Terms of Reference for Developing Life Skills for Success (LS4S) Curriculum in Somalia
|Type of Service||Terms of Reference for Developing Life Skills for Success (LS4S) Curriculum in Somalia|
|Location||Garowe, Mogadishu and Baidoa-Somalia|
|Positions||Consultant firm/ Individual|
|Send documents to||CSS.LOGISTICS@savethechildren.org|
WHO ARE WE.
Save the Children (SC) is the world’s leading independent organization for children. We work in 120 countries. We save children’s lives; we fight for their rights; we help them fulfil their potential.
With our partners, we work together with our partners. We work together, rough our partners, we work together with our partners. We work together to inspire breakthroughs in how the world treats children and achieves immediate and lasting change in their lives. Following a major transition, our international programmes are now delivered through a merged operation with 15,000 staff, managed through seven regional hubs and reporting to a relatively small, central office. We’re changing to become more efficient, more aligned, a better partner, a stronger advocate, a magnet for world-class people, and relevant for the 21st century.
Save the Children has worked in Somalia since 1951 when we set up a vocational school for orphaned boys in Somaliland. From the early 1970s, we have provided emergency assistance when the needs demand. Each year, about 650,000 people benefit from our longer-term development work in Health, Nutrition, Water, Sanitation & Hygiene (WASH), Education, Food Security and Livelihoods (FSL), Child Protection and Child Rights Governance. Youth unemployment remains one of the biggest challenges toward peace and stabilization in Somalia. Somalia has one of the largest proportional youth populations in the world. It is estimated that 73 percent of the Somali population is aged under 30. Within this group, internally displaced youth and young returning refugees and girls are considered among the most marginalized and at-risk groups. Young people from the poorest and most deprived families, especially girls and IDP in Somalia find it challenging to transition to working as they lack the required life skills. Without work, girls are more at risk of poverty, early pregnancy, early marriage, inability to access health care, and unable to invest in their own families, among other factors preventing the realization of their rights. I
in order to respond to these needs of young people, Save the Children in Somalia is currently implementing a three-year BMZ funded project aiming at the Economic and Social Empowerment of Youth (EASEY) in Somalia. The project will support the economic empowerment of a significant number of young people not in employment, education, or training (NEET) who live in Mogadishu, Garowe, and Baidoa towns. Employers greatly value life skills, becoming even more critical with the rapidly changing nature of work.
Life Skills for Success (LS4S) is Save the Children’s common approach to nd developing foundational skills, competencies, behaviors, attitudes and unique qualities that enable young people to be useful navigate their environment, work well with others, perform well and achieve their goals. The adolescent boys and girls young men and women (A&Y or young people 10 -24 years old) equitable acquire five core sets of transferable life skills (TLS) to support their transition into work and, in turn, support their ability to invest in their children’s wellbeing. Therefore, Save the Children is looking for a qualified consultant to develop a curriculum for training A&Y on LS4S. The syllabus and training materials will cover five core transferrable skills: 1) social skills, 2) higher-order thinking skills, 3) self-control, 4) positive self-concept; and, 5) communication. The life skills curriculum is expected to be adaptive, depending on social background and gender. Other sub-skills to be covered includes SRH issues, attitudes and behaviours on gender equality, self-protection and safety, and peace.
OBJECTIVE OF THE CONSULTANCY.
This consultancy aims to develop a curriculum for LS4S training for A&Y in Somalia, covering the above mentioned five core transferrable skills. The curriculum should contain at least two documents; training manual (main text) and facilitator’s guide.
- Develop a detailed action plan and agreed with Save the Children
- Desk review of Save the Children’s global LS4S toolkit and Life skills curriculum from other Save the Children country offices.
- Scan and available local needs assessments and publications, including reports of labor market surveys and gender analyses to understand A&Y’s motivations, interests, needs, and skills-gaps related to TLS.
- Analyse how TLS is framed and understood at the country level.
- Undertake two focus group discussions (FGDs) for maximum 8 youth (50% females); one group should be unemployed and the other group to be selected from university/former TVET graduates. This helps to understand their situation and motivation in attending the LS4S program. These consultations explore potential risks to boys and girls (including SEA risks and family conflict) participating in the LS4S program and modify the design to prevent and mitigate the identified risks to be incorporated into the curriculum. Consultations should be carried in gender-separated gender groups to give a safe space to share gender-sensitive concerns and needs.
- Undertake key informant interviews with youth civil society organisations/umbrella and TVET instructors to get a feel for how A&Y learn. It will also inform development of facilitator’s guidance.
- Based on the consultations and reviews above, establish context-specific learning objectives for each of the five core transferrable skills and sub-skills for each domain.
- Conduct curriculum adaptation workshop with key implementing staff from Save the Children, partners, youth representatives, employers, community leaders, ministries of labor, and TVET centers to
- Review and confirm findings from the analysis above;
- Review selected SCI curriculum resources and identify areas to add, change, or eliminate related to context, methodologies, and learning outcomes.
- Draft the curriculum following Save the Children’s LS4S quality benchmarks to ensure high impact and quality curriculum. Include sessions on Adolescent Sexual and Reproductive Health (ASRH) and GBV into the curriculum.
- Arrange debriefing sessions with key stakeholders on the curriculum design to provide their feedback and validation, including identifying strengths, weaknesses, and areas for improvement.
- Gender review of the curriculum draft to ensure integration of:
- Gender issues as content and exercises;
- Learning experiences supportive of gender‐sensitive perspectives, attitudes, and skills;
- Gender-sensitive language, images, writings, and processes within the curriculum (e.g., female and male pronouns, photos of females and males, female and male stories, female and male perspectives, etc.).
- Ensure girls and boys are participating and providing inputs at all stages of the curriculum development processes.
- Pilot testing of the developed materials with selected adolescents and youths (boys and girls) to gauge their interest in the curriculum and measure their skills acquisition. Pilot testing may also be conducted as part of the facilitation training workshop.
- Share final curriculum materials to Save the Children in both hard and soft copies.
- Develop a comprehensive narrative report with concrete suggestions on implementing the curriculum, including recommendations and tips on gender aspects to consider during the implementation/ facilitation process.
The deliverables/outputs of this assignment are:
- Curriculum adaptation workshop
- LS4S curriculum containing a training manual (main text) and facilitator’s guide.
- A narrative report detailing the experiences and challenges encountered in carrying out the assignment and recommendations for the way forward.
DURATION AND LOCATION OF THE CONSULTANCY.
The duration of the assignment will be 30 working days, excluding Fridays. This consultancy is taking place in Somalia.
|Key activities||Duration (Days)||Deliverable|
|Preparation, development of the inception report, Contracting teaming logisticsSave the Children safety and security test and certification||4||– Final inception report produced– Reviewed existing resources
– Findings of A&Y’s motivations, interests, needs, and skills-gaps related to TLS.
|Establish context-specific learning objectives for each of the five core transferrable skills as well as sub-skills for each domain||2||– Learning Objectives for each TLS set.|
|Conduct youth consultations||1||– Identified motivations of A&Y– Identified risk A&Y can face in attending the LS4S program|
|Conduct curriculum adaptation workshop||1||– Agreed findings of desk review and youth consultations|
|Drafting of LS4S Curriculum||13||– Training manual (main text) and facilitator’s guide drafted and shared to SCI for review|
|Arrange debriefing session with key stakeholders on the curriculum design||1||– Feedback and areas of improvement on developed LS4S curriculum documented.|
|Gender review of the curriculum draft||2||– Integration of Gender issues as content and exercises.|
|Pilot testing of the developed materials||4||– Curriculum tested with youth groups, SC, and partner staff.– Improved LS4S curriculum|
|Submit compressive consultancy narrative reports SCI||1||– A draft narrative report shared to SCI|
|Finalization of consultancy narrative reports SCI||1||– Final narrative report to SCI.|
- Master’s degree in Curriculum development or Education with 8 years of experience.
- University degree in education, business with at least 10 years of teaching experience years instead of Master’s Degree.
- At least 5 years of proven track record of developing training guidelines, training manuals, strategies, or policies related to youth or community development.
- Knowledge of TVET and entrepreneurship
- Have strong interpersonal skills and communication skills.
- Have the ability to deliver quality products
- Computer literate
APPLICATION PROCEDURE AND REQUIREMENTS.
Candidates interested in the position are expected to provide the following documentation:
- A technical proposal with a detailed response to the TOR, focusing on the scope of work and methodology.
- Initial work plan based on the methodology outlined above and an indication of availability
- A financial proposal detailing the daily rate expected and other methods of payment
- Company profile or CV including a minimum of 3 references
- Prove of experience- Please attach copies of previous signed, stamped and scanned contracts
Interested applicants should submit the minimum required documents with email; CSS.LOGISTICS@savethechildren.org with the subject line of the email body, “Developing Life Skills for Success (LS4S) Curriculum in Somalia”
Applications will close by 10:00AM on 28th November-020
CODE OF CONDUCT.
Save the Children’s work is based on deeply held values and principles of safeguarding. It is essential that our commitment to children’s rights and humanitarian principles is supported and demonstrated by all staff members and other people working for and with Save the Children. Save the Children’s Code of Conduct sets out the standards which all staff members must adhere to, and the consultant is bound to sign and abide by the Save the Children’s Code of Conduct.
The consultant will sign a contract before the commencement of the action. The contract will detail terms and conditions of service, aspects of inputs, and deliverables. The consultant will be expected to treat as private and confidential any information disclosed to her/him or with which she/he may come into contact during her/his service. The consultant will not, therefore, disclose the same or any particulars thereof to any third party or publish it in any paper without the prior written consent of Save the Children. Any sensitive information (particularly concerning individual children) should be treated as confidential.
The agreement with a consultant will be rendered void if Save the Children discovers any corrupt activities have taken place either during the sourcing, preparation, and implementation of the consultancy agreement