ToR for Development of Training Curriculum&Conduction of Training for the Master Trainer on Specific Pedagogy of Children with V-H-S Impairment (FDMN) At Handicap International – Humanity & Inclusion

1. Background

Bangladesh generously hosts close to one million FDMN/ Refugees from Myanmar, making it one of the largest protracted refugee situations in the world. Following the influx in 2017, the humanitarian community closely worked with the Government of Bangladesh (GOB) to respond to the humanitarian needs caused by the large-scale displacement.

In the FDMN Context, the Sectors involved in the Rohingya humanitarian response include (i) Education, (ii) Food Security, (iii) Health, (iv) Livelihoods & Skills Development, (v) Nutrition, (vi) Protection/Child Protection (CP)/Gender-Based Violence (GBV), (vii) Shelter-Camp Coordination and Camp Management (S-CCCM), and (viii) Water, Sanitation and Hygiene (WASH). These Sectors work together to ensure that all Rohingya refugees and the affected host communities have access to basic services in a predictable, efficient, and timely manner. Among all the sectors – education sector is playing most crucial roles to implement educational facilities for the children in the Rohingya camp context. Because education is the fundamental rights for all the school-aged children in the globe; according the article 26 in UNCRPD – ‘everyone has the right to education, education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory’.

Presently, Education Sector has 46 active partners to implelment edcuational interventions for the children. A total 292,166 (144,213 female and 147,953 male) children enrolled in 5744 Learning Facilities with 8,883 teachers/ facilitators[1]. The enrollment of children with disabilities in the learning facilities is strategically priorilized by the Education Sector. The target is 3% children with disabililities will have to be enrolled; yet to this date the achievement is 0.5% children with disabilities have been enrolled in the learning facilities. The below are the disability scenario in the camp context –

• PWG-REACH age & disability assessment report, 2021, stated that about 12% of the FDMN/ population in the camps suffer from varying degrees of disabilities;
• 2% of children ages 2 – 4 and 3% of children ages 5 – 17 are children with disabilities.
• Significantly lower proportions of children with disabilities than children without disabilities were found to have been enrolled in formal and informal learning centers
• Overall, 65% of children with disabilities aged 5 to 9 had reportedly attended temporary learning centers (TLCs) for at least 4 days a week.
• Overall, 59% of boys with disabilities aged 5 to 14 were reported as having been enrolled in TLCs, compared to 82% of girls with disabilities of the same age group.[2]

The above data showed that most of the children with disabilities in the camp context remain unenrolled for many reasons. The most raised and important reason is – that teachers in the camp context are not capable enough to address the learning needs of the ‘children with disabilities.

Recognizing the lack of inclusive teaching-learning techniques, HI Bangladesh is implementing two Inclusive Education projects in the Rohingya camps context (i) Education for Rohingya Refugee Children and Host Community Children in Bangladesh funded by ECW (Education Cannot Wait); and (ii) Access to Education for Children with Disabilities in Rohingya Refugee Camps and Host Communities funded by UNICEF. Under both projects (UNICFE and ECW), ‘the capacity building of the teachers on specific pedagogy focused on hearing, visual and speech impairments. From HI’s experience in Disability and Inclusive Education field – we found that teachers cannot communicate properly in the classroom with children with hearing, visual and speech impairments.

1. Rationale of the service

For implementing inclusive education in the camp context, the major challenge is the lack of technical and pedagogical readiness among the teachers. There are many more challenges and barriers having in the camp context which are very much related to the unenrollment situation of children with disabilities. There are two situations in the camp context – (I) Many Children with Disabilities left out (unenrolled) from Education Facilities, and (II) Children with Disabilities who are enrolled but not learning.

HI has been trying to address both, but through this ToR we will drive to get technical guidance for ensuring learning for the children with disabilities (hearing, visual and speech impairments). Not only teachers, most of the peoples are facing challenges to communicate with children with hearing, visual and speech disabilities. In the classroom situation – these children are remained untouched and unaddressed. These training curricula will support resource persons, master trainers, technical frontiers and teachers to gain skills in teaching children with hearing, visual and speech disabilities.

The readiness of teachers and capacity enhancement of teachers is the key concern. HI intended to develop a training curriculum and train up a group/pool of master trainers who will transfer their knowledge and skills among the teachers of learning facilities.

1. Objective of the expected service

• The objective of this activity is to develop a 5-day training curriculum focusing on the specific pedagogy of children with visual, hearing & speech disabilities;
• Capacity of a group of master trainers/ resource persons who will cascade the training among the teachers on specific pedagogy related to children with visual, hearing & speech disabilities.
• Develop training materials including manuals and facilitate training to strengthen the capacity of master trainers or teacher’s resource-pool.
• Monitoring and follow-up at least 2 batches of training when it cascades down among the teachers (how to address the needs of children with hearing, visual and speech disabilities)

1. Duration and location:

• Duration: from 1st September 2024 to 30 November 2024
• Location/Place: Ukhiya and Teknaf under Cox’s Bazar District

1. Scope of work:

• Development of two (2) training curriculum
  1. (i) 2-day long training curriculum on specific teaching pedagogy for Children with Visual Impairments.
  2. (ii) 3-day long training curriculum on specific teaching pedagogy for Children with Hearing and Speech Impairments.
• Facilitate training with HI’s Technical Team and the master trainers/ resource teachers of the Education Sector.
• Assessment of practice and application of training

For details, please see the Terms of Reference.