Develop Inclusive Community Education Resources in Cameroon

Host entity: Goodness and Mercy Missions

Areas of expertise: Community development, Education, Digital and social media

Application deadline: 12/11/2026

Mission and objectives

Goodness and Mercy Missions (GMM) is a nonprofit organization founded in 2007 by Teh Francis Yai, based in the North West Region of Cameroon. GMM's mission is to strengthen rural communities by providing essential tools, skills, and opportunities to underserved populations, enabling them to build sustainable and resilient lives. GMM works to break cycles of poverty through education, economic empowerment, and community development, with a focus on long-term, community-driven impact. The organization was born from the founder's personal experience growing up in a polygamous household with limited resources, where cultural barriers to women's financial independence nearly interrupted his own education. This experience shaped GMM's core priorities: empowering rural women to achieve financial autonomy and guaranteeing children's access to education. Since 2017, GMM has held Special Consultative Status with the United Nations Economic and Social Council (ECOSOC), reflecting its commitment to international standards in humanitarian and development work. GMM's programs span school sponsorship, women's empowerment, computer training, library services, school construction, solar energy distribution, peace building, and relief aid delivery. The organization operates primarily in the Boyo Division of the North West Region, with activities extending to the West, South West, Littoral, and Centre Regions of Cameroon. GMM's core values include participatory strategy, sustainability, equity and non-discrimination, accountability, partnership cooperation, empowerment, and inclusion. Through partnerships with representative organizations and online volunteer support, GMM seeks to leverage global expertise to develop community-based, culturally appropriate programs that can be implemented by local staff and community facilitators on the ground.

Assignment 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 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.

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.

Full eligibility requirements, conditions of service and application instructions are available on the official UNV platform.