TOR for the Development of Coaching Guidance on Improved Methodologies (Numeracy Teaching, Gender, Sensitive Inclusive Classroom Practices)

Girls’ Education and Empowerment Project (GEEPS)

Terms of Reference (TOR) for Development of coaching guidance on improved methodologies on numeracy teaching, gender-sensitive, inclusive classroom practices; and gender-responsive lesson planning,


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 and Somaliland from the full and equitable enjoyment of their rights to a safe and inclusive education and learning in Somalia and Somaliland. GEEPS will work in 70 urban/and rural locations in Jubbaland, 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) and girls from traditionally marginalized groups and those heavily affected by conflict and displacement and 2) Enhance 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.

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 teachers, CECs, female, and male mentors, GEFs and BEFs, DEOs, and REOs. ii). Supporting women 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, Headteachers, teachers, CECs, REOs, and DEOs) around inclusive and gender-sensitive quality education. iv) strengthen the capacity of teachers through training on gender-responsive classroom management and address barriers to girls’ attendance and learning, especially for GwDs, IDPs, and minority groups.

Effective coaching provides support, guidance, and advice to teachers to enable them to enhance their teaching skills to develop professionally while establishing trust over time through active listening, observing lessons, focusing on what is working well as a starting point, and providing suggestions that the teacher/facilitator can put into practice right away. The Somali Girls Education Promotion project findings have shown an improvement in the acquisition of numeracy skills of teachers through effective tailored teacher training, regular feedback-oriented coaching sessions, and improved school governance resulting in improved retention rate and learning outcomes. The GEEPS project will build upon this success to further support teachers and build students’ skills.

SOMGEP’s Midline findings indicate that the performance in higher numeracy skills remains a barrier, potentially due to the limited capacity of teachers and too low levels of girls’ participation levels in class (related to limited personal agency and traditional gender norms). The combination of gender-responsive tailored teacher training, effective numeracy skills, inclusive classroom practices, leadership skills development for girls (boosting voice, self-confidence, organization, vision, and decision-making), and stronger CEC/ DEO oversight is expected to significantly improve numeracy scores, particularly performance in higher numeracy skills when linked to the effect above on attendance and the presence of professional support through coaching sessions. It is expected that the combination of improved numeracy skills, better school conditions for girls, and shifts in gender norms will contribute to boosting retention and performance at the secondary level.

Specific Objectives

  • Develop a numeracy coaching guide to respond to the following
  • improve teachers’ numeracy skills through tailored training and coaching, improved gender-sensitive inclusive classroom practices and lesson planning.
  • Improved teaching and classroom management practices, with a particular emphasis on increasing the use of highly effective, evidence-based practices to promote learning, active participation among all learners, and an inclusive learning environment.
  • Improved learner academic and behavioral outcomes through improved numeracy teaching and classroom management practices.
  • Strengthen teachers’ capacity in representing and encouraging both boys and girls to participate equally, create a positive learning environment.
  • Address gender norms and harmful traditional practices to teach values of inclusiveness, gender equity while strengthening safeguarding measures where girls feel safe to learn.
  • Promote gender equity, inclusiveness, social cohesion, safeguarding and resilience.

Scope of work:

The consultant will be expected to:

  • Conduct a desk review of the existing coaching guides and other available project documents to identify and address gaps and key areas of improvement in the guides.
  • Organise strategic meetings with relevant project staff, MOE staff including supervisors to share learnings and evidence of existing education projects.
  • Draft tools for data collection including KIIs with teachers and supervisors.
  • Develop a research matrix detailing the criterion used to address all assignment objectives.
  • Primary research and data collection.
  • Lead a presentation for MOE and project staff on identified gaps and recommendations to address gaps in improved numeracy teaching practises.
  • Develop a draft of improved gender sensitive numeracy coaching guide integrating gender responsive teacher classroom practises and lesson planning while addressing barriers to learning for girls and children from marginalized background or those speaking a language different from the language of instruction.
  • Present the revised draft numeracy coaching guides to the project staff and MOE officials for review and feedback.
  • Incorporate feedback from the project staff and MOE officials and finalisation of the numeracy coaching guides.
  • Present the final coaching guide for MOE validation.
  • Design and deliver high quality, tailor-made, experiential, and participant friendly training of trainers (TOT) to select project and MOE staff based on the revised numeracy coaching guides.
  • Conduct training of trainers (TOT)workshop for select project and MOE staff.
  • Develop a workshop report on TOT with clear and achievable next steps.


  • A final approved revised g and inclusive numeracy coaching guide (hard and soft).
  • A training of trainers (TOT) guide
  • Training of trainers’ report


The consultancy shall be executed within a maximum of 30 days, commencing after signing the contract. The Proposal should include a detailed schedule.

Consultancy experience and expert qualifications

The consultant should possess the following qualifications and experience:

  • A degree in education; an advanced degree with a focus on numeracy and/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 the context of complex socio-cultural challenges.
  • Experience of working in and knowledge of Somalia context.
  • Excellent analytical and conceptual skills to think and plan strategically
  • 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.

How to apply

All applications MUST be accompanied by a technical and financial proposal including a brief outline of the proposed methodology, 3 references with contact details, a tentative work plan, and the candidate’s availability or previous experience related to the assignment.

Interested consultants or firms are expected to submit their applications, and updated CVs of individuals to conduct the study or profile of applying company to on/or before 04-Aug-2022 and indicate the subject line “TOR for Development of coaching guidance on improved methodologies on numeracy teaching, gender-sensitive, inclusive classroom practices; and gender-responsive lesson planning”

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