Consultant to conduct a training of CEC on community participation in education sustainability planning resource mobilization and cross cutting issues

REQUEST FOR CONSULTANTS**

The Adventist Development and Relief Agency (ADRA) is a global humanitarian organization with a mission to work with people in poverty and distress to create just and positive change. ADRA belongs to the world wide network, comprised of more than 130 supporting and implementing country offices. ADRA is seeking to recruit a Consultant to conduct a training of community education committees on community participation in education sustainability planning, resource mobilization and cross-cutting issues.

PURPOSE AND OBJECTIVE OF THE CONSULTANCY

Training Objective: The overall objective of the training is to transfer the necessary knowledge, skills and attitudes to the CECs, to facilitate the development of a sense of ownership of schools in their communities, as a way of ensuring the sustained improvement of those schools to realize quality education for community children and by extension, the society.**

The training will be divided into three categories as outlined in the training manual: Community Participation in Education, Community Resource Mobilization and Cross-Cutting Issues. **

Specific Deliverables: In reference to the scope of work above, the consultant is expected to lead and accomplish the following:

Training Methodologies

The consultant will adopt the Federal Ministry of Education CEC Facilitation Toolkit and Manual. Throughout the training, the approach used shall be participatory in nature as outlined in the manual. Participants should be encouraged to provide maximum and meaningful contribution.

The methodology of this training is built on principles of adult learning. The training is designed to use a variety of methods:

• Lectures: where the whole group needs particular instructions or information, taking into account some participants may be illiterate or semi-literate.
• Brainstorming: where lots of ideas are generated to find solutions or develop discussion
• Small group discussions: to explore concepts or to gain a particular outcome. Facilitate small group discussions to foster team coherence. These discussions also provide trainers with the opportunity to validate or modify learners’ perceptions and knowledge. Before breaking participants into small groups:
• Assign a topic, issue or question that participants can discuss.
• If appropriate, designate leaders (i.e. chairperson and/or secretary) to facilitate and summarize the group’s task.
• Role-plays: to explore particular situations. Engage participants in problem solving by having them act out situations they are likely to encounter in real life. The role playing can be scripted or improvised.
• Story telling: Use culturally appropriate stories from the participants to illustrate critical points. Weave cultural beliefs and personal experiences into stories to convey information vividly.
• Interactive exercises: Use interactive exercises to facilitate team building and reinforce learning. For example:
• Invite learners to consider a specific topic.
• Pose questions, allowing time for learners to record their answers.
• Encourage participants to discuss their answers and exchange ideas.
• Record responses on a flip chart and encourage learners to respond to the group’s feedback.
• Icebreakers and Energizers: These activities are used to introduce participants to one another. They warm the learning environment to the point that the “ice” keeping participants from interacting with each other is broken up. Therefore, they help them to relax, wake up, or recapture their wandering interest. Examples include: a joke, short game, or physical activity of some sort can all be icebreakers.
• Simulations: where particular roles are scripted within a scenario
• Debates: to explore the advantages and disadvantages of various options.
• Visual aids: such as illustrations, slides, charts, graphs, pictures or photos, can help explain new ideas, stimulate discussion and enliven a presentation.
• Case studies: A case study is a scenario written to show a detailed description of an event that is followed by questions for participants to discuss. Case studies encourage participants to analyse situations they might encounter and determine how they would respond. Scenarios of people with similar problems in other situations make ideal subjects for case study analysis. The case study should be designed in such a way that the situation is relevant to participants and they have enough time to read it, think about it, discuss it and probably role-play it.

Expected Outputs and Deliverables

· Adapted sustainability plan templates for use by the CEC members. The plan should provide the CECs with the tools and guides to competently conduct sustainability planning for their respective schools. This template should be adapted from existing sustainability plans and include all materials such as hand-outs, power point slides, and exercise materials, properly labelled and summarized for ease of reference.

· Consultancy report including a training report that at minimum describes what has been done under the consultancy, provides lessons learned, and makes suggestions regarding next steps in engaging with the CECs during the remaining duration of the project and post-project.

· M&E plan and all M&E materials, including but not limited to pre- and post-testing tools, assessment tool to evaluate the quality of the trainings on CECs, beneficiary satisfaction, etc. The M&E materials should provide useful indicators as to how to adjust the training programme during subsequent implementing phases to improve the quality too, as well as allow for a rigorous overall assessment of the impact of the workshops and trainings.

Qualifications

· The ideal candidate would have at least as Master’s Degree in Education, Pedagogy, Social Sciences or a related field.

· Demonstrated experience in development of training curriculum

· Demonstrated experience in gender sensitive programming

· Demonstrated experience in training CEC’s or education sector practitioners.

· Previous experience working with a child centered approach

· Strong understanding of the Somali context

Timeframe: The assignment will be conducted during the month of September/October 2021, targeting a total of 25 schools in Southwest, Galmudug and Jubbaland.

Application Requirements

All expressions of interest should include:

· Cover letter: A short (maximum three pages) letter addressing the criteria.

· Detailed curriculum vitae

Technical Proposal (maximum seven pages) interpreting the understanding of the TOR, detailed methodology of executing the task, as well as draft work plan.

Financial Proposal: The financial proposal should provide cost estimates for services rendered including daily consultancy fees excluding: accommodation and living costs; transport cost; stationeries, and supplies needed for the training as well as costs to be incurred by trainees. The financial proposal should also provide cost estimates for services rendered including daily consultancy fees related to the consultant.