Conducting Mid Programme Review on effectiveness of Comprehensive Sexual Education/Family Life Education in Kiribati At United Nations Population Fund

The Consultant reports directly to the Adolescent and Youth Technical Specialist and working in close collaboration with the country colleagues.

Comprehensive Sexuality Education/Family Life Education (CSE/FLE) is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality and family formation. A well designed and implemented CSE/FLE program can prepare children and young people for healthy and responsible relationships throughout their lives. CSE/FLE also supports young people to safeguard their own and others’ sexual and reproductive health and rights (SRH&R). It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to:

• Realize their health, well-being and dignity;
• Develop respectful social and intimate relationships;
• Consider how their choices affect their own well-being and that of others; and
• Understand and ensure the protection of their rights throughout their lives.

Scope of Work

A cross-sectional study collecting qualitative and quantitative data will be undertaken. The study will focus on the knowledge, attitudes and practices in relation to CSE/FLE from the perspective of learners, teachers, and school leadership, as well as integrating broader insights from key stakeholders in the sector. The study will include three components:

• Surveys implemented in the final 1-2 months of the school year across all schools delivering FLE in that calendar year, with all learners enrolled in FLE classes as well as all teachers responsible for delivering FLE lessons; Individual interviews and Focus Group Discussions conducted towards the end of the school year across a sample of five schools delivering FLE in that calendar year with a sample of learners in the school grade immediately preceding the grade in which CSE/FLE is first taught (e.g. grade 5), a sample of learners enrolled/completing in FLE classes, teachers delivering FLE lessons, and school leadership; and
• Key Informant Interviews with curriculum specialists/ officers, members of FLE committees, UNFPA staff and relevant stakeholders in the sector.

Its strongly recommended that at least two staff identified from the Ministry of Education research unit are involved to lead data collection for surveys, training research assistants and interviewing/co-interviewing key informants.

Key deliverables:

The activities between 2021-2022 are:

• Design research study and data collection tools; write protocol and seek in country approval for KIR (Q4 2021 – Q1 2022).
• Identify, recruit and train local research assistants to collect data on the ground for KIR (Q1, 2022 5-7 days)
• Coordinate data collection for KIR, including quality assurance (Q1, 2022 for 15 – 20 days)
• Analysis and report writing for KIR (Q2 2022 for 15 days)

Requirements and Qualification

• Relevant Master’s degree in Public Policy, Public Health, Education etc. with at least 10 years of professional experience in education, government policymakers, including designing, supervising, monitoring, evaluation of education programmes required.
• Experience coordinating and conducting in-depth individual interviews; secondary research (desk reviews); policy assessment; program planning or evaluation.
• Knowledge and good understanding of education learning outcome assessment frameworks.
• Familiarity with the Pacific Islands region & recent experience in use of SERAT20 tools
• Professional knowledge of UNFPA’s global and regional programme frameworks, including the ICPD Programme of Action;
• Ability to work under pressure and deliver high quality results on time;
• Excellent oral and written communication skills
• Experience in policy analysis