International consultant to develop a school library strategy for Sudan for 75 days

The purpose of this survey is to establish the baseline data of the 150 EU-EQUIP-ILEARN target schools based on the Child Friendly Schools (CFS) minimum package indicators in order to identify the priority areas for improvement, develop an intervention strategy, and assess the progress.

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.

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Sudan is a huge country, more than four times the size of Sweden and the third largest in Africa—even after South Sudan was carved out in 2011. Sudan has a lot of land and resources, a population of 40 million and a history that predates the Nubian kingdoms established along the Nile River around 4,000 BC.

Sudan’s children make up half of the total population, and the past two decades have seen their lives improve. Fewer boys and girls are dying before their fifth birthday. Primary school attendance is increasing. Immunization coverage is high and the country remains polio free.

Still, millions of children continue to suffer from chronic conflict, from seasonal natural disasters and disease outbreaks, from under-investment in basic social services. Sudan ranks as one of the worst in the world for malnutrition, and three million of its school aged children are not in the classroom.

How can you make a difference?

The purpose of this survey is to establish the baseline data of the 150 EU-EQUIP-ILEARN target schools based on the Child Friendly Schools (CFS) minimum package indicators in order to identify the priority areas for improvement, develop an intervention strategy, and assess the progress. 

Scope of Work

The international consultancy will be done under the overall supervision of the Education Specialist and a taskforce constituted by the Ministry of Education. The international consultant will be supported by a national consultant (to be identified by UNICEF).

In light of the purpose above, the scope and key indicators of this baseline survey will include, but not be limited to, the following items: 

Key Questions

• What is the current status of the formal schools to be targeted by the EQUIP-ILEARN project in 5 focus states in terms of existence or achievement of CFS minimum package indicators?
• What is the access rate to education amongst children from migrant communities and host communities? 
• What is the current status of knowledge, attitude and practice regarding the CFS approach among key stakeholders (e.g. students, teachers, school head teachers, school management committee members, and parents)?
• To what extent are the target schools enforcing or practicing CFS standards and what are the areas which need further improvement?
• What are the major challenges / bottlenecks hampering schools from achieving CFS standards?

• What will be the most effective support activities and strategies to address those challenges?

  Process:

  This baseline survey will be organized in three stages as outlined below. The first stage will be the inception phase focusing on the development of the survey design, operational plan and instruments in coordination with UNICEF and MoE.  Once the inception report and the survey framework are clear and agreed upon by the consultants, UNICEF and MoE, the second stage will be data collection.  Following the successful implementation of data collection and compilation tasks, the third stage will focus on the data analysis, presentation and report writing.  While quantitative data collection will be the dominant part of the survey, qualitative data collection will be also an integrated component to supplement the quality of the survey. 

1. Inception Phase

• Conduct desk literature review of relevant materials to education in Sudan, Education sector analyses reports, national education strategy documents (e.g. National Education Sector Strategic Plan (ESSP)
• Coordinate with MoE task force on the EQUIP project, relevant Departments and the EQUIP implementing partners  to develop an Operational Plan (i.e. data collection strategy, timeframe, logistics, budget) and standardized survey instruments (e.g. school data collection sheet, CFS assessment checklist, school information database)
• Conduct small size pilot of data collection and revise operational plan and instruments to ensure their accuracy and relevance

• Agree on the framework for analysis (how the baseline data shall be analysed and presented) and determine the statistical package that will be used to analyse the data.

• 2. Data Collection Phase

• Conduct training for the data collection team (including MoE officials) in each state on their responsibility and expected tasks
• Data collection team will administer the survey tools to 150 target schools and collect feedback as per the operational plan
• Data collection team will conduct structured interviews with the identified groups in 20 sample schools (e.g. students, teachers, school principals, PTAs, parents) to determine the extent of their knowledge, their attitudes, and practices regarding CFS characteristics and practices.
• Conduct spot checks in schools during the data collection to monitor the performance of teams, and provide on the spot remedial action.
• Prepare weekly implementation report for progress, challenges and lessons learnt during this phase.
• Check all the completed survey instruments/data for accuracy and completion and take follow-up measures
• Compile the collected information in the database for analysis

• Conduct interview with development partners (e.g. UN agencies, NGOs) to document their views on the CFS programme and suggest possible partnerships for programme planning and implementation 

•  3. Data Analysis and Reporting Phase

• Analyse the aggregated data in terms of CFS indicators in 5 components to identify the general profile of each state, priority areas for improvement, and recommended support strategies
• Organize debriefing session with UNICEF and MoE to present analysed data and results and include recommendations for priority areas for improvement and support strategies indicating areas that require prioritization by the ILEARN project
• Compile a Final Report with analysis of CFS profile as per the indicators in the 5 components and recommended support strategies to improve quality.

• Use the compiled data to develop and generate school report cards for each school ready to be printed

  This survey will mobilise the combination of both quantitative and qualitative methodologies as per below.

  For quantitative data collection for 150 schools:

• Administering standardized questionnaires with school principals / teachers 

• Observation of school facilities, teaching / learning practices, and activities

  For qualitative data (KAP) collection for selected sample stakeholders:

• Structured interview with stakeholders

Expected Deliverables

The total estimated level of effort for this assignment is three months. The deliverables associated with the mandate will be completed by 31^st August, 2018.

1. An inception report (Proposal) presented to the taskforce. The proposal will provide details of the consultants’ understanding of the Terms of Reference. In particular, the Inception Report will provide details of the methodology to be applied, time frame, and brief description of key activities for achieving the deliverables.
2. First draft of the baseline survey report presented by the consultant to the taskforce for further feedback.
3. Second draft of the baseline survey report presented by the consultant to the larger audience following revision and incorporation of comments from the Taskforce for comments and feedback.
4. Data base indicators
5. Final baseline survey report accompanied by a presentation summarizing the main findings, to be shared with MoE and partners.

Consultancy team

The baseline survey will be undertaken by a 2-member team comprising a team leader (international consultant), and a Sudanese national consultant. The international consultant will be the team leader and will take primary responsibility for writing and finalising reporting. The team will be supported by a task force constituted by the Ministry of Education. The task force will review documents and reports.

To qualify as an advocate for every child you will have…

• Master’s Degree in education, social sciences or relevant areas.
• Minimum 8 years of experience in conducting education related studies.
• Experience in conducting studies with a focus on education for migrant children will be an added advantage
• Ability to organize large-scale data collection in a participatory manner and in geographical locations with high migrant population
• Ability to train and work with national consultant
• Expertise in data management, analysis and presentation using the specialized software (e.g. Access, SPSS, STATA)
• Ability to produce high quality research reports and documents

For every Child, you demonstrate…

UNICEF’s core values of Commitment, Diversity and Integrity and core competencies in Communication, Working with People and Drive for Results.

The technical competencies required for this post are….

View our competency framework at

http://www.unicef.org/about/employ/files/UNICEF_Competencies.pdf

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.

Remarks:

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.