Consultancy - International Consultant Support to the development of Multi-Year Resilience Plans - Bangui , Central African Republic Programme - 5 months
Bangui (Central African Republic)
Unicef CAR/ CO is looking for a champion to support the development of Multi-Year Resilience Plans - Bangui , Central African Republic Programme - 5 months.
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For every child, resilience
Historique et Contexte ; The Central African Republic is faced with both conflict and climate-related crisis. By March 2021 more than half of the population (2.8 million people) was in need of humanitarian assistance and protection and 1.9 million people in acute need. Nearly 1.4 million people are currently displaced within CAR or in neighbouring countries. In 2021, half of the country’s children have been out of school because of the latest resurgence of violence. Nearly 1,000 schools were forcibly closed, occupied or damaged as a result of clashes, in addition to the 2020 school closures due to Covid19. Attacks and threats on schools, teachers and learners have also been on the rise.
Justification : One of Education Cannot Wait’s (ECW) key strategic objectives is to improve joint planning and programming, particularly in protracted crises, through facilitating the development of Multi-Year Resilience programmes (MYRPs). The multi-year modality responds to the call for New Ways of Working in designing and pursuing collective outcomes. Through coordination and collaboration, the focus shifts to joint analysis, multi-year-planning and joint-programming in protracted crisis countries. Integrating immediate and medium-term responses that are mutually reinforcing, it is geared towards bringing in long-term predictable financing and, thereby, bridging the relief to development gap.
The Central African Republic is faced with both conflict and climate-related crisis. By March 2021 more than half of the population (2.8 million people) was in need of humanitarian assistance and protection and 1.9 million people in acute need. Nearly 1.4 million people are currently displaced within CAR or in neighbouring countries. In 2021, half of the country’s children have been out of school because of the latest resurgence of violence. Nearly 1,000 schools were forcibly closed, occupied or damaged as a result of clashes, in addition to the 2020 school closures due to Covid19. Attacks and threats on schools, teachers and learners have also been on the rise.
To ensure that children are returned to learning quickly and safely, ECW has allocated First Emergency Response (FER) funding for the Central African Republic, as well as the country is concluding its first Multi-Year Resilience Plan which enabled it to gather lessons learnt and experience. Now, in order to ensure those children are reached with sustained and quality educational interventions, ECW is launching another phase of MYRP. This MYRPs will look to ensure humanitarian needs are met and that the gains of the emergency phase are bridged effectively into longer-term successes for the most vulnerable children.
But et Objectifs : To coordinate the development of MYRP in the Central African Republic including the drafting of the final programme document. The main objectives of this consultant(s) are, therefore, to ensure that:
• The approach of developing the MYRP results in an inclusive, transparent and participatory process which is co-led by the government and the requisite Education Cluster, in liaison with ECW focal persons;
• The main output of this process is a high-quality and costed three-year MYRP for the Central African Republic which is consistent with existing and relevant humanitarian and development analyses, strategies and plans. The final MYRP will need to articulate how these various development and humanitarian strategies/plans link to each other (addressing the “nexus”) in each country, draw on best practices from other countries including these neighbouring countries as is relevant, and clearly outline the overall education needs, the results expected, and the overall ECW budget required. The final MYRP Programme Document and accompanying documents including budget should be done in French; and
• Whilst ECW allows in-country partners to determine in general which priority interventions will be funded by ECW, there is an expectation that all of these will be gender responsive and that at least 10% of resources will be allocated towards early childhood education efforts, 10% towards children and adolescents with disabilities and 20% towards secondary education interventions.
How can you make a difference?
Méthodologie et Approche Technique : In supporting the development of the MYRP, the following approaches should be applied:
a) Undertake comprehensive desk reviews of existing strategies and plans from both humanitarian and development fields – this will include, but is not limited to the National Education Sector Plan (MoE), Transitional Education Sector Plan (MoE), Humanitarian Needs Overviews (Education Cluster, OCHA), Humanitarian Response Plans (Education Cluster, OCHA), national Disaster Risk Reduction Strategies (MoEs, departments/ministries of emergency preparedness), Education Cluster Strategies, Refugee Response Plans (UNHCR), and any other strategy or plan relevant to humanitarian and development education programming.
b) Capitalize upon specific technical advice offered by organisations/agencies by liaising with all relevant technical and financial partners throughout the development of the MYRP at the country, regional and global levels. The ECW Secretariat will also facilitate support, as needed, through direct assistance from specialised ECW staff and/or through partnerships/networks at the country, regional and global levels (e.g. the United Nations Girls’ Education Initiative).
c) Ensure participative planning of a high-quality, and strategic MYRP. Ensure that partners from both the humanitarian and development fields are aware of the process for writing the MYRP, the time-lines envisaged/agreed and the periods during which they will be able to review and contribute to what is being proposed.. The ECW Secretariat will also facilitate support, as needed, through direct assistance from specialised ECW staff and/or through partnerships/networks at the country, regional and global levels.
d) Capitalize on synergies between the MYRP and ongoing EiE or related initiatives, to ensure that the MYRP supports ongoing humanitarian response efforts, complements and/or scales up effective initiatives and fills gaps to ensure coherence with development programming to ultimately, create collective outcomes
e) Identify, in liaison with technical and financial partners progressive approaches that will be relevant to learners, teachers, administrators, and practitioners. Encourage interventions which go beyond business as usual and implement actions that improve children’s learning as well as their social and emotional well-being
f) Ensure the inclusion of Child-Safeguarding policies and programming. The MYRP should promote a protective environment for children, including preventing sexual exploitation and abuse. They should be underpinned by robust safeguarding mechanisms and ensure the provision of safe and child-friendly reporting systems.
g) Promote humanitarian-development coherence by considering the phasing in of strategies/actions that bridge the humanitarian response into medium and longer-term development efforts, as and if the context allows.
Tâches, Résultats Attendus et Délais : The Consultant(s) will coordinate the development and delivery of high-quality MYRP Programme Document for the Central African Republic. While the Consultant(s) will ultimately be responsible for the writing and delivery of the documents, it is incumbent that the writing is underpinned by a consultative approach under the leadership of MYRP Steering Committees, to be established in each country. In developing and writing the documents, the key tasks of the Consultant(s) will be the following:
a) Facilitate the process of establishing MYRP Steering Committees in line with ECW guidelines and in liaison with ECW. The existing coordination bodies in-country will be responsible for the establishment of MYRP Steering Committee. Once established, this committee will represent the key body of stakeholders with which the consultant(s) will gather data, evidence, and documentation, share progress, and request feedback. At the conclusion of each of the steps to follow, the consultant(s) will share each component for feedback and validation before then moving on to subsequent steps
b) Map and collect existing relevant documentation (policies, strategies, plans, studies etc) Identify any core weaknesses or gaps and present to partners through the SC high priority areas for immediate action; identify those areas where seed funding might be used to start a program and where there is a clear commitment for further engagement to ensure the completion and sustainability of any agreed program
c) Produce a joint analysis of needs by analysing and summarising the key documents sourced from the mapping exercise in result a) to provide a robust, succinct analysis of the overall situation with regards to access, quality, continuity, protection, gender equality and inclusion. This analysis will include the review of the conflict analyses to the extent to which they pertain and impact the education sector.
d) Develop a Theory of Change: using the analysis of needs/ gaps and in consultation with all partners agree on the key lacunae that have to be addressed and for which there is agreed support then use a ToC methodology to develop the necessary interventions that demonstrates how the MYRP will address both humanitarian needs and bridge the EIE response with development action. The TOC should be accompanied by a short narrative (max 1 page) which explains in concrete terms how the MYRP will help to address the triple nexus.
e) Develop an overall joint results framework that is consistent with the HRP, Education and Protection Cluster Strategies and other relevant documents. No new results or indicators should be added if at all possible – existing results and indicators should be extracted from these key strategic documents. This joint results framework will be shared with all the stakeholders outlined in result a) above in order to seek their feedback and develop a final version which has the consensus of all education partners and is endorsed by the Ministry of Education before moving to step f) below.
f) Develop the overall costing of the MYRP, with a risk analysis, by combining the budgets from the relevant strategies and use this to develop a financing framework which shows what funds are coming in to support which parts of these progammes and where the gaps and priorities are. This will include deciding where ECW funds can best be used. This budget and financing framework will be shared with all the stakeholders outlined in result a) above in order to seek their feedback and develop a final version which has the consensus of all education partners and is endorsed by the Ministry of Education before moving to step g) below.
g) Combine the outputs of activities b), c), d) and f) to produce the core MYRP document . This will be shared in a workshop with all the stakeholders outlined in result a) above in order to seek their feedback and develop a final version which has the consensus of all education partners and is endorsed by the relevant Ministry of Education before moving to step h) below.
h) Liaise with ECW to support the implementation of the ECW guidelines for the setting up of an independent panel in charge of selection of the ECW Grantee(s) – The selection of Grantees should be through the publication of an open call, the submissions to which are then assessed by an independent panel set up in liaison with ECW Guidelines. The Education Cluster can help facilitate the process but should not be involved in scoring the applications themselves.
i) Develop an advocacy and resource mobilisation plan (as part of the MYRP) to ensure that the needed actions bridge the funding gap and that these are championed by all parties (domestic and international), to fully finance the MYRP. This will entail conducting consultations with donors, reviewing existing investments, and future funding plans for the Education sector – so that early identification of resource mobilisation opportunities and donor appetite for future investments can be assessed. Explore linkages and opportunities for public-private partnerships (between national and international public partners and local, regional and international private sector) that may identify additional opportunities for mobilising resources and securing innovative financing solutions.
To qualify as an advocate for every child you will have…
- Qualifications et Connaissances : Minimum of 10 years working in the humanitarian and/or development fields, preferably in education in emergency contexts.
- Demonstrated track record of writing education-based humanitarian response plans and/or development programmes through a participatory process involving stakeholders at multiple levels.
- High level of technical knowledge and understanding of approaches to Education in Emergencies and the application of the INEE Minimum Standards.
- Previous experience in the education sector in the specific country is a strong asset. French is required
- Previous experience in the development of MYRP is another country is an asset
- Effective communication and negotiation skills, both verbally and in written form.
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.
The UNICEF competencies required for this post are...
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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 be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.
XI - APPLICATION REQUIREMENTS
Interested qualified candidates are invited to submit their application ONLINE via TMS, accompanied by the following documents, on 17 October 2021, deadline.
- The technical offer (a methodological note which presents in a clear, precise and concise manner the proposed approach);
- The CV and a recently updated and signed P11 form;
- Copies of relevant diplomas;
- The financial offer (which must present the budget by heading for fees and related costs). It must be denominated exclusive of tax and VAT (HT / HTVA) and include details of the period of validity and the method of payment which will be made according to the procedures approved by UNICEF.
Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.
Only shortlisted candidates will be contacted and advance to the next stage of the selection process.
Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.