Country: United States of America
Closing date: 16 Jan 2015
1. Background:
The international community is increasingly recognizing the untapped potential of social services, including education to restore peace and stability.[1] At the same time, there is not a sufficient evidence base regarding the contributions that education can make related to broader peacebuilding efforts.
In 2011, UNICEF commissioned research to investigate the role of education in peacebuilding in conflict-affected states, as part of the Education in Emergencies and Post-Crisis Transition (EEPCT) programme – a partnership between UNICEF, the Government of the Netherlands and the European Commission. This research study was published the same year that the Education For All, Global Monitoring Report(UNESCO, 2011) called for an increased role for education in peacebuilding. Some of the research results emphasized that UNICEF must develop its own interpretation of peacebuilding related to its core areas of work, including education, which needs to go beyond humanitarian assistance and emphasize social transformation within conflict-affected societies. In 2011, UNICEF received funding for a new global programme on education and peacebuilding from the Government of the Netherlands, which requires as one of its project outcomes “…increased institutional (including UNICEF) capacities to supply conflict sensitive and peace education”; as well as “...increased capacity of children, parents, teachers and community members to prevent, reduce and cope with conflict and promote peace.”
Child-friendly [CFE] education for peacebuilding
The Child Friendly Education approach is a systems perspective on equitable quality education grounded in both human rights and the Convention on the Rights of the Child (CRC). CFE ensures the CRC principles of inclusion, child centeredness, participation and protection permeate every aspect of education systems – formal and non-formal – from planning, costing, strategy development, implementation, to monitoring and evaluation. UNICEF and national partners work through advocacy, technical support and capacity development to ensure that the principles of Child Friendly Education are embedded in every aspect of basic education, from national education policies, sector plans, and legal and regulatory frameworks to operational aspects of schooling.
The principles of CFE inform the creation of a national system that is “child friendly” and puts the interests of the child at the centre of all planning and processes. CFE mainstreams a rights-based approach to education, ensuring that the most disadvantaged children including: girls, ethnic minorities, those with disabilities, those living in urban-slum areas and children living in emergencies and/or conflict areas access quality educational opportunities. The CFE approach has evolved from the child friendly schools approach over a 14 year period. The approach is being employed to make a last push to meet Education for All Goals and inform prioritization of the post 2015 agenda – striving to reach those children left behind by the MDGs and EFA goals.
CFE provides the opportunity to acquaint children, young people and adolescents[2] with processes and contents that enable them to constructively and responsibly contribute to social cohesion and respect for human rights. Young people can be invited to reflect how their behaviour has implications beyond their individual lives, and how their may may use their capacities and powers to constructively influence others (including their wider communities). Civic education programmes that inculcate democratic values, participation in school governance institutions, participation in policy advocacy and dialogue processes strengthen young people’s voices, abilities to actively participate, and courage to realize their own and other people’s potential, rights and responsibilities within their states.
In 2013/14, UNICEF commissioned a study into childfriendly schooling for peacebuilding practices that contributed to peacebuilding, or had the potential to contribute to peacebuilding. The results document can be accessed at http://learningforpeace.unicef.org/resources/child-friendly-schooling-for-peacebuilding/ .The report indicates that contemporary child-friendly schooling initiatives within and beyond UNICEF do already carry education-for-peacebuilding characteristics that strengthen citizenship and active participation competencies of children; and yet, childfriendly schooling as a social platform could be more effectively used for peace-learning purposes in the areas of school environment and ethos; curriculum, teaching and learning; school as community development; school as a learning organization; and school as systemic agent of education change. UNICEF recognizes the need to develop a Training of Trainers system that will train staff from within UNICEF, from partner organizations, as well as teachers to implement CFE-for-peacebuilding components in a context-adequate manner and time-frame.
2. Purpose:
This purpose of this consultancy to assist the PBEA Programme Management Team [PMT] in the development of a Training of Trainers strategy and corresponding training manual that familiarizes participants with concepts, ideas, cases and practicalities of the child friendly-schooling for peacebuilding approach (highlighted in the ‘CFS for Peacebuilding’ Manual). The training is to reach out to peacebuilding education experts tasked to fulfill a peacebuilding remit. The training program should include case study approaches including filmic materials and associated activities. Materials to be collected should include examples illustrated in the PBEA consolidated annual reports. The document needs to contain guidance of a generic and program specific nature on facilitation of child-friendly schooling for peacebuilding learning activities. The exact content is to be developed on the basis of a prior capacity development needs assessment, and the above-referenced CFE-for Peacebuilding Manual.
3. Expected results:
A. A training manual – including all accompanying materials (handouts, gathering film material, PowerPoint and generic practical project options) – as well as subsequent modeling of the proposed training is requested, that enables the facilitation of:
- One (1) - 5-day training for UNICEF national and international officers and/or staff of UNICEF partner agencies.
- Two (2) - 2.5-day ToTs for national training of (a) District/Local Education Officers as well as Head Teachers; and orientation of (b) Senior Education Staff of Ministries and Education Departments mandated to support and supervise education staff implementing on the ground.
Note: All training components must provide guidance for the facilitation of “follow-up days” some time after the initial two-day trainings at which those trained reassemble to reflect, raise issues and report on things attempted on the ground. This kind of reinforcement/aftercare is vital for creating a community of ‘peacebuilding education practitioners’, and mitigates to well-known risks associated with the cascade model.
- Implement four 5-day Training of Trainer Programmes in at least two regions.
- Technical support for the development of a capacity development needs assessment; preparation of final report.
4.Time Period:54 working days / consultant trainer.
Travel will be required for four missions. Should more than one consultant apply, the number of plane tickets would need to be doubled.
5. Management Arrangements:
The Consultant will report to the PBEA Program Manager.
Timeframe:
54 days spread over a period of 5 calendar months (January 2015- June 2015)
6. Key competences, technical background, and experience required of the candidate[1]:
a) Master’s degree in education (ideally with specialization on peace and conflict studies); or related studies in international relations, political science, sociology, anthropology, international law; Ph.D. / Ed.D. would be an asset.
b) A minimum of 10 years at Mid-Level academic and research work experience in disciplines including International Education, Peace & Conflict, International development, Public Policy.
c) Familiarity with UNICEF child-friendly schools model (theory and practice)
d) Proven experience in Adult Education, training of trainers, and ToT materials development in developing and fragile countries.
e) Relevant field experience in issues related to peacebuilding and/or education will be a strong asset
f) Familiar with academic discourse at it relates to the linkage between peacebuilding, transformational learning, security and social services.
g) Fluent in English (reading, writing, speaking) and working proficiency in at least one second UN Language.
[1]*See publication of the UN Peacebuilding Support Office, 2012, on “Peace Dividends and Beyond: Contributions of administrative and social services to peacebuilding”’.*
[2]\*Children’s age range is defined as 0-10; young people’s age range is defined as 10-19. Adolescent’s age rage is defined as 15-24.*
[3] Note: applications of one consultant are preferred. In the eventuality of two consultants applying for the contract as a Team, CVs of both consultants would need to be submitted. If selected, the above-mentioned ToR would have to be modified by splitting it into two (2) complementary ToR components and both consultants would receive separate contracts.
How to apply:
How to Apply:
Qualified candidates are requested to submit a cover letter, CV and P 11 form (which can be downloaded from our website at http://www.unicef.org/about/employ/files/P11.doc ) to**pdconsultants@unicef.org**with subject line “**Innovation in Education Project Coordinator Consultancy**” by Jan 16th, 2015, 5:00pm EST.
Please indicate your ability, availability and daily/monthly rate to undertake the terms of reference above. Applications submitted without a daily/monthly rate will not be considered.
PLEASE SEE ATTACHED DOCUMENT FOR DELIVERABLES CHART.
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