 20-50 records and two or three relevant numerical indicators. Include a spreadsheet annex with the source table, documented formulas, a short cleaning log and three labelled charts. Use these in the activity cards, explaining units, missing values and limitations. Excel or equivalent is sufficient.

Volunteer 7&8 Climate awareness and practical resource use

Develop a module linking basic climate concepts with feasible resource-saving choices in a learning space or community setting. Prepare four scenario-based activities and a facilitator run sheet showing timing, materials and adaptations. Identify one trade-off or limitation for each proposed action. Keep activities educational and avoid claiming measured emissions reductions without supporting data.

Volunteer 9 Digital skills for accessing learning resources

Develop a module on finding, saving and organising useful learning materials on a shared or basic device. Prepare activities on purposeful searching and sensible file organisation, with printable alternatives where device access is limited. Include steps for checking access requirements and avoiding unnecessary downloads. Education, communication, computing or other relevant experience is welcome.

Volunteer 10 Water and waste awareness

Develop a module explaining simple water conservation and waste-reduction concepts using household or learning-space examples. Prepare four observation or sorting exercises and a visual handout. Avoid handling hazardous waste, experiments involving contaminated water or unsupported health claims. Applicants with science, education, environmental studies or related skills are welcome.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 method.

all 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.

Assignment requirements

Relevant experience: No experience required

Languages: English, Level: Working knowledge, Desirable

Required education level: Bachelor's degree Project management, research and any relevant skills

Area(s) of expertise: Project management, programme development, strategy

Driving license: -

Skills and experience

1. Relevant coursework, a research or competition project, an internship or volunteer activity demonstrating skills in at least one component. Applicants are not expected to have expertise in all six topics.
2. Ability to explain a basic scientific, environmental or digital concept in clear English and check it against reliable sources. Working knowledge of English is required; French or Cameroonian Pidgin English is an asset, not a requirement.
3. For the science, energy and climate components, foundational technical knowledge and interest in public education. For the data component, ability to enter and check data, calculate percentages and create labelled spreadsheet charts.
4. For the digital and water/waste components, basic research, document preparation and educational communication skills. Programming, statistical modelling and specialist engineering software are not required for this assignment.
5. Basic Word, Excel or equivalent tools, ability to create readable PDF files, reliable internet access for submissions and participation in staff-led check-ins.
6. Attention to accessibility, copyright, accurate units and references, and the difference between illustrative examples and observed evidence. Applicants from other fields with relevant skills are welcome.