Consultancy: ECD in Emergency context: Building capacity, expanding access and improving quality or early learning in refugee camp setting(s) 64 views0 applications

Background

Early Childhood Development refers to the processes through which a young child under eight years develops her/his physical health, mental alertness, emotional confidence, social competence and readiness to learn. Experiences has shown there are essential elements that must co-exist to ensure that young children get the best start in life for them to develop their full potential. Such pre-conditions include: effective and responsive caring of the young child by the family and community; access to and the use of quality basic social services for young children and pregnant and lactating women and finally a supportive policy environment. Holistic early childhood development programming integrates health, nutrition, water, sanitation and hygiene education and child protection sectors. This enables the young child to claim her/his rights to survival, growth, development, protection and participation and ensures that the duty bearers, namely, parents, caregivers, communities, sub-national and national authorities and national authorities respect, protect, promote and fulfill those rights[2].

Young children who experience extreme stress in their early years are at greater risk for developing cognitive, behavioural and emotional difficulties, which also reduces and delays their overall developmental processes. Very young children are particularly vulnerable in situations of crisis, instability and violence. The formative years from birth to age 6 (particularly in the 0-2 year’s age group) play a vital role in the formation of intelligence, personality and social behaviour. In their early years, children encounter some of life’s most significant learning experiences and they develop competencies that are the underpinning of all later learning. Good health and nutrition support the psychological and social development of the young child. Likewise, social interaction satisfies the child’s need to grow socially, emotionally and cognitively has a measurable impact on its health, nutrition and later learning capacity. lding on research from the fields of neuroscience, biology, genetics, psychiatry, nutrition, chemistry and child development, a growing number of governments in Eastern and Southern Africa are looking to increase their commitment to promote, support and improve the early development of children from the prenatal stage through entry into primary school. Specifically, they are examining the creation and implementation of an integrated, comprehensive and collaborative system of information and services to enhance optimal early childhood development. The paradigm shift by governments has led UNICEFto reflect on the new science as well as past successes; explore innovative service delivery approaches and to advocate for a sustainable early childhood system for future generations.

Children in emergency contexts suffer significantly. Caregivers also experience traumatic experiences as a result of human and natural disaster. Emergency settings pose a set of visible and invisible risks for young children and their families. Children who experience extreme and adverse stress in their early years are at greater risk for developing cognitive, behavioural and emotional difficulties, which also reduces and delays their overall developmental processes. Their parents and caregivers are more likely to be stressed and depressed, and thus less able to provide young children with positive and emotionally nurturing environments. Such children are more likely to start school late, experience academic failure and develop socially aggressive behaviours. Research shows that an accumulation of stressful events becomes increasingly detrimental to children’s development, especially when no compensatory forces are at work to mitigate the effects[1]. To mitigate the adverse impacts of emergencies, infants and young children need early positive care interactions with their primary caregivers, access to protective, nurturing and clean environments, good health care, balanced nutrition, and early learning opportunities.

Scope of Work

Goal and Objective:

The goal of this BEGE and ECD consultancy is to explore innovative ways to strengthen ECD/Early Learning programming in emergency context(s) and to increase the quality of existing programming- through education and child protection interventions. The consultancy will provide technical assistance in the design, training and implementation of pre-primary education programming in emergency context (e.g. camp setting)[1]. In conversation with the country office and implementing partners the consultant will develop materials based upon the target users of the early learning pilot project.

One key resources is the presence of and use of: UNICEF’s ECD in Emergency Kits[2]. Many ECD in Emergency kits were supplied to countries in the region. However, few service providers were offered adequate orientation to the kits and/or offered capacity building training on how to best use the kits. In consultation with country office service delivery partners the consultant(s) will train and supervise the implemenation of the existing resources- including familiarity with the kits, identification of age appropriate materials and activities for young children and strengthening front line workers’ ability to comfortably work with young children and their caregivers[3] To expand access to early learning programming, one potential option is to design Early Learning in a backpack- whereby trained early learning facilitators use some materials found in the kits[4] to reach children farther away from the primary distribution point. kit materials (or create materials from locally available resources)-

• Provide details/reference to AWP areas covered -240R/A0/09/001/009/034

This assignment is part of the ESARO BEGE and ECD Annual work plan for 2016-17, specifically linked to the UNICEF ESARO Education section as a part of the activity to explore expansion of pre-primary programming in emergency settings. This is part of the ESARO’s approved consultant plan.

• Activities and Tasks: In collaboration with the ESARO ECD Regional Adviser and Education in Emergency Adviser, and in close contact with the identified country office staff, the consultant will:
• Design an early learning project for emergency context, outlining methodology, target resources, curriculum, training materials and supervision work plan in 2017. The resources may start with the ECD in Emergency training kit or another established ECD resource might be considered.
• Prepare (or identify existing appropriate) early learning education curriculum
• Prepare, plan, and conduct early learning trainings: Trainings may target trainers of ECD teachers or directly to the front line ECD workers- this will be discussed with the selected country office and in consultation with security officials.
• Produce summary report: following the training and completion of the early learning in emergency context project.
• Work relationships:

The consultant will closely work with UNICEF ESARO Regional ECD Adviser, Education in Emergencies Adviser, UNHCR, the Ministry of Education and UNICEF country office focal points-and implementing partners (if applicable).

• Outputs/Deliverables/Payment Schedule: As presented in the table below, there will be discrete deliverables, to be provided over the 12 month period. Final delivery dates will be confirmed in consultation once the selected candidate. Payment will be made upon satisfactory deliverables.

Deliverables/ Activities

(Est) # of days)[1]

Estimated Timeline

Schedule of payment

1

Finalize the early learning project design in consultation with core team

20

15.March

2017

1st Payment

2

Create/Identify early learning curriculum[2], training materials, and timeline for implementation

3

Prepare and conduct early learning in emergency training in target country context:

1. a) Prepare materials
2. b) Plan early learning in emergencies training (Alpha)
3. c) Convene pre-training CCD webinar
4. d) Submit (brief) summary report from training.

15

15 Apr

2017

2nd Payment

4

Provide ongoing technical support to implementing partners[3] (and front line workers)

40

1 July

2017

3rd Payment

5

Submit end of project Final Report –

** include evaluation component

25

30th November 2017

4th Payment

Total

100

Payment Schedule

A first tranche of 25% of quoted amount will be paid after the first deliverable, a second 25% will be paid upon the second deliverable, and the remaining 50% will be paid upon the final half way through the consultancy (and the remaining 60% on completion of same. The fee should comprise one return airfare ticket from home country to Mauritus including local accommodation and inland travel for a maximum of 3 days. The ICQN ECD will assume responsibility for payment of fees to local Experts in the 3 countries.

Desired competencies, technical background and experience

• Advanced university degree (Masters as a minimum) in early childhood development, social sciences, clinical psychology, education and/or international health, nutrition or child protection with ECD specialization
• A minimum of 8 years of experience in research, analysis and/or providing technical advice to government, and/or international development organizations in the area of early childhood development and/or education; (P4/NOD Consultancy)
• Successful completion of SSAFE Training if implemented in high security area (e.g. Maban)
• Able to apply UNICEF ESARO standards to writing proposals and reports, organizing advocacy and other events, and documenting project activities.
• Able to travel in the region to assist implementation up to 30% of the time.
• [TBD: Professional training and 5 years of experience in psychology, education, and/or health systems, with a preference of a background in early childhood development, are desirable.]
• Experience in ESAR region and in emergency context not required but would be an asset.
• Communicates effectively to varied audiences, including during formal public speaking.
• Able to work effectively in a multi-cultural environment.
• Sets high standards for quality of work and consistently achieves project goals.
• Has good leadership and supervisory skills; co-ordinates group activities, ensuring that roles within the team are clear.
• Translates strategic direction into plans and objectives.
• Analyzes and integrates diverse and complex quantitative and qualitative data from a wide range of sources.
• Quickly builds rapport with individuals and groups; maintains an effective network of individuals across organizational departments.
• Identifies urgent and potentially difficult decisions and acts on them promptly; initiates and generates team- and department-wide activities.
• Demonstrates, applies and shares expert technical knowledge across the organization.

Administrative issues

The consultant will be provided administrative support to perform the tasks as per the TOR. Regular meetings with the UNICEF ESARO BEGE/ECD technical advisors, especially the supervisor of the consultancy, will be organised, at least at the beginning of the consultancy, semi-monthly and at the end of the consultancy.

At least two trips will be required to the project area as per below and the consultant should quote the costs for each trip.

Planned travel to

Timeframe**

Duration

All Inclusive Travel Cost* (Quote in US$)

Uganda

South Sudan

The timing and duration of each travel will be determined jointly by UNICEF ESARO BEGE and ECD focal points, along with the consultant and the country office, based on the needs assessment. Details of the travels, including the target country, duration and specific requirements, will be determined by UNICEF ESARO and the country office.

Conditions

• The consultant is expected to work from ESARO in Nairobi and in the field, as require for training and assistance with implementing country sectors. After 2 months, it is possible the selected candidate can be based in his/her home base- provided it is in one of the designate countries for the CCD integrated project. In Nairobi, UNICEF ESARO will provide an office space to the consultant.
• The consultant is expected to use his/her own computer.
• The consultant is responsible for possessing communication devises to facilitate communication- including responding to country office CCD requests and to stay in contact with UNICEF ESARO team.

“QUALIFIED FEMALE CANDIDATES ARE ENCOURAGED TO APPLY”

ZERO TOLERANCE FOR SEXUAL EXPLOITATION AND ABUSE

UNICEF IS A SMOKE-FREE ENVIRONMENT

[1] Actual dates of delivery may vary in response to local/ country needs

[2] The curriculum may already exist as part of the government response. This early learning pilot project aims to expand access to early learning opportunities to children in the camps.

[3] UNICEF may sub-contract service delivery with another agency/organization- and programme managers from that entity will need initial training.

Please indicate your ability, availability and daily/monthly rate (in US$) to undertake the terms of reference above (including travel and daily subsistence allowance, if applicable). Applications submitted without a daily/monthly rate will not be considered.

UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organisation.

How to apply:

UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization. To apply, click on the following link