Call for EOIs: Digitalization of ARAL Materials for UNICEF ARAL Programme (Philippines)

Deadline: 27-Sep-2026

UNICEF is seeking a qualified civil society organization in the Philippines to support the curation, development, digitalization, validation, and finalization of teaching and learning materials for the Academic Recovery and Accessible Learning programme. The selected partner must have a strong local presence in Metro Manila and contribute counterpart funding equal to at least 10% of the overall project budget.

About the Partnership Opportunity

UNICEF is inviting eligible civil society organizations to participate in a competitive selection process for an education partnership in the Philippines. The selected organization will help develop and digitalize ARAL teaching and learning materials for foundational education recovery. The resulting resources are expected to support external ARAL tutors and contribute indirectly to improved teaching and learning for educators and students across hundreds of schools.

About the ARAL Programme

ARAL stands for Academic Recovery and Accessible Learning. The Philippine government established the programme to consolidate learning-recovery initiatives and address persistent gaps in foundational education. ARAL seeks to help millions of students strengthen essential competencies, particularly in areas such as: - Reading. - Mathematics. - Foundational literacy. - Foundational numeracy. - Core learning competencies. - Recovery from interrupted education. The programme provides a coordinated framework for delivering targeted learning support across the country. Education Context in the Philippines Children in the Philippines face significant learning challenges, including low proficiency in reading and mathematics. These difficulties have been intensified by: - School closures during the COVID-19 pandemic. - Interrupted classroom learning. - Unequal access to remote education. - Limited availability of suitable learning resources. - Frequent typhoons and other climate-related disruptions. - Differences in school and community capacity. - Geographic inequalities in access to education. The ARAL programme responds by providing structured support to students who need additional help in achieving foundational learning outcomes. Purpose of the UNICEF-CSO Partnership The partnership aims to ensure that ARAL tutors, teachers, and education stakeholders have access to relevant, high-quality, validated, and digitally accessible teaching and learning materials. The selected civil society partner will help: - Review available ARAL resources. - Organize and map existing materials. - Identify content and coverage gaps. - Develop new learning materials. - Address specific needs in CARAGA and Southern Leyte. - Convert resources into accessible digital formats. - Validate materials with relevant stakeholders. - Incorporate feedback. - Finalize resources for nationwide implementation. - Support consistent delivery of foundational education recovery. Key Areas of Work The proposed partnership covers several connected areas: - Curation of existing materials. - Mapping of teaching and learning resources. - Learning-gap analysis. - Development of new content. - Digitalization. - Stakeholder validation. - Content revision. - Final production and preparation for nationwide use. Applicants should demonstrate their ability to manage the complete process rather than focusing on only one technical component. Curation of Existing Materials Curation involves reviewing available teaching and learning resources to determine their quality, relevance, accuracy, and suitability for the ARAL programme. The selected partner may be expected to: - Compile available resources. - Review content against learning objectives. - Identify duplication. - Check age and grade appropriateness. - Assess instructional quality. - Identify outdated or incomplete materials. - Review cultural and linguistic relevance. - Organize materials by competency, subject, or learner level. - Recommend which resources should be retained, revised, or replaced. The process should result in an organized collection of resources suitable for further development and digitalization. Mapping of Teaching and Learning Resources Resource mapping will connect available materials with specific learning competencies and identified education needs.

The mapping process should clarify:

- Which competencies are already covered. - Which learner groups are addressed. - Which subject areas require additional resources. - Where content duplication exists. - Which materials need revision. - Which delivery formats are available. - Which geographic or contextual needs are not adequately represented. This analysis will guide the development of new materials and reduce unnecessary duplication. Development of New Content The selected partner will develop new teaching and learning content where existing resources do not adequately address identified gaps.

New materials should be:

- Aligned with the ARAL programme. - Appropriate for the intended learner level. - Clear and easy for tutors to use. - Relevant to the Philippine education context. - Inclusive and culturally responsive. - Suitable for digital delivery. - Adaptable for different learning environments. - Focused on foundational education recovery. - Consistent with applicable government standards.

Particular attention will be given to gaps identified in CARAGA and Southern Leyte

Digitalization of Learning Materials Digitalization involves more than scanning printed documents. It requires adapting content into formats that can be accessed, navigated, distributed, and used effectively.

The process may include:

- Converting printed resources into digital formats. - Creating consistent layouts and templates. - Structuring materials for easy navigation. - Improving readability. - Preparing resources for online or offline access. - Integrating graphics or interactive elements where appropriate. - Ensuring compatibility with relevant platforms or devices. - Applying accessibilit