Job Description

1. Purpose of the Consultancy

Purpose and Objective of the Consultancy

Schools are hubs of social activity and human interaction and therefore, schooling provides essential learning. When schools close, children and youth do not only miss out of on social contact that is essential to learning but are also deprived opportunities for growth and development. Disruption of learning carry high social and economic costs and affect everyone across the communities. The impact is however severe for disadvantaged boys and girls and their families. The disadvantages are disproportionate for children living with disabilities who tend to have fewer educational opportunities beyond school. When schools close parents are often asked to facilitate the learning of children at home and can struggle to perform this task because both the children and parents/guardians are unprepared for distance and home schooling This is especially true for parents with limited education and resources. There is also a bigger challenge to ensure that children and youth return and stay in school when schools reopen after protracted closures.

Emergency situations create circumstances in which threat and loss are common. However, people and communities often have capacities to cope with the distress caused by emergencies. What is always needed is assistance to reinforce such existing capacities as protective factors and promote resilience. The planned psychosocial support intervention aims to strengthen individuals’ protective factors, minimize risks, and promote psychosocial well-being of learners.

The following objectives are to be achieved:

1. To facilitate capacity building, empowerment, and community mobilization of people with disabilities and their families to strengthen family and community care-giving structures for children’s holistic development and age-appropriate physical, cognitive, and emotional competencies.
2. To ensure that people with disabilities can maximize their physical and mental abilities, to access regular services and opportunities, and to become active contributors to the community and society at large.
3. To activate communities to promote and protect the human rights of people with disabilities through changes within the community, for example, by removing barriers to participation.
4. Promote students’ self-awareness, self- management, social-awareness, relationship and responsible decision-making skills

Rationale for Community-Based Rehabilitation and UNCRPD

Community-based rehabilitation (CBR) is a strategy within community development for the rehabilitation, equalization of opportunities and social integration of all people with disabilities. CBR is implemented through the combined efforts of disabled people themselves, their families and communities, and the appropriate health, education, vocational and social services. The community provides local knowledge and resources upon which accessibility, availability and effectiveness of locally available rehabilitation services can be anchored. UNCRPD on the other hand seeks to “to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity”.

Culture has an influence on psychosocial well-being. Cultural beliefs andpractices are maintained and perpetuated by key persons and institutions in communities, and these vary from context to context. The key people or supportive structures may include traditional or administrative authorities, religiousor spiritual leaders, community elders, social service, and health organisations or such affinity groups as women’s and youth groups. The well-being of both children and their care givers is linked to the availability of supportive structures within the local community. In emergencies, these may be weakened, or increasingly hard to maintain. Emergencies often undermine the social networks, local institutions, and relationships (family, school, village/neighbourhood) that support normal development, emotional security, children’s learning, and their sense of self and identity.Therefore, the UNCRPD awareness and CBR approach complementarily aim at strengthening such critical protective factors within the community that mitigate harmful experiences and promote psychosocial well-being for children and persons with disabilities.

Scope of Work and Timeline of Activities

The assignment is expected to commence in February 2024. The consultant is expected to adopt a ‘twin-track’ approach to achieve the goal of CBR. The tabulated activities guide what needs to be done. A detailed timeline will be produced collaboratively with the consultant prior to the commencement of the consultancy. The consultant will be required to submit a technical proposal indicating the number of days and rate for the consultancy work with a realistic action plan. As a guideline, the breakdown should consist of inception phase, pre-training workshop preparation (training needs assessment, training manual), training workshop and reporting phase (training workshop report and final training manual).

Task

Details

1.

Planning

Design and coordinate a plan and timetable for the assessments and delivery of the training

2.

Desk Research for Analytical Literature Review

Undertake desk research to synthesize and assess the current scope of knowledge attitude and practices on disabilities as well as availability and provision of support services.

3.

Assessment of the CBR context teachers and children

1. Work closely with the project team to support the development of a list of participants for semi-structured interviews and focus group consultations.
2. Design the data collection instruments and methodologies necessary for the individual interviews and focus group consultations.
3. Produce a Training Needs Assessment report to inform the training.

4.

Design and Implement CBR/UNCRPD awareness training programme training

1. Develop cluster training plans and deliver the training sessions for the target groups.
2. Designate qualified staff to effectively and efficiently deliver the chosen training plan using the developed pedagogical support materials and training methodology/technique.
3. Based on the findings of the survey, develop a training module for the target group leveraging on Psychosocial support to enhance awareness and mental well-being of children and persons with disabilities. Develop training content sensitive to:

• Socio-cultural values of target groups;
• Local expressions and culture-specific understanding of disabilities;
• Explanatory models of disability, such as the role of religion in shaping beliefs, expressions, and help-seeking behaviors;
• Reinforcing positive attitudes and action.

1. Develop suitable training techniques or methodologies for the target audience (may include creative tools such as games, songs, fine art, audio-visuals, group discussions, demonstrations, and practice sessions with feedback and role play)
2. Provide specialized CBR training for parents/caregivers and communities including to focal persons (community health workers) on how to identify children with disabilities, who are often hidden by their families.
3. Develop tools for monitoring CBR at community level.
   1. Detailed work plan for undertaking the assessment and delivery of the trainings

8.

Draft Reporting

Based on the trainings undertaken

9.

Final Reporting

Based on the reviewed draft report and feedback received.

Methodology

The assessments and trainings will take place remotely using online platforms. The consultant is expected to propose least cost but the most effective approach to undertake assessments and deliver trainings. The viability of the proposed approaches and methodologies will be evaluated by the project team prior to commencement of the activities.

Expected Deliverables

All deliverables will be completed with guidance, input and feedback from the Project Manager or designate. The following outputs are expected:

1. Debrief session with programme management/staff on the findings
2. Draft and Final Training Report including the training manual

Further Information:

• Logistics: The consultant’s travel from base to the field and back after the end of the contract will be covered by the Agency.
• Professional fee: The consultant will propose the professional fee as part of their financial proposal. (Daily rate X number of days = Total professional fee).
• Tax and insurance: The consultants shall be responsible for their income tax and/or insurance during the assignment.
• Code of conduct: The consultant is bound by the principles and conditions of the Agency Code of Conduct.

A contract will be signed by the consultant upon commencement of the assignment which will detail additional terms and conditions of service, aspects of inputs and deliverables.

Experiences and Qualifications

1. Post-graduate or graduate studies in Education or Social Sciences or related field
2. Good technical knowledge on child protection and child rights issues in line with UNICEF/INEE standards.
3. At least 3 years of previous experience in providing services to displaced populations, migrants, refugees, or conflict affected populations.
4. Demonstrated experience in the development of training curricula and solid understanding of adult learning principles.

Application Requirements:

All expressions of interest should include:

• Detailed curriculum vitae.
• Technical Proposal: maximum 5 pages interpreting the understanding of the TOR, detailed methodology of executing the task, as well as draft work plan.
• Financial Proposal: should provide cost estimates for services rendered including daily consultancy fees but to exclude accommodation and living costs; transport cost; stationeries, and supplies needed for the training as well as costs to be incurred by trainees.

Skills Required

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