Terms of Reference (TOR) for Review of existing teacher training on gender-sensitive curriculum delivery. 34 views0 applications


Background:

The Girls’ Empowerment and Education Project (GEEPS), or Hayaanka Hablaha Soomaaliyeed, is a three-year initiative that seeks to address the systemic and pervasive gender inequalities that prevent adolescent girls in Somalia from the full and equitable enjoyment of their rights to a safe and inclusive education and learning in Jubaland, Puntland and Somaliland states of Somalia. GEEPS will work in 70 urban/and rural locations in Jubaland, Puntland, and Somaliland to implement an integrated and innovative package of interventions that intend to: 1) Increase equitable access to safe, secure, quality, inclusive education and learning by adolescent girls, including girls with disabilities (GwDs), girls from traditionally marginalized groups, and those who have been heavily affected by conflict and displacement and 2) Enhance the quality, gender responsiveness, and inclusiveness of the Somali education system at all levels addressing the needs of marginalized girls, including those with disabilities, in service provision.

The objective of the Consultancy:

GEEPS project is dedicated to advancing and promoting gender equality in education through integrating a gender lens into existing materials and tools. The project intends to achieve this by i). delivering gender-sensitive training packages for community stakeholders, including CECs, female and male mentors of GEFs and BEFs, DEOs, and REOs. ii). Supporting women’s rights groups and Gender Departments in promoting positive gender roles to address negative stereotypes and harmful practices towards women and girls. iii) build the skills/knowledge of key stakeholders (local officials, Gender Focal Points, Head Teachers, CECs, REOs, and DEOs) around inclusive and gender-sensitive quality education. iv) strengthen the capacity of teachers through training and coaching on gender-responsive classroom management and instructional practices and address barriers to girls’ attendance and learning, especially for GwDs, IDPs, and minority groups.

Gender-sensitive curriculum delivery and classroom management practices reviews will confirm which (and whether) gender-responsive mechanisms are used throughout the process of curriculum and teaching/learning materials development, including tools to guide teachers’ day-to-day classroom management practices and to ensure teachers deliver content that addresses the needs, challenges, and interests of both boys and girls equally. The review will focus on gender issues including gender-biased subject choices, illustrations, and examples; negative, stereotypic, and biased teachers’ perceptions towards girls’ capabilities to perform at the same level as boys; and classroom management practices that impede active participation by girls as well as boys. The review will analyze the design of teaching and learning materials as well as the instructional practices that are included to guide teaching delivery. The review will provide guidance to teachers by focusing on creating awareness around key approaches to mainstream gender-sensitive and inclusive education strategies into their daily tasks and lesson planning. Gender-sensitive curriculum delivery and classroom management practices ensure teachers sufficiently and effectively promote gender equity and address gender biases. The inclusion of gender-responsive instructional and classroom management practices encourages boys and girls to equally participate in classroom decision-making and empowers them to make their voices heard. It takes into consideration harmful social norms and practices that foster gender inequalities and discrimination towards girls and women by addressing gender roles for boys and girls at home and in the community as well by ensuring both boys and girls have equal space and value in the curriculum and teaching/learning materials, instructional delivery, and classroom management practices. Gender-sensitive curriculum and classroom management practices are therefore a critical piece in the process of achieving gender mainstreaming and promoting equitable practices. These encourage equality between boys and girls by strengthening the quality, gender responsiveness, and inclusivity of the education system by not only promoting equitable access to education but also retaining girls, improving their learning outcomes, and improving the transition into future opportunities.

Through a review of teacher training materials, teachers can be supported in generating relevant tools and participatory approaches to strengthen gender-sensitive curriculum delivery and classroom management practices. These will promote MOE engagement at both the national and regional levels in reviewing and supporting practical changes in curriculum content and training tools to address inequalities and to eliminate biases that deepen social exclusion, reduce social cohesion, and weaken resilience, especially among traditionally marginalized groups. Gender-sensitive curriculum delivery and inclusive classroom management practices can translate into actions that help to surface and eradicate gender biases and stereotypes and can promote gender equality while representing, encouraging, and responding to the diverse needs, challenges, and interests of female and male learners.

The project seeks to engage a consultant for the review of existing teacher training materials on gender-sensitive curriculum delivery and classroom management practices to strengthen the capacity of teachers trained and coached on quality, inclusive, gender-sensitive, non-violent curriculum delivery and classroom management practices, including improved inclusive methodologies in literacy and numeracy teaching, gender-responsive lesson planning, and techniques to support crisis-affected students facing mental health issues, particularly girls from IDPs, minority groups and girls with disabilities (GwDs).

Specific Objectives:

§ Review pre-service and in-service teacher training on gender-sensitive curriculum delivery and positive classroom management practices to respond to the following:

ü Improve the quality of curriculum to make it more inclusive and gender-responsive.

ü Support government to mainstream gender in education policies and procedures.

ü Define the expected results of a gender mainstreamed curriculum that responds to the needs of both girls and boys.

ü Analyze curriculum content to flag gender biases, misconceptions, and stereotypes.

ü Strengthen teachers’ capacity to encourage both boys and girls to participate equally on lower and higher levels tasks.

ü Address gender norms and harmful traditional practices using the curriculum to teach values related to inclusion and gender equity.

ü Promote gender equity, inclusion, social cohesion, safeguarding, and resilience-building.

Scope of work:

The consultant will be expected to:

§ Conduct a desk review of the existing teacher training manuals from the FCDO-funded SOMGEP-T and AGES projects and other relevant available project documents to identify and address gaps and key areas of improvement in the manuals.

§ Organise strategic meetings with teacher training colleges, MOE training departments, and relevant technical education project staff to identify gaps and key areas of improvement in teacher training, coaching, and academic supervision. These should include teacher training institutions that are preparing to roll out a new primary school teacher training program under the Global Partnership for Education’s Education Sector Program Implementation Grant (ESPIG).

§ Lead a presentation for the MOEs, teacher training colleges, and project staff on identified gaps and recommendations to enhance gender responsiveness and inclusiveness.

§ Review and update in-service teacher training manual integrating where needed additional gender-responsive instructional and classroom management practices to address barriers to learning and transition for girls.

§ Present the updated teacher training manual to the project staff, teacher training colleges, and MOE officials for review and feedback.

§ Incorporate feedback from the project staff, teacher training college staff, and MOE officials.

§ Finalise the training manual.

§ Present the final training manual for MOE validation.

§ Design and deliver high-quality, tailor-made, experiential, and participant-friendly training of trainers (TOT) to select projects, teacher training college staff, and MOE staff based on the revised training manual.

§ Develop a user-friendly guide to support teachers in making practical changes to the curricula to be more inclusive, gender-responsive, and relevant in emergencies.

§ Review the TOT package and user-friendly guide by the relevant MOE department and project education technical team.

§ Conduct training of trainers (TOT) workshop for select project and MOE staff.

§ Develop a workshop report on TOT with clear and achievable next steps.

Deliverables:

o A final approved revised gender-sensitive and inclusive in-service teacher training manual (hard and soft copies)

o A training of trainers (TOT) guide

o A training of trainers’ report

o A user-friendly guide for teachers to adapt the curriculum to be more inclusive, gender-responsive, and relevant in responding to emergencies.

Timeframe:

The consultancy shall be executed within a maximum of 35 days, commencing after signing the contract. The Proposal should include a detailed schedule. The following should be used as a guide for completing the scope of work:

S/N

Activity

No. days

1

Desk review of existing teacher training manuals and another relevant project/MOE documents

6 days

2

Presentation to MOE, teacher training colleges, and project on identified gaps and areas for improvement.

1 day

3

Development of revised teacher training manual, TOT guide, and user-friendly teacher support guide

12 days

4

Presentation of revised draft teacher training manual to MOE, teacher training colleges, and the project staff

1 day

5

Review of revised teacher training manual, TOT guide, and user-friendly teacher support guide

5 days

6

Finalization of the teacher training manual and incorporating MOE feedback

3 days

7

Presentation of final gender-sensitive teacher training manual to MOEs for validation.

1 day

8

Conducting training of trainers

3 days

9

Writing the TOT report.

3 days

Total number of days

35 days

Consultancy experience and expert qualifications:

The consultant should possess the following qualifications and experience:

  • A degree in education; an advanced degree in education or in international development with a focus on education in emergencies or gender is an added advantage.
  • At least three years of relevant experience in materials development for training programs for adults.
  • Demonstrable experience in developing and implementing gender-sensitive and inclusive training programs in complex socio-cultural settings.

· Experience working in and knowledge of Somalia context.

· Excellent analytical and conceptual skills to think and plan strategically.

· Experience leading training for ministerial staff and/or staff from higher education institutions is an added advantage.

· Ability to lead and manage a complex and demanding workload.

· Excellent report writing skills.

· Excellent written and spoken English; proficiency in the Somali language is a plus.

NB: Female candidates are encouraged to apply.

Application Procedure:

The interested candidates are requested to submit:

§ Technical proposal showing how the consultant intends to carry out the consultancy

§ Financial proposal

§ Qualifications

§ Relevant experience related to the assignment including samples and references of most recent similar work done.

Applications should be submitted to: [email protected] no later than …. .

The Deadline for submission of TOR is 13th December 2021.

How to apply

Applications should be submitted to: [email protected] no later than …. .

The Deadline for submission of TOR is 13th December 2021.

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  • Job City Mogadishu
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Background:

The Girls’ Empowerment and Education Project (GEEPS), or Hayaanka Hablaha Soomaaliyeed, is a three-year initiative that seeks to address the systemic and pervasive gender inequalities that prevent adolescent girls in Somalia from the full and equitable enjoyment of their rights to a safe and inclusive education and learning in Jubaland, Puntland and Somaliland states of Somalia. GEEPS will work in 70 urban/and rural locations in Jubaland, Puntland, and Somaliland to implement an integrated and innovative package of interventions that intend to: 1) Increase equitable access to safe, secure, quality, inclusive education and learning by adolescent girls, including girls with disabilities (GwDs), girls from traditionally marginalized groups, and those who have been heavily affected by conflict and displacement and 2) Enhance the quality, gender responsiveness, and inclusiveness of the Somali education system at all levels addressing the needs of marginalized girls, including those with disabilities, in service provision.

The objective of the Consultancy:

GEEPS project is dedicated to advancing and promoting gender equality in education through integrating a gender lens into existing materials and tools. The project intends to achieve this by i). delivering gender-sensitive training packages for community stakeholders, including CECs, female and male mentors of GEFs and BEFs, DEOs, and REOs. ii). Supporting women’s rights groups and Gender Departments in promoting positive gender roles to address negative stereotypes and harmful practices towards women and girls. iii) build the skills/knowledge of key stakeholders (local officials, Gender Focal Points, Head Teachers, CECs, REOs, and DEOs) around inclusive and gender-sensitive quality education. iv) strengthen the capacity of teachers through training and coaching on gender-responsive classroom management and instructional practices and address barriers to girls’ attendance and learning, especially for GwDs, IDPs, and minority groups.

Gender-sensitive curriculum delivery and classroom management practices reviews will confirm which (and whether) gender-responsive mechanisms are used throughout the process of curriculum and teaching/learning materials development, including tools to guide teachers’ day-to-day classroom management practices and to ensure teachers deliver content that addresses the needs, challenges, and interests of both boys and girls equally. The review will focus on gender issues including gender-biased subject choices, illustrations, and examples; negative, stereotypic, and biased teachers’ perceptions towards girls’ capabilities to perform at the same level as boys; and classroom management practices that impede active participation by girls as well as boys. The review will analyze the design of teaching and learning materials as well as the instructional practices that are included to guide teaching delivery. The review will provide guidance to teachers by focusing on creating awareness around key approaches to mainstream gender-sensitive and inclusive education strategies into their daily tasks and lesson planning. Gender-sensitive curriculum delivery and classroom management practices ensure teachers sufficiently and effectively promote gender equity and address gender biases. The inclusion of gender-responsive instructional and classroom management practices encourages boys and girls to equally participate in classroom decision-making and empowers them to make their voices heard. It takes into consideration harmful social norms and practices that foster gender inequalities and discrimination towards girls and women by addressing gender roles for boys and girls at home and in the community as well by ensuring both boys and girls have equal space and value in the curriculum and teaching/learning materials, instructional delivery, and classroom management practices. Gender-sensitive curriculum and classroom management practices are therefore a critical piece in the process of achieving gender mainstreaming and promoting equitable practices. These encourage equality between boys and girls by strengthening the quality, gender responsiveness, and inclusivity of the education system by not only promoting equitable access to education but also retaining girls, improving their learning outcomes, and improving the transition into future opportunities.

Through a review of teacher training materials, teachers can be supported in generating relevant tools and participatory approaches to strengthen gender-sensitive curriculum delivery and classroom management practices. These will promote MOE engagement at both the national and regional levels in reviewing and supporting practical changes in curriculum content and training tools to address inequalities and to eliminate biases that deepen social exclusion, reduce social cohesion, and weaken resilience, especially among traditionally marginalized groups. Gender-sensitive curriculum delivery and inclusive classroom management practices can translate into actions that help to surface and eradicate gender biases and stereotypes and can promote gender equality while representing, encouraging, and responding to the diverse needs, challenges, and interests of female and male learners.

The project seeks to engage a consultant for the review of existing teacher training materials on gender-sensitive curriculum delivery and classroom management practices to strengthen the capacity of teachers trained and coached on quality, inclusive, gender-sensitive, non-violent curriculum delivery and classroom management practices, including improved inclusive methodologies in literacy and numeracy teaching, gender-responsive lesson planning, and techniques to support crisis-affected students facing mental health issues, particularly girls from IDPs, minority groups and girls with disabilities (GwDs).

Specific Objectives:

§ Review pre-service and in-service teacher training on gender-sensitive curriculum delivery and positive classroom management practices to respond to the following:

ü Improve the quality of curriculum to make it more inclusive and gender-responsive.

ü Support government to mainstream gender in education policies and procedures.

ü Define the expected results of a gender mainstreamed curriculum that responds to the needs of both girls and boys.

ü Analyze curriculum content to flag gender biases, misconceptions, and stereotypes.

ü Strengthen teachers’ capacity to encourage both boys and girls to participate equally on lower and higher levels tasks.

ü Address gender norms and harmful traditional practices using the curriculum to teach values related to inclusion and gender equity.

ü Promote gender equity, inclusion, social cohesion, safeguarding, and resilience-building.

Scope of work:

The consultant will be expected to:

§ Conduct a desk review of the existing teacher training manuals from the FCDO-funded SOMGEP-T and AGES projects and other relevant available project documents to identify and address gaps and key areas of improvement in the manuals.

§ Organise strategic meetings with teacher training colleges, MOE training departments, and relevant technical education project staff to identify gaps and key areas of improvement in teacher training, coaching, and academic supervision. These should include teacher training institutions that are preparing to roll out a new primary school teacher training program under the Global Partnership for Education’s Education Sector Program Implementation Grant (ESPIG).

§ Lead a presentation for the MOEs, teacher training colleges, and project staff on identified gaps and recommendations to enhance gender responsiveness and inclusiveness.

§ Review and update in-service teacher training manual integrating where needed additional gender-responsive instructional and classroom management practices to address barriers to learning and transition for girls.

§ Present the updated teacher training manual to the project staff, teacher training colleges, and MOE officials for review and feedback.

§ Incorporate feedback from the project staff, teacher training college staff, and MOE officials.

§ Finalise the training manual.

§ Present the final training manual for MOE validation.

§ Design and deliver high-quality, tailor-made, experiential, and participant-friendly training of trainers (TOT) to select projects, teacher training college staff, and MOE staff based on the revised training manual.

§ Develop a user-friendly guide to support teachers in making practical changes to the curricula to be more inclusive, gender-responsive, and relevant in emergencies.

§ Review the TOT package and user-friendly guide by the relevant MOE department and project education technical team.

§ Conduct training of trainers (TOT) workshop for select project and MOE staff.

§ Develop a workshop report on TOT with clear and achievable next steps.

Deliverables:

o A final approved revised gender-sensitive and inclusive in-service teacher training manual (hard and soft copies)

o A training of trainers (TOT) guide

o A training of trainers’ report

o A user-friendly guide for teachers to adapt the curriculum to be more inclusive, gender-responsive, and relevant in responding to emergencies.

Timeframe:

The consultancy shall be executed within a maximum of 35 days, commencing after signing the contract. The Proposal should include a detailed schedule. The following should be used as a guide for completing the scope of work:

S/N

Activity

No. days

1

Desk review of existing teacher training manuals and another relevant project/MOE documents

6 days

2

Presentation to MOE, teacher training colleges, and project on identified gaps and areas for improvement.

1 day

3

Development of revised teacher training manual, TOT guide, and user-friendly teacher support guide

12 days

4

Presentation of revised draft teacher training manual to MOE, teacher training colleges, and the project staff

1 day

5

Review of revised teacher training manual, TOT guide, and user-friendly teacher support guide

5 days

6

Finalization of the teacher training manual and incorporating MOE feedback

3 days

7

Presentation of final gender-sensitive teacher training manual to MOEs for validation.

1 day

8

Conducting training of trainers

3 days

9

Writing the TOT report.

3 days

Total number of days

35 days

Consultancy experience and expert qualifications:

The consultant should possess the following qualifications and experience:

  • A degree in education; an advanced degree in education or in international development with a focus on education in emergencies or gender is an added advantage.
  • At least three years of relevant experience in materials development for training programs for adults.
  • Demonstrable experience in developing and implementing gender-sensitive and inclusive training programs in complex socio-cultural settings.

· Experience working in and knowledge of Somalia context.

· Excellent analytical and conceptual skills to think and plan strategically.

· Experience leading training for ministerial staff and/or staff from higher education institutions is an added advantage.

· Ability to lead and manage a complex and demanding workload.

· Excellent report writing skills.

· Excellent written and spoken English; proficiency in the Somali language is a plus.

NB: Female candidates are encouraged to apply.

Application Procedure:

The interested candidates are requested to submit:

§ Technical proposal showing how the consultant intends to carry out the consultancy

§ Financial proposal

§ Qualifications

§ Relevant experience related to the assignment including samples and references of most recent similar work done.

Applications should be submitted to: [email protected] no later than …. .

The Deadline for submission of TOR is 13th December 2021.

How to apply

Applications should be submitted to: [email protected] no later than …. .

The Deadline for submission of TOR is 13th December 2021.

2021-12-15

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