Mainstreaming Disability and Inclusive Education in Teacher Training by Somali Girls Education Project (SOMGEP-T) 110 views0 applications

Terms of References for Mainstreaming Disability and Inclusive Education in Teacher Training by Somali Girls Education Project (SOMGEP-T)

1. BACKGROUND TO THE GEC PROGRAMME AND THE PROJECT

A. GEC Programme Background:

The Girls’ Education Challenge (GEC) intends to support marginalised girls to improve their lives through education, supporting innovative approaches for girls to receive quality education, remain in school, learn and transition to the next education level. CARE-led SOMGEP-T is funded by DFID the second phase of the GEC (GEC Transition) focusing on supporting the evolving learning needs and creating conditions for positive transitions for girls targeted during the first phase of the GEC through SOMGEP.

In 2016 the GEC Transition window was set up with additional DFID funding to support the original GEC beneficiaries to continue their journey through stages of education and further transition to upper grades and improve their learning. In 2018 SOMGEP T responded to emerging needs of marginalized sub-groups such as pastoralist drop outs through provision of Accelerated Basic Education (ABE) Classes and deepen impact through expansion of ALP for girls who dropped out of schools and provide more support to children with disabilities.

The GEC seeks to contribute to the achievement of the Sustainable Development Goals (SDGs) by 2030. Progress on girls’ education is critical to the achievement of these targets. SDGs 4 and 5 specifically relate to education and achieving gender parity. SDG 4 specifically notes ‘inclusive and quality education for all and promote lifelong learning’.

Globally 31 million primary age girls have never been to school . The majority of those girls come from the poorest and most marginalised communities in the most disadvantaged locations, ethnic groups etc . Over the last 20 years, the primary enrolment rate has improved for girls as well as boys, but completion rates are equally low for both sexes. In many contexts, differences between boys’ and girls’ enrolment rates become apparent at secondary level. Significant disparities exist within countries, with the poorest girls from rural areas most severely subject to educational disadvantage – even at the primary level .

PricewaterhouseCoopers LLP (PwC) and alliance partners have been contracted as the dedicated Fund Manager (FM). This consortium is responsible for the day-to-day operation of the GEC. This includes establishing the recipient tendering process, supporting bidders, sifting and scoring proposals, monitoring VfM and making project funding recommendations for DFID approval. The FM also manages the relationships with the selected projects and oversees their Monitoring, Evaluation, and Learning operations.

The detailed TOR can be found here:http://bit.ly/2YYEJta