Pedagogical consulting for the strategy of attention to the transcontinental migrant population At Norwegian Refugee Council

TERMS OF REFERENCE

Pedagogical consulting for the strategy of attention to the transcontinental migrant population.

 Location: Necoclí

 BACKGROUND

The Norwegian Refugee Council (NRC ) is an international, independent and humanitarian Non-Governmental Organization. It was established in 1946, is based in Oslo and currently operates in more than 33 countries worldwide. NRC has had a presence in Colombia since 1991, as well as offices in Ecuador, Panama, El Salvador and Honduras. This operation implements the Information, Guidance and Legal Assistance (ICLA) programs, Education, Accommodation, protection, water and sanitation and livelihoods and food security, as well as activities to care for the population in emergency developed through of the Rapid Response Unit – URR.

NRC has identified as its mission to promote and protect the rights of all people who have been forced to flee their countries or their homes within their own countries, regardless of their race, religion, nationality or political beliefs. One of the strategies carried out by NRC is to support young people to become active and engaged members of their community and to receive support to choose their transition towards educational routes or opportunities to improve their livelihoods.

Currently NRC has a response strategy based on integrated programming in the Antioquia subregion of Urabá. Aimed at serving people on the move who are heading to the north of the American continent – through the Darién jungle – so that they can access precise information that allows them to predict and mitigate the risks to which they are exposed during the route; manage their needs, know the access routes to rights and access safe and inclusive learning spaces that allow them to access messages that promote safe behaviors for their transit through art, literature, games and recreation.

These actions are being carried out because, during the last decade, human mobility and the multiplicity of migratory processes have been positioned as a large-scale phenomenon in the configuration of the global panorama. According to the United Nations, by 2020:

“ The number of international migrants (people residing in a country other than their birth country) reached almost 272 million worldwide – 48% women – up from 258 million in 2017. Of these, 164 million are migrant workers. Likewise, it is estimated that there are 38 million migrant children. Asia hosts around 31% of the international migrant population, while the data for the rest of the continents is distributed as follows: Europe 30%; the Americas 26%; Africa 10%; and Oceania 3% (UN, 2020)

The various transit processes, mobility capitals, the multicausality of phenomena that promote migration and the ways in which migratory processes occur, configure a superposition of risks and threats for populations that are on the move that, in turn, At the same time, they are affected differentially, depending on the exposure, their characteristics and conditions.

The density in which this phenomenon occurs, and the social complexity it represents, makes it necessary to assume an intersectional perspective, which allows reading and attending to the particularities that each of these subjects in a condition of mobility encounter. Regarding the child population, (UNICEF, sf) by the end of 2021, 36.5 million children were displaced from their homes. Furthermore, 1 in 8 international migrants is a child, and in turn, refugee children are 5 times more likely to be out of the educational system than other children. They also highlight that among these millions of children in transit, some had to leave their homes due to conflicts, poverty or climate change; Others left in the hope of finding a better, safer life, and many of them face danger, arrest, hardship, and discrimination along the way, at their destination, when they return, or when they seek to settle in a new community. .

Migration processes expose children and adolescents to various types of risks, such as; forms of direct violence, recruitment, use and/or use, sexual abuse, human trafficking and others derived from these. For (UNICEF, sf), these children often do not have the opportunity to receive quality education and medical care, and it is difficult for them to adapt to the communities to which they arrive. Trying to learn a new language and integrate into a new culture can further complicate your situation, and the possibility of continuing your life project.

Now, in the year 2022, as indicated by R4V-GIFMM Urabá (2023), there has been a progressive increase in the number of people in conditions of human mobility who are part of the transcontinental mixed migratory flows; they make transits from South America, some parts of Africa, and others from China, to cross Central America and reach North America. This transit has been encouraged by a multicausality of conditions, among which it is important to highlight the change in immigration policy, the recession of the economies due to the COVID 19 pandemic and the instability of the Latin American economies, as well as the increase in phenomena associated with generalized violence.

One of the points where traffic has been concentrated has been the Urabá subregion of Antioquia, specifically the Darién border crossing, which has historically been used as an irregular land crossing. According to the figures presented by the R4V & GIFMM, (2022) 151,582 people had crossed the border between Colombia and Panama during the period between April and September 2022. For the year 2023, in the month of February, the weekly average of departures was 10,000 and the daily average during the fortnight was between 1,200 and 1,500 people (R4V GIFMM Urabá, 2023).

In the last weeks of April, an increase of 27% was recorded in departures of children and adolescents (1,645 and 1,946) compared to the record in the first weeks of April (1,565 and 1,517). These figures reflected that there was an increase in the transit of children and adolescents between 6 and 17 years old; while minors occupied less representation in the movement. For the month of August 2023, according to (NRC), the total transit of 62,958 adults and 18,988 children and adolescents who crossed the Darién from Colombia was reported, of which 54,926 people did so through the municipality of Necoclí and 23,228 people through Turbo.

Taking into account the panorama described above, our response strategy from the education component in Urabá is understood as an ecological system; That is, a system in which elements are related that are fundamental from their individuality and together to be able to maintain the correct functioning of the strategy and thus respond efficiently to the current human mobility emergency. Within this system, there are elements such as safe and inclusive learning spaces (burrow) in its itinerant modality; the global BLP (Better Learning Programme) strategy; the network of schools and what is expected as a result of this consultancy, that is, a learning scenario within the school for migrant children and adolescents in their different migratory profiles [1] . A bridge program that allows the school-age population to access school. For this proposal, it is expected that pedagogical and didactic theories, methodologies and resources based on the active approach, Accelerated Education Programs (PEA) and the studies carried out by the Latin American Laboratory for Evaluation of the Quality of Education (LLECE) of UNESCO: PERSE, SERCE and TERCE and, finally, the Universal Design of Learning (UDA).

 OBJECTIVES

Develop a technical, pedagogical and methodological proposal taking into account the theory of discovery learning, the active pedagogical approach, the differential and intercultural approach that allows the transcontinental migrant population in their different migratory profiles to access the educational system in a harmonious way according to their needs.

The specific objectives are the following:

1. Pedagogically conceptualize the learning scenario based on the cognitive, cognitive and psychosocial needs of girls, boys and adolescents (NNA) who have seen their educational processes interrupted due to their condition of human mobility.
2. Structure the educational strategy based on the different migratory profiles found in the territory, taking into account the different types and styles of learning, based on the times of participation within the educational scenario and their particular needs.
3. Design a flexible curricular framework, based on the competencies and learning achievements proposed by UNESCO for the region, that recognizes the daily knowledge of the participants and that allows them to conceptualize and relate dynamically with knowledge without losing sight of art, literature, play and exploration as mobilizers of learning spaces.
4. Compose flexible and integrated didactic sequences sufficient to implement the strategy and that can be adapted to the different migratory profiles, as well as their times and changes.
5. Propose the design of the physical space for the implementation of the strategy taking into account the products described above and the DUA criteria that allow articulating the curricular mesh and the didactic sequences.
6. Specify the elements necessary for the preparation of an educational basket in accordance with the proposed strategy.

 SCOPE OF WORK AND PRODUCT

The proposal must include a bibliographic balance that addresses and articulates the following reference frameworks:1). NRC own productions and standards 2). Preparations of the Latin American Laboratory for Evaluation of the Quality of Education (LLECE), based on the PERSE, SERCE and TERCE tests. 3). Experiences of the Accelerated Education Working Group (AEWG) and their contributions in relation to Accelerated Education Programs (AEP). 4). Theoretical and pedagogical, didactic perspectives, methodologies and resources that start from the active approach. 5). Elements of the Universal Learning Design (UDA). 6). Other references of interest, which allow promoting dialogue around the topic to be developed, as well as secondary sources from international organizations that make it possible to justify the relevance of the proposal, namely: (R4V, UNICEF; ECLAC; Save the Children; among others) . With this balance it is expected to be able to identify trends, fields of action and knowledge production, theoretical, pedagogical and methodological perspectives, significant experiences, from which the educational proposal can be situated and based.

The selected consultancy is expected to deliver an educational proposal in accordance with the aforementioned objectives, including a technical document on it, a flexible curricular framework, some didactic sequences that allow its implementation in learning spaces, a proposal on the design for the space. physical learning, and a selection of teaching material that enables not only the efficient development of each meeting, but also optimal learning by the participants. The proposal in its various products must consider a comprehensive view, maintaining a gender focus and a differential perspective, promoting human rights and the prevention of xenophobia; in a way that adapts to the conditions, needs and characteristics of the population in conditions of human mobility.

Main activities

• Consolidation of a work plan that shows the development of the proposal, which includes monitoring and feedback scenarios on the requested products.
• Presentation of the proposal in its different products specifying the constituent elements and the logic of articulation between them.
• Delivery of the final version of the proposal in its technical document, flexible mesh, teaching sequences, learning space design and proposal for teaching material.
• Transfer of the proposal to the Project Staff.

Deliverables:

• Product/deliverable 1: Work plan, for review and validation by NRC. With initial meeting minutes.
• Product/deliverable 2: Technical document of the proposal, and model of the flexible mesh with its respective tools (considering minimum methodological document, general mesh, battery of tools per component in didactic sequence format, didactic material).
• Product/deliverable 3:
  • Review of experiences similar to the strategy sought with “Classrooms” at the regional level -Latin America- to identify already existing initiatives and reflect on the anchoring of the proposal to the countries’ school systems.
  • Technical document that structures the educational strategy based on the different migratory profiles and pedagogically conceptualizes the learning scenario.
  • Design a flexible curriculum based on the competencies and learning achievements proposed by UNESCO for the region.
• Product/deliverable 4: Presentation of findings and final Documents to the NRC team.

¢ INSTITUTIONAL AND ORGANIZATIONAL PROVISIONS

Consultant Duties

The consultant must apply appropriate methodologies to achieve the objectives of the consultancy, as well as organize the activities and execution of their responsibilities in the time established for carrying out the consultancy.

Coordinate the work plan with the consulting supervisory team and/or data collectors and with the NRC teams when necessary and whenever it is necessary to contact beneficiaries or enter territory.

Reports and progress must be presented in editable format (Microsoft Word, Excel, Power Point, etc.) in Spanish. Charts or other graphic elements must be editable (i.e., not images) and all references must be cited according to convention and detailed in a bibliography, using the Harvard system as set out in the UNESCO Manual of Style . All literal quotes must appear between quotation marks and must not be excessively long. All data collected as part of the consultancy must be submitted together with the deliverables, in a widely recognized format, for example, Microsoft Excel.

Everything submitted to the NRC must be the original work of the consultant. Any plagiarism in any form, or any other violation of intellectual property rights, will automatically disqualify the consultant from receiving any additional payment under the contract entered into by the NRC, and the NRC will seek to recover payments already made.

The Ethical Research with Children guidance should be followed regarding the ethical participation of children. Additionally, all study or other interaction participants will be fully informed of the nature and purpose of the interaction and their requested participation. Informed consent must be obtained for any photography, audio or video recording, etc., in accordance with the NRC consent policy.

Duties of the NRC

NRC will provide complementary information about the organization and its expectations of the consultancy to the consultant in order to facilitate the progress of the consultancy. The Project Management or the person to whom it delegates at the national level and the education focal points at the territorial level, will be the interlocutors for the follow-up of the consultancy.

NRC will provide feedback on the delivery of the products made by the consultant/consulting company and request appropriate adjustments.

¢ EXECUTION CALENDAR AND ESTIMATION OF INPUTS

PRODUCT/DELIVERABLE

DATE OF DELIVERY

Product/deliverable 1

During the 1st week after signing the contract

Product/deliverable 2

3rd week after signing the contract

Product/deliverable 3

5th week after signing the contract

Product/deliverable 4

6th week after signing the contract

¢ QUALIFICATIONS OF THE CONSULTANT

Experience and qualifications

• University/research group with experience in the formulation of pedagogical, curricular and didactic proposals from an active, intercultural and differential approach.
• University/research group with experience in the formulation of pedagogical, curricular and didactic proposals for secretaries of education, MEN and EE.
• University/research group specializing in the development of teaching and learning proposals and methodologies aimed at vulnerable communities.
• Minimum specific experience of three (3) years in developing teaching and learning methodologies aimed at children and adolescents.
• Experience in creating recreational materials from artistic strategies for children and adolescents.
• Experience in documentary analysis, collection and systematization of information and harmonization of methodologies.
• Previous experience working in complex, insecure and changing contexts.
• Skills for working in multicultural contexts and with a gender and differential perspective.
• Excellent communication and teamwork skills.
• Excellent and demonstrable analytical and report writing skills.
• Proven experience in visual representation (such as infographics, power BI) of analysis results.

¢ DURATION

The contract will have a duration of six (06) weeks from the signing of the contract.

¢ PAYMENT METHOD

This service has a maximum budget of COP 20,000,000 (twenty million pesos) with payments that will be made in accordance with the delivery of the products as described below, and upon presentation of the invoice:

PRODUCT/DELIVERABLE

Payment: % of fee value

Product/deliverable 1 and 2

50%

Product/deliverable 3 and 4

50%

OWNERSHIP RIGHTS and TRUST: Ownership rights shall be held by the Norwegian Refugee Council. The reliability of the information collected is fundamental and the dissemination of the material without authorization from the organization could put the participants at security risk. Any dissemination or reproduction of the collected material must have the authorization of the organization.