Terms of Reference (TOR) International Expert
Inclusive & Innovative STEM Education for Blind and Low-Vision Learners Year 1 – Foundational Phase
- Background and Strategic Context
Jordan has made substantial progress in inclusive education under Law No. 20 (2017) and the Ten-Year Strategy for Inclusive Education (2020–2030), aligned with the United Nations Convention on the Rights of Persons with Disabilities and SDG 4
Despite this progress, blind and low-vision learners remain significantly underrepresented in STEM pathways, particularly at the secondary level. Barriers include:
- Limited accessible STEM curricula and assessments
- Shortage of Nemeth and tactile graphics expertise
- Insufficient assistive and adaptive technologies
- Limited teacher preparation in inclusive STEM
- Gender-related participation gaps
Jordan seeks to establish a nationally owned, sustainable, and innovation-driven framework for inclusive STEM education.
- Purpose of the Assignment
The primary goal of the International Expert is to integrate and empower a national core team by transferring emerging and innovative technologies, methodologies, and programs for inclusive STEM education, ensuring sustainability, institutionalisation, and long-term national ownership.
The expert will strengthen Jordan’s capacity to adopt advanced global practices, not limited to:
- Establish an evidence-based understanding of inclusive STEM gaps
- Build a national Master Trainer core team (15 educators)
- Transfer innovative STEM technologies and methodologies, including but not limited to:
- Artificial Intelligence (AI)-supported accessible learning
- Accessible coding and computational thinking
- Tactile and 3D STEM modelling
- Assistive technologies for mathematics and science
- Gender-responsive STEM pedagogy
- Develop a National Framework and 3-Year Action Plan
- Ensure sustainability through institutional embedding within MoE and HCD systems
- Scope of Work
Phase 1 – Inception and Technical Review (April) in accordance with the national consultants
- Review national legislation, policies, and STEM curricula
- Refine research tools developed by national consultants
- Participate in the inception workshop
- Provide technical direction to the steering committee
Phase 2 – Situational Assessment and Capacity Building (May–September)
- Situational Assessment Guide field visits and data analysis
- Assess teacher readiness, curriculum accessibility, and AT availability
- Analyse gender-specific barriers
- Produce evidence-based recommendations
- Master Trainer program (15 Educators): Design and co-deliver a Jordan-adapted training. The program must ensure co-delivery with national counterparts to guarantee knowledge transfer.
- Study Tour Report & Knowledge Transfer Plan
Study Tour & Knowledge Transfer (September)
- Provide technical guidance for study tour objectives
- Support learning documentation
- Develop a cascade model for national replication
Phase 3 – Framework & Action Plan Development (October–December)
- Lead drafting of the National Framework for Inclusive STEM
- Develop 3-Year Action Plan (2027–2029)
- Facilitate two validation workshops
- Support endorsement process
- Ensure accessible publication (Braille, large print, tagged PDF, audio)
- Expected Year-1 Results (By December 2026)
- National baseline dataset on inclusive STEM
- 15 certified Master Trainers
- National Framework formally endorsed by MoE and HCD
- Evidence-based roadmap for scaling inclusive STEM nationally
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- Level of Effort and Modality
Total Level of Effort: 40 working days Period: April – December 2026
Indicative distribution:
- Inception & Review: 5 days
- Situational Assessment: 10 days
- Master Trainer Program (design + delivery): 15 days
- Study Tour Support: 5 days
- Framework & Action Plan Drafting: 5 days
Modality: Combination of remote technical support and limited in-country missions, as per the agreement of both parties.
- Required Qualifications
- Advanced degree in Inclusive Education, STEM Education, Disability Studies, or a related field
- Minimum 7 years’ experience in inclusive education working with blind/low-vision learners
- Demonstrated expertise in assistive and emerging technologies for STEM
- Experience in national framework development
- Strong gender mainstreaming background
- Experience with government and donor-funded programs