UNICEF Zimbabwe individual consultancy to support strengthening the implementation of the various modalities of School Improvement Grant processes and accountabilities

To support strengthening the implementation and monitoring of various School Improvement Grant (SIG) modalities including regular SIG to school, SIG Complementary Funding, and SIG Emergency through monitoring and analysis of SIG utilization in relation to the on-going financial challenges, and integration of safeguarding elements into the SIG criteria.

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.

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

And we never give up.

For every child, quality education!

TERMS OF REFERENCE

BACKGROUND

The School Improvement Grant (SIG) programme aims “to provide financially constrained schools with enough resources to address their most basic needs and to meet a minimum set of school functionality criteria with the aim of improving the quality of teaching and learning at the school level and reducing user fee costs for vulnerable children”.[1]  The School Improvement Grants (SIGs)  are implemented by the Ministry of Primary and Secondary Education (MoPSE) with support from UNICEF and have been in place since 2013. The School Improvement Grants (SIG) are a component of the Education Transition fund (up to 2015) and then the Education Development fund (2016-2020). All funds from SIGs are contribution of the EDF partners:  DFID and the German Development Bank (KfW).

The expectation has been that this process will lead to a phased reduction in compulsory parental education costs, especially for the poor and vulnerable. In addition, by investing resources at the school level it is hoped that a ‘whole school approach’ will be strengthened encompassing issues related to teaching and learning and community involvement in the school. A ‘whole school approach’ entails that the community, school authorities and children will assess the key challenges and barriers to school effectiveness and develop a School Development Plan (SDP) to prioritise problem areas, set out solutions to the problems and strategies to realise those changes.

The SIGs are disbursed directly to a dedicated school bank account from a UNICEF account, and have been used to address issues of access, quality, governance and resourcing within the context of specific needs articulated in a school’s SDP. This plan may include issues such as ensuring access to quality education to pupils coming from the most marginalised households and to those with special education needs.  The plan may also focus on the improvement of quality of teaching in classrooms, materials provision (core and non-core teaching and learning materials), improvement of school facilities and effective school resource management.

Grants are disbursed to each selected school annually to fund different components of non-salary and non-personnel needs that are indicated within a School Development Plan.  The amount of SIG, however has been changing based on available resources annually.  The approved areas of usage have changed over time but have been broadly:

• Teaching and learning materials;
• Classroom furniture
• Special needs provision (improved access and security for children with disabilities)
• School running costs
• Water and Sanitation
• School infrastructure construction and rehabilitation (not in 2019)
• Income generating activities to support school

Spending of SIG is also based on the utilization criteria which stipulates eligible items and non-eligible items. Since inception, the utilization criteria are reviewed regularly taking into account the available funds, and the prevailing financial situation in the country to ensure that the best value for money on the expenditure of the SIG is made to benefit the most disadvantaged learners and schools.  The utilization criteria basically establish the components of “school functionality” on annual basis. Verification findings and monitoring reports are also used to inform the utilization criteria.

Despite the recent financial constrains in the country, SIG continues to be a critical financial assistance for disadvantaged schools in Zimbabwe to maintain their minimum functionality and improve teaching and learning. UNICEF, which is a close partner to MoPSE, will continue making sure that all SIG modalities are planned, implemented, monitored and reported well so that those disadvantaged schools can receive and utilize the funds in a timely manner for children to benefit from the improvement made in their schools.

In addition to the above, the current global environment demands both development and humanitarian assistance to be implemented in accordance to safeguarding consideration. Safeguarding “in its broad sense means protecting people and the environment from unintended harm,”[2] and UNICEF has been engaging in the actions to encourage discussions around the issues of safeguarding and to strengthen the safeguarding mechanisms in various concerning sectors. As part of its efforts, UNICEF is reviewing specific safeguarding subjects can be integrated into the SIG processes.

OBJECTIVE

To support strengthening the implementation and monitoring of various SIG modalities including regular SIG to school, SIG Complementary Funding, and SIG Emergency through monitoring and analysis of SIG utilization in relation to the on-going financial challenges, and integration of safeguarding elements into the SIG criteria.

METHODOLOGY AND EXPECTED OUTPUTS

The consultant will work in the Education Section of UNICEF Zimbabwe and will liaise with the Ministry of Primary and Secondary Education (MoPSE) relevant departments, especially the Strategic Programme Planning, Research and Statistics (SPPRS) department and the Finance and Administration Department (FAD)’s Grants Management Team. In addition, the consultant is expected to engage Provincial and District personnel to facilitate communication on SIG.

Expected Outputs and Scope of Work

1. Expansion of SIG Complementary Funding

• Develop the selection criteria to expand the number of recipient schools for the 2020 SIG Complementary Funding and Facilitate and follow up on the disbursement of the SIG Complementary Fund to the selected schools.
• Document good practices and lessons learnt from the 2019 SIG Complementary Funding disbursement
• Support Ministry in consolidating and analysing district SIG Complementary funding reports and results
• Work with Communication Section to produce human interest stories (HIS) of all SIG modalities, especially on SIG Complementary Funding

2. Analysis of SIG utilization and schools’ capacities for all SIG modalities

• Work with the Education M&E Specialist to analyse various monitoring and verification data and findings
• Produce analysis of trends in SIG utilization by schools over time, specially paying attention to their coping mechanisms and capacities to maintain the value for money (vfm) and purchasing power of SIG funds in relation to the on-going financial constraints
• Compile and disaggregate results of all SIG modalities for database and reporting (EDF and GPE Progress Reports)

3. Integration of safeguarding elements into the SIG criteria

• Conduct a desk review to identify key safeguarding elements to be integrated into the SIG criteria and monitoring
• Produce a draft brief on safeguarding in SIG with recommendations and key messages
• Hold a consultation meeting with MoPSE on the draft brief on safeguarding in SIG

MAJOR TASKS, DELIVERABLES, TIMEFRAMES AND PAYMENT SCHEDULE

All deliverables will have to meet expected quality and standards as assessed by the supervisor of the assignment. Should the consultant fail to deliver as per expected quality and standards, UNICEF reserves the right to amend the payouts accordingly, or to delay them until satisfactory submission has been received.

Consultancy Timeframe

The contract period is for three (3) months.

Consultancy Requirements

• Bachelor’s degree in education or other social science field (i.e. psychology, sociology, economics) is required
• A minimum of 5 years of professional experience in program management including monitoring and reporting and/or development of programme strategy (e.g. communication) and resources (e.g. training manuals)
• Fluency in spoken and written English
• Excellent computer, research and data management skills
• Excellent analytical and report writing skills
• Excellent interpersonal skills and ability to support multidisciplinary teams
• Ability to interact and communicate with government and non-government partners
• Familiar with the Zimbabwean education system and context

The consultant will be supervised by the Education Manager.

Other Consultancy Costs and Payment Modalities

Competitive market rates will apply.  The consultant should submit a technical and all-inclusive financial proposal for undertaking the assignment  (including DSA for an estimated 10 field travel days).

For every Child, you demonstrate…

UNICEF's values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Communication, Working with People and Drive for Results. 

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.

UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles.

Remarks:

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