CONSULTANT TO CONDUCT BEST PRACTICES, LESSONS LEARNT AND SUCCESS STORY DOCUMENTATION

TERMS OF REFERENCE FOR MODEL SCHOOLS CONCEPT:

BEST PRACTICES, LESSONS LEARNT AND SUCCESS STORY DOCUMENTATION

Background Information

The education sector in Somalia has evolved over the last seven years, since the inauguration of the Federal Government of Somalia. The period has recorded notable growth in capacity of the Ministry of Education, Culture and Higher Education (MOECHE) to manage and coordinate education activities in Somalia; consistent leadership at the MOECHE; re-establishment of regional education offices by Central MOECHE in Mogadishu; influx of development partners supporting different aspects of the education sector; finalization of the draft Interim Education Sector Strategic Plan (ESSP); and, noted growth in the number of schools under direct management of the MOECHE. The Somali Compact also laid a strong foundation for building a reliable, transparent, accountable and functioning education sector in Somalia.

The EU supported the education sector in Galmudug and Banadir through the ELMIDOON project, implemented since December 2012 at a time when most of the regions of South Central Somalia remained inaccessible. The growth of demand for education arising from expanded peace in more regions of south central Somalia has created a greater need to extend education services. Achievements of the ELMIDOON project demonstrated existence of great potential in stabilization of the country. Formation of new States of Jubbaland, Southwest and Hir-Shabelle as a result of expanded peace led to a follow-up intervention being funded by the EU – ELMIDOON Enhanced Action (ELENA), which aimed to build on the ELMIDOON project by consolidating gains made in south and central regions of Somalia, regions in which twenty years of civil war have destroyed more than 75% of previously existing public schools. ELENA consolidated and improved on existing education opportunities and provided additional public quality primary and secondary education opportunities in 10 regions of Somalia (Banadir, Galmudug, Mudug, Bay, Lower Shabelle, Middle Shabelle, Lower Jubba, Galgadud, Gedo and Hiraan).

Despite successes made by both projects, significant challenges still remain in the education sector of Somalia: there are limited education opportunities occasioned by the inadequacy of school facilities, resources and teachers (ELENA Baseline Survey, 2015). The baseline further indicates a very low Gender Parity Ratio (GPR) across primary and secondary schools in target regions. Further, challenge of youth without perspectives is particularly critical in Somalia, with the baseline identifying the need to train youth on employable skills as well as establishment and/or reviving and equipping of TVET centres as key drivers that will promote youth empowerment. It was also established by the study that MoECHE lacks enough capacity to coordinate TVET and NFE training and as such will need support in coordinating, monitoring and evaluating TVET programs. Further, low capacity of staff at the Ministries of Education, low and inconsistent salary payments, lack of minimal standards of service and extremely low educational budgets continue to impede effective delivery of education services. A large part of schooling is offered by private providers, which is a considerable financial burden for families, and many can therefore not afford to send their children to school. Decentralisation to regional, district and school levels is a key challenge and requires careful articulation of the functions and responsibilities at each level. Additionally, education access for nomadic and pastoralist communities is extremely low, with families facing both internal and external barriers, including movement from place to place, the low value placed on education by some in the community, preference for boys’ education, young people have limited time to go to school because of domestic/pastoralist duties, lack of schools and teachers, poor security, and a tendency for education provision to be centred around towns. In addition, children with disabilities or special educational needs do not attend school, and are instead kept at home, out of sight. Both children and adults with disabilities are stigmatized and segregated, and referred to with collective and offensive names. The barriers faced by these children are huge, and likely to be additional to those already faced due to conflict, gender or refugee status. It is therefore critical that education services become truly inclusive and allow all children to attend, including children with disabilities and special educational needs. With the announced closure of Dadaab refugee camp also, there is a need to improve education services in the UNHCR identified areas of return (Kismayu, Baidoa and Mogadishu), as one of the ways to create incentives for voluntary repatriation.

Somalia’s Government priorities on education access are framed by the Peace Building and State Building Goals (PSGs) of the Somali Compact. The Compact defines education policy and principles; and sets out the framework for short and medium term sector reforms, and were referred to extensively in designing the SETS intervention. The SFGs development Pillars especially pillar II “Economic Recovery – Livelihoods and Economic Infrastructure”, and pillar IV “Service Delivery – Health, Education and Environment”, are particularly critical, as is the Economic Recovery Plan (ERP) which sets out principles to guide the transition from emergency relief to early recovery and development, identify priority sectors and programmes for quick economic recovery and lay the foundations for subsequent growth and development. The ERP is aimed at contributing to the creation of a secure, peaceful and stable environment based upon the premise that economic recovery is vital both in itself and for achieving stability in Somalia. The ERP makes provisions for solutions for displaced Somali, including supporting sustainable return and reintegration of Somali refugees to access education facilities, and has been referred to in developing this intervention. Pillar III of the Somalia National Development Plan (2017-2019) outlines improvement of the availability, access to and quality of education through the strategy of allocating more resources to the education sector by: improvement of adult and informal education and vocational training, strengthening teacher training, updating education material and improving access to them and, the rehabilitation of education facilities.

Strengthening Education and Training in Somalia (SETS) Project

The EU funded SETS project which has been implemented since 2017 aims to achieve expanded education and training opportunities, contributing to poverty reduction within a peaceful, secure and democratic Somalia; specifically, through provision of quality education and vocational training services being delivered to the target populations in South-central regions of Somalia. SETS specifically seeks to support the local government both at national and state levels to address its education priorities and inclusive education needs in Banadir region, Jubbaland, South West, Galmudug and Hir-Shabelle states.

Broadly, SETS is designed to be implemented within the following strategic framework:

Ensure sustained national and local leadership and engagement by strengthening government and local institutions capacities to plan, manage, and monitor the delivery of high quality and inclusive education and training services to vulnerable children, youth, women and their families.

Engage learners, families, local institutions and communities as assets and equal partners in the search for sustainable solutions to challenges facing education, ensuring that they have a say in the management of their local education and training system.

Reduce the vulnerability of the most marginalized groups by addressing needs within a gender and disability framework; lessening gender imbalances in education and training, promoting education for all, involving men to reduce violence and harmful norms, economically empowering women, and increasing the protection of women, girls and boys.

A learner friendly approach that cuts across sectors to address all learners’ needs comprehensively, no matter their age, gender, physical ability, health or background.

Ensure synergy, coordination and evidence-based learning amongst all stakeholders to maximize achievement of results and inform and develop stronger advocacy and policy engagement, quality of programming and documentation of innovation and best practice.

Utilize analysis-based programme design, in particular conflict sensitive programming with a gender lens, to ensure that education does not exacerbate inequalities and capitalizes on education’s transformative capacity to positively shape values, attitudes, behavior, knowledge and skills.

In implementing the project, SETS is constructing a total of five (5) model schools, one (1) special education needs center and three (3) TVET centers in different locations of Somalia. ADRA is seeking to document BEST practices for these schools, as part of the intervention.

BEST Practices for the Model Schools Concept

BEST Practices refer to approaches or techniques that have led to tangible and demonstrable improvements in people’s lives in multiple settings, are sustainable and can be replicated or adapted. In order to assess impact of the aforementioned model schools and TVET centres, a video and digital photo documentation of the SETS project is scheduled to be conducted. This activity will basically seek to assess what the SETS project intended to do with regards to the model school construction, what actually happened, what went well and why and what can be improved and how?

The main output of the task will be:

i. A six (6) minute video documentary detailing the model school concept

ii. A captioned photobook detailing the model school concept

Additional outputs will include but not limited to:

i. Raw video footage of the model school sites

ii. Still photos of the model school sites

iii. Raw video footage of education facilities supported by the SETS project

iv. Still photos of education facilities supported by the SETS project

This assignment is scheduled to be undertaken in November 2020.

B. Objectives of the ASSIGNMENT

B.1. General Scope:

To collect raw video and still digital photographs and compile a six (6) minute documentary and photobook with the main aim of creating a knowledge base (BEST Practices) of development lessons learnt from model school construction in Somalia. A best practice is a specific action or set of actions exhibiting quantitative and qualitative evidence of success together with the ability to be replicated and the potential to be adapted and transferred and can be assessed by either evidence of success or transferability.

In compiling the BEST Practices, the Consultant will ideally need to assess the following issues:

· Innovation: The Best Practice will have developed new and creative solutions to common problems of illiteracy and low access to education in Somalia.

· Difference Made: The Best Practice will demonstrate a positive and tangible impact on the living conditions, quality of life or environment of the individuals, groups or communities benefitting from the model schools’ construction

· Sustainability: The Best Practice will contribute to sustained eradication of illiteracy especially by the involvement of participants.

· Potential for Replication: The Best Practice will serve as a model for generating policies and initiatives in future interventions by the EU.

In short, the Best Practice Documentary will need to answer five basic questions:

• What did the intervention intend to do?
• What actually happened?
• What went well, and why?
• Outputs and impacts
• What can be improved in future, and how?

C. Methodology

ADRA will provide the consultant with a list of sites to be visited throughout Somalia. The Consultant shall then proceed to these sites and take video footage as well as high quality still digital photographs. During the visits, the Consultant will be accompanied by an ADRA staff.

During the site visits, the consultant will carry out interviews with beneficiaries, key ministry staff, community members and/or local leaders on the effect of the project (whether positive or negative) on their lives. The following are the questions to be asked during the interviews:

a) What is the nature of support provided to the school by SETS and what did the community provide? Give details.

b) Provide a list of benefits brought about by the Project

c) How has the support provided improved the quality of learning?

d) How was the situation like before SETS’ Intervention? What challenges were faced?

e) What additional support would be necessary to enhance education quality in the schools and TVET centres?

f) Any additional observations, comments, ad libs etc

The consultant shall then interview ADRA education project coordinators as well as selected members of the ministry of education and other education institutions. ADRA will provide the names of the interviewees beforehand.

Level One: Video Recording/Taking Still Photos of Project Sites as well as interview school authorities and selected students

Level Two: Interview ADRA Project Staff as well as selected persons from the line ministries

Level Three: Compile video documentary

The entire process will take place in three levels as illustrated:

D. OUTPUT

The consultant will compile and submit to ADRA a 6-minute documentary in English language (with Somali sub-titles). Outputs should be in clear quality and the following formats:

1. MP4, MOV, WMV, FLV or AVI format.

In addition, the Consultant will also submit the following outputs:

1. 1 Hard Disk Drive containing all raw video footage compiled during the site visits
2. 1 Hard Disk Drive containing all raw video footage compiled during site visits
3. 1 Hard Disk Drive containing still photographs of all the sites visited

E. Time Schedule

The entire process is projected to take approximately 25 working days. Once the draft documentary is ready, it will be presented to the ADRA Team for review and it is only after this review that duplication of the rest of the materials can commence. Final materials will be submitted latest 4 days after review of the draft documentary.

Task

Days

Video and still photos collection at project sites in Baidoa, Beletweyne, Galinsoor, Kismayu and Mogadishu, as well as interviews with beneficiaries in project locations. Interviews with Project Coordinators and ministry officials

14 days

Compilation of script and draft photobook and submit to ADRA for review

2 days

Editing of draft documentary and submit 1^st draft to ADRA for review

5 days

Editing and submission of final draft documentary and photobook

4 days

TOTAL DAYS

25 Days

F. Expertise Required

The professionals who will carry out the assignment should meet the following requirements:

· Have a proven track record in video documentation and production including experience in working with International Bodies e.g. UN Agencies and INGOs

· Have practical experience in use of video camera shooting, editing, dubbing, transcription, translation and replication.

· Knowledge of field production techniques and standards

· Should have a basic understanding of education, environment and social issues.

· Minimum of 5 years professional working experience in developing/post-conflict countries, preferably experience working in Somalia.

Terms and Conditions:

Logistics: The consultant’s travel from base to the field and back after the end of the contract will be covered by ADRA.

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 ADRA’s 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 on inputs and deliverables.

Application Requirements

All expressions of interest should include:

Cover letter: A short (maximum three pages) letter addressing the criteria.

Detailed curriculum vitae

Technical Proposal (maximum seven pages) interpreting the understanding of the TOR, detailed methodology of executing the task, as well as draft work plan.

Financial Proposal: The financial proposal should provide cost estimates for services rendered including daily consultancy fees excluding: accommodation and living costs; transport cost etc. The financial proposal should also provide cost estimates for services rendered including daily consultancy fees related to the consultant.