POSITION: CONSULTANCY SERVICE FOR TRAINING TRAINERS ON GENDER PEDAGOGY
Background
Education is a fundamental human right for all people. Education is especially critical for the tens of millions of children and youth affected by conflict and disasters, and yet it is often significantly disrupted in emergency situations, denying learners, the transformative effects of quality education. Education in emergencies ensures dignity and sustains life by offering safe spaces for learning, where children and youth who need other assistance can be identified and supported. Quality education saves lives by providing physical protection from the dangers and exploitation of a crisis environment. When a learner is in a safe learning environment, he or she is less likely to be sexually or economically exploited or exposed to other risks, such as forced or early marriage, recruitment into armed forces and armed groups or organized crime. In addition, education can convey life-saving information to strengthen critical survival skills and coping mechanisms. By strengthening problem-solving and coping skills, education enables learners to make informed decisions about how to survive and care for themselves and others in dangerous environments. Access to education is only meaningful if the education programs offer quality teaching and learning.
Education is a crucial service in any country. Through education, a country not only gets the required human resources in a variety of economic and social sectors but also gets a literate and numerate population which is relatively easier to govern and implement government programmes. Quality in education learning outcomes remains as a challenge in Emergency. Among other things, inadequate basic academic skills of teachers do contribute to the poor quality of education delivery. In fact, lack of teacher’s quality compels many parents to send their children to private school where they pay high fees. Quality teaching requires continuous professional development measures to improve the academic and pedagogical skills of existing teachers, and to support the development of teachers throughout their careers.
Teachers education is the heart of any education system. It is the quality of teacher’s education that determines the quality of teacher’s trainees and, consequently, the quality of the graduates of the education system. Teachers determine the quality of appropriate knowledge, skills and attitudes acquired by the students in any education system. Indeed, it may be appropriate to surmise that an education system is as good as is the quality of its teachers.
One of the key determinants of an effective teaching force is the quality of teacher education curriculum offered to the teacher trainees. A weak teachers training education curriculum results in an ineffective teaching force while the converse is true for an effective force. Pre- and in-service training and on-going professional development are necessary to improve the quality of the teachers. The current modes of teacher training are not sufficient to guide the teachers towards a learner centered pedagogy that puts front and center the cognitive, social, emotional and physical needs of the learners. Therefore, opportunities for improving the teacher training modes and/or accessing short-term professional development courses will have to be explored in order to increase the quality of and access to education services.
One of the key education in emergency strategies to improve the quality of basic education is to increase the number of qualified teachers in primary schools. To address supply-side barriers related to the proportion of qualified teachers at primary school, activities under this strategy will focus on delivering teachers training based on INEE minimum standards. The quality of teaching and learning in schools will be further supported through regular school monitoring exercises that will ensure adherence to teaching quality standards and provide ongoing mentoring support to teachers through monitoring activities conducted at school level.
The Project details.
The Kigoma Region is a relatively poor and largely rural region in Western Tanzania that borders Burundi and Democratic Republic of Congo. As the Burundi refugee crisis reaches its 5th year Kigoma, the region is currently hosting around 280,000 registered (UNHCR, September 2020) refugees and asylum seekers (73%: Burundians and 27%: Congolese) with the majority seeking protection in three refugee camps (Nduta, Nyarugusu and Mtendeli). 56% of Tanzania’s refugee population are children (under 18). The gender split between children in the camps is equal (UNHCR, July 2020).
Restrictions on movements in the host communities under the encampment policy enforced in 2018, along with the closure of markets and restrictions on income generating activities (IGAs) declared in February 2019 across the three camps have made it increasingly difficult for vulnerable refugees to meet their basic needs with their self-reliance deteriorating (Inter Agency Child Protection Assessment IACPA, 2020). Both policies have severely hindered their ability to create sustainable livelihood opportunities, further compounding poverty at the household level and inducing negative coping mechanisms amongst communities such as early marriage, child labor, increased levels of violence and sexual-violence due to higher levels of psychosocial stress.
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The project will target 8 primary schools and 2 Ideas Box Centres in Nduta and Nyarugusu refugee camps in the Kibondo and Kasulu Districts of Kigoma region Tanzania. This project will reach over 65,000 refugees over two years. It will directly benefit over 32,645 Burundian and Congolese refugee boys and girls who are both in school and out of school (14,296 girls and 18,349 boys). The age range of these children is 6-17 years. This programme will also reach over 292 adults (aged 18 and above). These adults include both teachers, Idea Box facilitators and member of community based structures e.g. Parents and Teachers Association (122 women and 170 men). It will also provide indirect support to over 32,000 additional community members within the camps including 16,000 adults (parents and family members) and 16,000 children (family members).
The proposed project will tackle the above challenges by enhancing attendance to safe and quality education through scaling up existing interventions by Save the Children within existing formal schools and IBCs across Nyarugusu and Nduta camps. Save the Children with their technical and operational expertise, knowledge and experience within the camps will collaborate with ProFuturo who will provide digital resources such as computers, tablets and software, along with bespoke teacher training to create a holistic programme that empowers teachers, facilitates learning and enhances well-being for children within this protracted refugee situation. This programme aims to increase the life chances of vulnerable refugees and provide a safe and successful future.
3. Aim and objectives of the consultancy
The aim of consultancy is to develop a guideline for gender pedagogy and conduct train of trainers for Burundian teachers in Nyarugusu and Nduta Camps.
Overall objective
The overall aim of the consultancy is to conduct training on gender pedagogy for trainers.
The specific objectives will be to:
i) increase knowledge and understanding of trainers on gender pedagogy and its application in training programme;
ii) capacitate trainers with innovative digital learning opportunities;
iii) Give the trainers the background knowledge, skills and practical experience in supporting teachers on gender pedagogy.
iv) Enhance the capacities of training of trainer and teachers in creating inclusive learning environments/classrooms
v) Enhance leadership and management skills of school administrators and training of trainer to create and maintain gender-responsive environment in school
Arising from the above, the specific task required are detailed as:
Scope of work
- Carryout a desk review and to build an understanding of the current training gender pedagogy training programme.
- Familiarised with innovation learning as per PROFUTURO documents
- Conduct a gender pedagogy to training of trainer’s validation workshop at which the draft unified document is reviewed by SC, partners and other EWG members.
- Revise the draft curriculum document with subject specialists and to incorporate the comments made at the validation workshop.
4. Proposed methodology of the gender pedagogy training for training of trainers
- The consultant(s) should work closely with SC education specialist and coordinator
- They should work with a panel of other education stakeholders including the consortium members, former training implementing institutions
- The methodology undertaken during the validation should be highly participatory and to include group discussions and plenary sessions on all issues identified and discussed.
5. Deliverables/outputs
The following outputs should be delivered
- A final approved gender pedagogy module/manual for training of trainers
- A technical report outlining activities undertaken during the consultancy. It should also indicate emerging insights and the rationale for choices made by consultants during execution of their tasks and recommendations for the implementation and action plan of the revised curriculum.
- Finally, it should detail the recommendations for the future direction of the training programme.
- Trainers of trainers’ report.
7. Timeframe
The consultancy shall be executed within a maximum of 21 days” commencing date on signed contract. The Proposal should include a detailed schedule. The following should be used as a guide.
S/N | Activity | No. days |
1 | Desk review including PROFUTURO materials | 2 |
2 | Review of gender pedagogy materials | 3 |
3 | Meeting with SCI team to review the prepared methodology | |
4 | Accommodating SCI team’s feedback on the agreed methodology | 1 |
5 | Conducting training to training of trainers on gender pedagogy | 6 |
6 | Report preparation | 4 |
7 | Review of first draft report with SCI team | 2 |
8 | Accommodating comments from SC team | 2 |
9 | Submission of final report to SCI | 1 |
Total number of days | 21 days |
8. Management and supervision of consultancy
The consultant will report to Save the children with day-to-day supervision by Education coordinator and SCI Education Technical Specialist.
9. Consultancy experience and experts’ qualifications
The Lead consultant should have the following qualifications and experience:
- An advanced degree in education, specializing in gender pedagogy, teaching methodology or another closely related area.
- At least five years of relevant experience in gender related program.
- Experience as team-leader in review activities related to curriculum development.
- Demonstrable experience in developing and implementing gender sensitive educational programs in the context of complex socio-cultural challenges.
- Ability to assess critically the review activities and results.
We work with children, communities and governments all over the world and we believe in the right person for the job regardless of where you come from and how you identify yourself. We need to keep children safe so our selection process reflects our commitment to ensuring that only those who are suitable to work with children are considered for these posts. All successful applicants will, therefore, be required to complete a Police Check and must sign onto our Child Safeguarding Policy and organizational Code of Conduct. SCI is an equal opportunity employer.
The Deadline for Submitting Applications is: 15th August, 2021 .
