National Consultant: Access to quality education baseline study with a specific focus on girls’ education, in Zanzibar and 3 regions of Tanzania Mainland

Consultant Teaching & Training Programme & Policy

Contract

This is a Consultancy contract. More about Consultancy contracts.

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, support

With a median age of 17 years, Tanzania’s population is among the youngest in the world. The adolescent population is projected to increase to 30 million by 2050 from its current size of 13.5 million, which bodes well for Tanzania's development as adolescent girls and boys can be a major force for positive social and economic change but only if they are capable of and supported to reach their full potential. Investing in the education and skills development of Tanzania's growing adolescent and young population, particularly girls and young women, is crucial for the country to benefit from the unfolding demographic transition. Globally and in Tanzania, the social and cultural benefits of girls' and adolescent girls' education and empowerment are well-documented as investments with the highest returns on socioeconomic development. Girls' education strengthens economies and decreases inequality. While significant progress has been made in achieving universal access to primary and secondary education in Tanzania, the rapid increase in population and the slow expansion of education facilities has had a negative impact on learning achievement across all genders and grade levels. Students do not meet national or international learning benchmarks, particularly in mathematics and the sciences. Inadequate skills and learning outcomes tend to restrict adolescent and young girls’ and boys' access to quality labour markets. Adolescents in Tanzania, particularly adolescent girls, are hindered from learning and reaching their full potential by a complex network of interconnected deprivations, vulnerabilities, and disadvantages.

With support from Global Affairs Canada, UNICEF Tanzania is implementing the “Every Adolescent Girls Learn (EAGL)” project which seeks to improve learning outcomes for girls at upper primary and secondary levels, particularly in mathematics and science, and will contribute to increased completion rates for girls in secondary education. The program aims to improve access to high-quality alternative learning pathways for adolescent girls excluded from the formal education system, enabling both girls in formal and alternative education to acquire essential skill sets, including digital skills, that prepare them for the 21st century workplace. Every Adolescent Girl Learn Project (EAGL) is therefore designed to address the key challenges related to low learning outcomes, limited skills, and retention in school. It is a five-year programme implemented in both Tanzania mainland and Zanzibar (Zanzibar, Tabora, Songwe and Kigoma) through the following key strategies and approaches:

• Providing equitable access to gender-responsive education and skills development services.

• Enhancing in-service teacher education/ continuous professional development for improved and gender-responsive classroom teaching practices, including digitally enabled learning, and teaching and science, technology, engineering, and mathematics (STEM) teaching.

• Empowering adolescent girls to acquire critical skill sets, including digital and life skills, that equip them for the 21st century world of work; and to make their voices heard as change agents in local and global issues that concern them (including climate action, biodiversity conservation, bridging digital divide, access to meaningful learning)

• Providing girl-friendly, protected, and inclusive learning environments, including a focus on WASH in schools and responsive hygiene management to improve adolescent girls’ attendance and reduce stigma around menstruation.

• Increasing access to quality Alternative Learning Pathways for adolescent girls excluded from the formal system, enabling them to access vocational and entrepreneurship skills linked local market demands and opportunities including linkages to the blue and green economy in Zanzibar and in the mainland respectively.

How can you make a difference?

UNICEF Tanzania is seeking for a qualified national consultant to conduct a baseline study for Every Adolescent Girl Learns project implemented in Zanzibar and 3 regions of Tanzania Mainland (Songwe, Tabora and Kigoma). The objective of the baseline study is to capture the state of the provision of girl’s education schools, particularly in access to gender responsive education, skills development, STEM teaching and learning, climate change and inclusive learning environment. The study is expected to provide an overall situation of the knowledge, attitude and practices of schools, communities, teachers, and students on the education of adolescent girls. The study will collect baseline data on the indicators that are being tracked in this project to set a benchmark for which an evaluation will be conducted against, by the end of the project. The survey is expected to provide comprehensive and up-to-date information regarding gender responsive education and the overall provision of girls’ education in the target regions, districts, and schools.

Scope of Work:

The consultancy is expected to utilize both qualitative and quantitative techniques to establish baseline data against each ultimate, intermediate, immediate outcome indicators as well as output indicators. Below is a summary indicator that the baseline study will be covering.

Immediate outcome 1110: Increased access to Alternative Learning Pathway, skills development, and employability for adolescent girls (10-19 years) in Zanzibar, Tabora, Kigoma and Songwe, to advance their empowerment.

1. % of girls aged 10-19 years old receiving financial assistance to participate in formal and non-formal education opportunities
2. Number of adolescent girls (10-19 years) reporting increased awareness about alternative learning pathways

Output 1111: Increased access to Alternative Learning Pathway, skills development, and employability for adolescent girls (10-19 years) in Zanzibar, Tabora, Kigoma and Songwe, to advance their empowerment.

1. % of girls aged 10-19 years old receiving financial assistance to participate in formal and non-formal education opportunities
2. Number of adolescent girls (10-19 years) reporting increased awareness about alternative learning pathways

Output 1112: Technical support on the revision of key guidelines and strategies for improvement of planning, delivery, and monitoring of gender-responsive education and skills development services provided to the government of Tanzania a. Status of revision and implementation of key guidelines/frameworks and strategies supporting improvement of girl’s safety, girls’ education, and skills development.

1. # of parent champions (Male/Female) trained to sensitize parents/caregivers of adolescent girls and boys
2. # of community awareness campaigns conducted to promote adolescent

Output 1113: Financial support for creating internship and mentor-ship opportunities to prepare adolescent girls (14-19 years) for employment provided to AL centres in Zanzibar, Tabora, Kigoma and Songwe a. # of learning centres (Zanzibar/ Mainland) equipped with ALP learning materials including vocational training equipment for adolescent girls b. # of adolescents girls (14-19 years) engaging in internship programme for skills development and empowerment.

1. # of learning centres (Zanzibar/ Mainland) equipped with ALP learning materials including vocational training equipment for adolescent girls
2. # of adolescent girls (14-19 years) engaging in internship programme for skills development and empowerment

Output 1114: Support for integration of girls-friendly decision-making activities provided to existing and newly formed school clubs in Zanzibar Tabora, Kigoma and Songwe a. # of schoolgirls' empowerment clubs (Zanzibar/ Mainland) supported to integrate girls-friendly decision-making activities b. # of adolescent girls in and out of school (Zanzibar/ Mainland) trained on gender, life skills and peer to peer learning.

1. # of schoolgirls' empowerment clubs (Zanzibar/ Mainland) supported to integrate girls-friendly decision-making activities
2. # of adolescent girls in and out of school (Zanzibar/ Mainland) trained on gender, life skills and peer to peer learning

Immediate outcome 1120: Increased access to STEM and IT subjects for adolescent girls (14-19 years) in Zanzibar, Tabora, Kigoma and Songwe

1. Number of adolescent girls (10-19 years) enrolled in STEM and IT subjects
2. % of schools with improved STEM and IT Labs (Zanzibar/Mainland)

Output 1121: Financial and psychosocial support to engage in STEM focused learning and activities provided to adolescent girls

1. % of adolescent girls (10-19 years) participating in the STEM learning activities
2. # of schools with STEM labs established/equipped (Zanzibar/Mainland)

Output 1122: Online learning platforms for increased opportunity for adolescent girls to test and build gender-responsive IT and non-IT based innovative solutions to education and skills training challenges enhanced in Tanzania

1. Status of upgrade of the national online/virtual library to make it more interactive, and supporting self-instructed learning for in-and-out of Schools adolescents
2. # of ALP learning centres equipped with digital equipment for building gender-responsive IT and non-IT based innovative solutions to education and skills training challenges

Output 1123: Training on the use of IT and digital learning platforms conducted (provided) to teachers in Zanzibar, Tabora, Kigoma and Songwe

1. Number of teachers (Male/Female) trained on digital learning platforms (Zanzibar/Mainland)
2. Number of teachers using digital learning platforms in teaching (% of teachers (Male/Female) trained reporting increase in knowledge on use of IT and Digital platforms)

Immediate outcome 1210: Improved skills of teachers to provide quality and gender-responsive education in Zanzibar, Tabora, Kigoma and Songwe

1. % of teachers (Male/Female) reporting on improved skills on gender responsive teaching methodology
2. % of teachers qualified to teach with improved STEM teaching methodology (Zanzibar /Mainland) Output

Output 1211: Training provided to teachers on gender responsive pedagogy for STEM, life skills and environmental education in Zanzibar, Tabora, Kigoma and Songwe

1. # Teachers trained on gender-responsive pedagogy, for STEM, life skills and environmental education.
2. # of teachers (Male/Female) equipped with STEM teaching skills, and digital skills (Zanzibar/Mainland)

Output 1212: Training on quality digital learning, and STEM through participation in CPD programme provided to teachers in Zanzibar, Tabora, Kigoma and Songwe

1. # of schools equipped with digital technology for CPD and STEM program (Zanzibar/Mainland)
2. # of teachers (Male/Female) using the CPD learning platform and materials Immediate outcome

Immediate outcome 1220: Enhanced capacity of schools to provide safe and girls friendly learning environment to adolescent girls in Zanzibar, Tabora, Kigoma and Songwe

1. Number of schools that are implementing safe school package
2. % of schools implementing climate changes initiatives

Output 1221: Orientation on the key components of safe schools’ package conducted to communities, heads of schools and school board members in Zanzibar, Tabora, Kigoma and Songwe

1. # of community members (Male/Female) oriented on the implementation of safe school package
2. # of head teachers (Male/Female) oriented on the safe school package

Output 1222: Technical support provided to the government on the development of a comprehensive school environmental education package in Zanzibar, Tabora, Kigoma and Songwe

1. Number of schools that are implementing the comprehensive school environmental education package
2. Availability of the comprehensive school environment education package

Output 1223: Training on the implementation of comprehensive school environment provided to schools in Zanzibar, Tabora, Kigoma and Songwe

1. Number of teachers, school committee members, students (male/female/boys/girls) trained on the implementation of the comprehensive school environment package (Zanzibar/Mainland)
2. Number of school clubs formed for implementation of comprehensive school environmental education package (Zanzibar/Mainland)

Expected outputs/****Deliverables.

WORK ASSIGNMNET****DELIVERABLES****TIME FRAME****PAYMENT %

An inception report outlining understanding of the task working modality including proposed data collection methodology, the data collection tools (in annex), ethical review plan, and workplan/ timeline for deliverables.

Tasks:

• Consult UNICEF to inform assignment activities
• Review programme documents including the programme monitoring framework (PMF)
• Develop data collection methodology, sampling strategy, data collection tools, workplan and timeline for the deliverables
• Obtain appropriate ethical review board permissions, if required Share draft inception report for feedback from UNICEF Submit final inception report incorporating feedback received

1. Inception Report:November 30,2023 (20 days after contract issuing)30%Preliminary findings from the baseline study containing disaggregated data as described in the PMF including location and gender analysis (mainland and Zanzibar)2. A draft of preliminary baseline findings:January 30, 2024.30%Final baseline report3. Final submission of the EAGL baseline reportFebruary 28, 2024. 40%TOTAL 100%****PAYMENT SCHEDULE: UNICEF reserves the right to withhold all or portion of payment if performance is unsatisfactory, if work/output is incomplete, not delivered or for failure to meet deadlines.

ASSESSMENT / SELECTION PROCESS AND METHODS: Evaluations: The applicant should submit both technical and financial proposals which clearly stipulate how the work will be conducted. The Financial Proposal should include all costs of this assignment including fee, travel costs, accommodation as UNICEF will not pay any DSA.

Proposals will be both technically and financially evaluated. The technical part will carry a weight of 75%, in which the consultant will put clear his/her technical approach to ensure quality attainment of each deliverable and the consultancy in totality. The financial part will take 25% showing the proposed budget breakdown of consultancy cost for each deliverable (fees, travel and accommodation) and eventual total consultancy cost.

LOCATION, DURATION & LOGISTIC: The consultant will conduct scheduled travel to 3 regions in Tanzania Mainland (Kigoma, Songwe and Tabora) and all regions in Zanzibar.

The validity of the contract will be for 4 months.

METHODOLOGY:

This baseline study should use participatory and mixed methods approaches to the extent possible, and will require actual field data collection, and information from the beneficiaries of the programme and stakeholders. It is expected that the consultant will visit the selected programme schools and the communities to collect data on the current situation of the project beneficiaries. Thus, at least 80% of the information to be presented in the final report is expected to be based on primary data collection from the beneficiaries of the project and stakeholders.

The study calls for inclusion of 3 regions in Tanzania Mainland (Kigoma, Songwe and Tabora) and all regions in Zanzibar. The consultant will be required to outline a representative sample consisting of the programme beneficiaries. The study should at least use, but not limited to the following methods:

• Field visits to the selected schools, alternative learning pathways centers, districts, regional and central government offices.

• Observations in selected programme school

• Questionnaire administered interviews: This is necessary to be included in the design and questionnaires can be administered in representative randomly selected samples of respondents.

• Desk review of existing studies and reports

• Key informant interviews: interviews with students, community, and religious leaders, other influential leaders, members of community structures, teachers, alternative learning pathways facilitators, LGAs, regional Secretariat, IAE, TIE, University of Dodoma, PORALG, Ministry of Education in Zanzibar and mainland (MOEVT and MOEST).

• Focus group discussions: This may include parents/caregivers, and learners.

• Validation workshop including feedback session to review and validate conclusions and recommendations with relevant stakeholders.

To qualify as an advocate for every child you will have…

• Advanced degree in behavioral and/or social sciences, non-formal education, any idea on communication for development; education innovations, education programming; some training or practices on alternative learning pathways for skills development.
• Proven experience in conducting similar assignments in Education or another related programme
• Experience on conducting studies in alternative learning is an asset.
• 10 years of progressive work experience in the education sector especially learning for most vulnerable and excluded children with proved competencies/knowledge of education sector in general.
• Relevant experience in inter-disciplinary approaches in strategic communication, and development strategies, good knowledge of tools and resources to address issues of education for excluded children.
• High quality writing skills, with proven experience in writing similar reports or national documents.
• Strong analytical skills demonstrated in dealing with assessment and design of strategies/guidelines for complex education programmes; and Knowledge of local development and global advances in skills development for out of school adolescents.
• Excellent written and spoken English is required, basic knowledge of Kiswahili is mandatory.

For every Child, you demonstrate…

UNICEF's values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).

To view our competency framework, please visit here.

UNICEF is here to serve the world’s most disadvantaged children and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, age, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, or any other personal characteristic.

UNICEF offers reasonable accommodation for consultants/individual contractors with disabilities. This may include, for example, accessible software, travel assistance for missions or personal attendants. We encourage you to disclose your disability during your application in case you need reasonable accommodation during the selection process and afterwards in your assignment.

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:

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.

Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.

Apply now

Added 5 months ago - Updated 4 months ago - Source: unicef.org