International consultant - Lead consultant - Education Rapid Assessment Report on the impact of Covid-19 pandemic on the education sector in Somalia - UNICEF Somalia - HOME BASED
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UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.
Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.
And we never give up.
For every child, an Education
[Include information about the country/specific programme. Ideally include a link to a video]
How can you make a difference?
To qualify as an advocate for every child you will have…
- An advanced university degree (Master’s or higher) in Education or Social Science
- Minimum of 8 years’ experience relevant to the ToR requirements.
- Strong understanding of the impact the COVID-19 pandemic has had on the education sector
- Good knowledge of issues related to girls, children with disabilities, IDPs, refugees and other vulnerable populations
- In-depth knowledge and experience in writing reports and conducting similar reviews in Somalia or similar contexts
- Strong analytical and oral and written communication skills, review experience and familiarity within Somalia and/or the region
- Developing country work experience and/or familiarity with emergency is considered an asset.
- Fluency in English is required.
Purpose of Activity/Assignment:
These Terms of Reference (ToR) relate to the Education Rapid Assessment on the impact of the COVID-19 pandemic on the education sector in Somalia, conducted by the United Nations Children’s Fund (UNICEF) and the United Nations High Commissioner for Refugees (UNHCR) in Somalia between January and April 2021.
Only indicative data on the potential number of students that had access to and followed the distance learning lessons in Puntland and Somaliland is currently available. Data on the impact of the school closure on the re-enrolment for the 2020-2021 school year is not available, though the MoEs have made efforts to collect Education Management Information System (EMIS) data on the 2019-2020 school year. Only limited data is also available on to what extent schools are complying with the MoEs’ and the Ministries of Health’s (MoHs) COVID-19 prevention and safe school operation guidelines and standards. Considering this, and as part of UNICEF’s and UNHCR’s long-term efforts to support the MoEs in education data collection, analysis, accessibility and use, UNICEF and UNHCR conducted rapid assessments between January and April 2021, to understand the impact of the COVID-19 pandemic on the education sector across Somalia, and in particular on safe and inclusive school re-enrolment.
The overall objectives of the assessment were to understand:
1. The reach of the distance learning content disseminated during the school closure period
2. Student re-enrolment and dropouts in and outside school settings
3. Schools’ compliance with COVID-19 prevention and safe school operation guidelines
The findings of the rapid assessment are expected to support the MoEs, UNICEF, UNHCR and other partners to identify contextualized mitigation measures to (re)integrate children into schools, support the teachers and communities in the practical implementation of the COVID-19 preventive measures, as well as to develop strategies for future distance learning initiatives. Finally, the findings are also expected to inform MoEs, UNICEF, UNHCR and the education sector at large on programming efforts, to address inequity in accessing and participating in education on a broader scale.
Scope of Work:
The World Health Organization (WHO) declared on 11 March 2020 the COVID-19 situation a global pandemic. After recording the first COVID-19 cases in Somalia, the Governments of Somalia, Puntland and Somaliland announced in mid-March 2020 the closure of all education institutions. The schools remained closed for about 5 months, until August/September 2020, when they reopened for the 2020-2021 school year. During the school closure, the Ministries of Education (MoEs) in Puntland and Somaliland recorded audio-visual lessons which were broadcasted through radio, TV and online platforms. While initially targeting mainly grades 8 and 12 as these learners were scheduled to sit final examinations in May and June 2021, distance learning lessons were later also recorded and broadcasted for other primary and secondary grades.
As evidenced in various global reports, a large number of children who were previously enrolled in school prior to the outbreak of the COVID-19 pandemic and the closure of schools, are no longer accessing education services due to having dropped out of school, or the schools still being closed. There is in addition a lack of disaggregated data to measure the participation of the most vulnerable children (especially girls, those with disabilities, pastoralist communities, urban poor, IDPS, etc.) in education. This is expected to have exacerbated the negative impact of the crisis, posing new challenges for the education system and authorities in Somalia.
Deliverables:
1. Education Rapid Assessment Report
- Undertake a review of the Education and COVID-19 Rapid Assessment data collected by UNICEF and UNHCR, based on the Review Questions highlighted below, with the objective of identifying key trends and proposing 5-10 sector specific recommendations.
- Prepare and submit to UNICEF and UNHCR a comprehensive, well-structured first draft of the Education Rapid Assessment Report. The draft report is expected to be between 20-30 pages long, excluding possible annexes, cover at least the Review Questions highlighted below, and follow roughly the proposed structure as detailed below.
- Upon received feedback by UNICEF and UNHCR, the consultant is to review the draft report prior submitting the final version of the Education Rapid Assessment Report. The report is expected to be between 20-30 pages, excluding possible annexes, and cover at least the Review Questions highlighted below.
2. Presentation of findings to UNICEF and UNHCR
a. Virtually present the key findings of the Education Rapid Assessment Report to UNICEF and UNHCR, highlighting the identified recommendations for UNICEF, UNHCR, education authorities and the education sector at large.
b. Share the PPTs and other materials produced and used during the presentation of the key findings and recommendations with UNICEF and UNHCR.
Review Questions
The Rapid Assessment seeks to respond to key questions and sub-questions related to the impact of the COVID-19 pandemic on the education sector in Somalia. The questions and sub-questions to be covered by the review and report are as following:
How many learners, including the most vulnerable, had access to and followed distance learning?
Who were the children who had the required technology to access distance learning?
- Who were the children who followed the distance learning and which platforms did they use?
- What were the main barriers to girls’ and boys’ access to distance learning?
To what extent did the distance learning support the students, especially in grade 12, in their preparations for their final exams?
Have all school-aged children (5-18), including the most vulnerable, re-enrolled to school?
Who are the children who are currently back to schools?
- Who are of the children who have dropped out of school?
- What are the main barriers to girls’ and boys’ re-enrolment?
What are the main districts and regions with the most significant number of dropouts?
What is the level of school preparedness to ensure safe and inclusive operations?
To what extent do schools comply with the MoEs’ and other authorities’ COVID-19 prevention and safe school operation guidelines?
- What are the main barriers to schools complying with the guidelines?
- Do schools have sufficient WASH infrastructure?
Are psychosocial, health, nutrition and child protection services available in schools?
Any other conclusions that can be drawn based on the data collected?
What is the participation of children with disabilities, refugees, IDPs and returnees in education?
- Any other trends identified related to the schools and learners targeted by the rapid assessment
Proposed Education Rapid Assessment Report Structure
1. Acknowledgements
2. Executive summary
3. Introduction
a. Context and objectives
b. Methodology and scope
c. Timeframe and limitations
4. School profiling
a. Teachers
b. Type of schools
c. Shifts and school operations
d. Cost of education and support provided to schools
5. IDPs, Refugees, Returnees & Asylum Seekers a. Specific data that highlight their access to education
6. (Re-)Enrolment after the COVID-19 school closure
a. Data on enrolment and reasons for dropout
b. Schools’ and education authorities’ actions to mitigate dropouts
7. Facilities and services available in schools
a. Classrooms
b. Water and latrines
c. Protection, PSS and other services available to learners
d. Complaints mechanism and community-based structures and engagement
Compliance with COVID-19 prevention guidelines
a. Mitigation measures adopted by schools
b. COVID-19 informational materials
c. Learners’ and teachers’ thoughts on COVID-19
9. Distance Learning during the 2020 school closure
a. Impact on continued learning
b. Access to technology and distance learning habits
c. Assessment of the distance learning content
10. Conclusions a. Recommendations
For every Child, you demonstrate…
Core Values:
- Care
- Respect
- Integrity
- Trust
- Accountability
Core competencies:
- Communication - Level III
- Working with People - Level III
- Drive for Results - Level III
Functional competencies:
- Builds and maintains partnerships
- Demonstrates self-awareness and ethical awareness
- Drive to achieve results for impact
- Innovates and embraces changes
- Manages ambiguity and complexity
- Thinks and acts strategically
- Works collaboratively with others
- Nurtures, leads and manages people
To view our competency framework, please visit here.
Click here to learn more about UNICEF’s values and competencies.
UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.
UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.
Remarks:
Kindly include a technical and an all-inclusive financial proposal.
Only shortlisted candidates will be contacted and advance to the next stage of the selection process.
Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.
Added 3 years ago
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Updated 2 years ago
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Source:
unicef.org
