Consultancy period 5 days
Consultancy location Kismayo and Berdere in the Jubaland State of Somalia
Consultant type required Firm/person.
Responsibility for logistics arrangements and costs
AET will cover any logistics arrangements and costs; including food, accommodation, and local transport.
The consultant shall be responsible for all taxes arising from the consultancy in line with the local tax regulations applicable in Somalia
Security and safeguarding requirements
The consultant will comply with standard AET security procedures and adhere to AETs’ safeguarding and PSEA policies
Qualification and experience
- Professional or graduate studies in either clinical psychology, education, or social sciences
- Good technical knowledge on child protection and child rights issues in line with INEE standards
- At least 3 years of experience in psychological and psychotherapeutic interventions, specifically working on SEL or MHPSS system development.
- At least 3 years of previous experience in providing services to displaced populations, migrants, refugees, or conflict-affected populations
- Demonstrated experience in the development of training curricula and a solid understanding of adult learning principles
- Experience in delivering training workshops
- Fluency in written and spoken English, plus good written and spoken Somali
- Strong report writing skill
The consultant must meet the above-required qualifications and experience.
The consultant will develop the training materials/training manual.
Annex 1 – TERMS OF REFERENCE:
CONSULTANCY FOR THE TRAINING OF CECS, PARENTS, AND SCHOOL HEAD-TEACHERS IN JUBALAND ON PSYCHOSOCIAL SUPPORT AND SCHOOL SAFETY
ADRA Somalia has sub-contracted Africa Educational Trust (AET) to implement selected activities under the Education Cannot Wait Multi-Year Resilience Program (ECW MYRP) in Jubaland state of the Federal Republic of Somalia. The project, dubbed Support for Emergency Education in Jubaland seeks to achieve the following outcomes:
Outcome 1: Equitable access to education for emergency-affected children and youth is increased Outcome 2: Learning outcomes are improved for emergency-affected children and youth
Outcome 3: Gender equity and equality are increased
Outcome 4: Protective learning environments are established for emergency-affected children and youth
Outcome 5: Communities are more resilient to shocks and prioritize education for children
AET will collaborate with schools, CECs, MoECHE, and state ministries of education, REOs, and host communities to target primary age children and out-of-school youth, especially IDPs and returnee communities, promoting equitable educational opportunities for girls and inclusion for children with disabilities. Through engagement with communities, the project will raise awareness of the importance of education engendering a positive context for community support for children to enter education. The project will increase access to primary education and ABE through the rehabilitation of existing learning spaces and the provision of teaching and learning materials. Teachers and headteachers will be trained in contextually relevant pedagogy, including gender equity and inclusive approaches, improving the quality of teaching and learning outcomes for primary students as well as training in ABE for out of school youth
One of the project main activities is the training of CECs, parents, and school head-teachers on psychosocial support and school safety
Objective of the training
The training intends to achieve the following objectives:
- Equip the participants with skills to promote students’ self-awareness, self-management, social-awareness, relationship, and responsible decision-making skills
- Equip the participants with skills to improve students’ attitudes and beliefs about self, others, school, and community.
- To promote a social environment that protects all children from exposure to situations that have harmful effects on their psychosocial well-being;
- To ensure the protection, recovery, and reintegration of children who have been exposed to situations harmful to their psychosocial development
In the medium-term, the social and emotional skills should benefit learners in terms of:
- More positive attitudes toward oneself, others, and tasks including enhanced self-efficacy, confidence, persistence, empathy, connection, and commitment to school, and a sense of purpose;
- More positive social behaviors and relationships with peers and adults;
- Reduced conduct problems and risk-taking behaviors;
- Decreased emotional distress;
- Improved test scores, grades, and school attendance
Nature of work
The trainer will conduct 4days of in-person training for 80 participants from the target schools in Jubaland. The training will take place in Kismayo and Bardere(2days each).
The key methodologies to be used by the trainer include discussion, brainstorming, questioning, and answering
Obligations of AET
- Prepare any logistical and administrative support needed for the training and by the trainer
- Supervise the training proceedings and maintain a daily attendance record
- Brief the trainer on the training and its expectations
- Pay the trainer’s facilitation fee
Obligation of the trainer
- Develop and share a training module with AET before the commencement of the training
- Making necessary preparation for the smooth running of the training program
- Provide the timetable and methodology for the training to AET prior to the start of the training
- Conduct 4 days of in-person training for the selected participants
- Ensure that the training achieves all the intended outputs as per TOR provided
- Develop and share the training report with AET
Modalities of payment
The trainer will be contracted for a period of 5 days including preparation and report writing. The payment will be effected once he/she completes the training, submits the report and the report is approved by AET.
How to apply
Interested consultants should submit their applications via email to email@example.com
The applications should be submitted in PDF format as one document comprising technical and financial sections as detailed below.
- A technical proposal with a detailed response to the TOR, with specific focus on the scope of work, methodology to be used and key selection criteria.
- Initial work plan based on the methodology outlined, and indication of availability
- A financial proposal detailing the daily rate expected but not including accommodation, transportation, and all other cost related to this assignment.
- CV of the consultant or company profile and CV’s of key experts in the case of a firm.
- Detailed budget breakdown based on expected daily rates.
Applicants should also indicate the date they are available to start working on the consultancy
All applications MUST be submitted on or before the closing date below to be considered for the assignment. Only shortlisted candidates will be contacted.