Consultancy: Revision and Developing CSE Framework for DBE

OVERVIEW

Parent Sector : Field Office

Duty Station: Johannesburg

Job Family: Education

Type of contract : Non Staff

Duration of contract : From 1 to 6 months

Recruitment open to : External candidates

Application Deadline (Midnight Paris Time) : 31/08/2022

 

UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

 

OVERVIEW OF THE FUNCTIONS OF THE POST

UNESCO in partnership with Department of Basic Education seek services of a consultant to revise and finalise the Comprehensive Sexuality Education Framework with a Monitoring, Tracking, Evaluation and Reporting Framework

Background 

 The Department of Basic Education has implemented comprehensive sexuality education (CSE) through the Life Orientation (LO) Subject area since 2000. CSE was introduced to ensure that learners do not get confusing and misleading messages on sex, sexuality, gender and relationships. CSE has thus been part of the South African Curriculum for almost 20 years. It provides scientifically accurate information, builds positive values and attitudes which enables young people to safely navigate the transition to adulthood. Nonetheless, the HIV and Life Skills based sexuality education in South Africa was introduced post the 1999 National Policy on HIV and AIDS for Learners and Educators in Public Schools and students and educators in Institution of Further Education and Training. The Department of Basic Education has implemented comprehensive sexuality education (CSE) through the Life Orientation (LO) Subject area since 2000. CSE was introduced to ensure that learners do not get confusing and misleading messages on sex, sexuality, gender and relationships. CSE has thus been part of the South African Curriculum for almost 20 years. It provides scientifically accurate information, builds positive values and attitudes which enables young people to safely navigate the transition to adulthood. Nonetheless, the HIV and Life Skills based sexuality education in South Africa was introduced post the 1999 National Policy on HIV and AIDS for Learners and Educators in Public Schools and students and educators in Institution of Further Education and Training. In 2002 and 2009 the LO curriculum was reviewed and revised which led to the current Curriculum Assessment Policy Statement on LO which guides content and assessment criteria on the subject area. In 2012, using the services of Doug Kirby, the South African CSE content in the LO was assessed against the UNESCO International Guidance on Sexuality Education (ITGSE, 2009). The gaps identified by this assessment led to DBE embarking on a process of developing 80 Scripted Lessons Plans for Grade 4-12 which were approved in 2017, by the Minister to be implemented in the curriculum, supported by the Education Development Centre (EDC) funded by USAID.

 

 

Long Description

The processes involved the engagement of South African based CSE experts and writers with the DBE Curriculum Directorate and Health Promotion Directorate as well as various consultation with key educational stakeholders on the developed content. The educational stakeholders consulted during the development of the SLPs included SGB Associations, Teacher Union and Academic Institutions. In 2017, the DBE also finalised the DBE National Policy on HIV, STIs and TB for Learners, Educators, School Support Staff and Officials in Primary and secondary schools in South Africa which mandates the Department to strengthen the implementation of quality CSE in the classroom through strengthening CSE content in the LO Curriculum.  The Policy also makes provision for capacity development of educators on CSE, sensitisation of parents and engagement of education stakeholders to advocate for the implementation of CSE in schools including SMTs and SGBs. It also supports the implementation of the DBE National Policy on HIV, STIs and TB funded by USAID, together with DBE, in addition development of the 80 Scripted Lesson Plans (SLPs) for grade 4 to 12, development of the materials for orientation and sensitisation of SGB’s, SMT’s and Parents. The SLPs were piloted in over 1 900 schools from 10 education district in Free State, Gauteng, KwaZulu-Natal, Mpumalanga and Western Cape provinces. The Pilot was also designed to be feedback loop in the writing process, to test the validity of the included topics and the efficiency of the methodology used.  Feedback received was then used to strengthen the topics and methods of delivery. Currently, CSE is roll-out is supported by USAID in ten (10) Districts of seven (7) Provinces and Global Fund AGYW supports fourteen (14) Districts of eight (8) Provinces and DBE HIV Conditional Grant.

Long Description

Rationale

South Africa regrettably has a high rate of teenage pregnancies, HIV infections and is considered one of the highest-ranking “rape capitals” in the world too. Equally disturbing is that South Africa is recorded as having the highest numbers of the HIV epidemic in the world. According to Statistics South Africa’s (Stats SA) mid-year population estimates of 2021, the estimated overall HIV prevalence rate is approximately 13,7% among the South African population. The total number of people living with HIV was estimated at approximately 8.2 million in 2021, for adults aged 15-49 years, meaning that an estimated 19,5% of the population is HIV positive. Notably, Female adolescents (aged 10 - 19 years) and young people (aged 20 - 24 years) are nearly four times greater than the males in their age to acquire HIV infection and, in 2020, accounted for 1.5 % of new HIV infections in the country. Incongruent sources, a lack of adequate access to factual and accurate information as well prevailing myths and related stigma on sexual reproductive health and rights (SRHR) further exacerbate the high rates of teenage pregnancies, maternal deaths, STIs such as HIV and unsafe abortions. This influenced the Department of Basic Education to introduce the implementation of Comprehensive Sexuality Education (CSE).

Objectives

The core aims of CSE and the new structured lesson plans is to help learners build an understanding of concepts, content, values and attitudes around sexuality, sexual behaviour, raise awareness on the impact of own choices on both own and others’ well-being, as well as to ensure protection of their rights throughout their lives. In accordance with the DBE National Policy on HIV, STIs and TB for learners, educators, school support staff and officials in all primary and secondary schools, CSE is an integral component of the curriculum and requires a standardised CSE implementation guide that will provide an over-arching national direction for providing sexuality education in the formal education setting for young people. 

 

Long Description

The overall aim of the ToR is to support the process of the revision of the draft CSE Implementation Framework with a Monitoring, Tracking, Evaluation and Reporting (METR) framework that will orientate, promote and guide all DBE stakeholders in the implementation of sexuality education that will be mainstreamed in the delivery of curricular and co-curricular activities in and outside the classroom in the South African schools. The objectives are of this assignment are as follows: (a)To develop a CSE Implementation Framework (b) Develop a CSE Implementation Framework Monitoring, Tracking, Evaluation and Reporting system

Expected Tasks of the Consultant/Consultancy

1. Literature Review/ Document review – including the draft implementation plan to identify existing gaps and key areas to be strengthened in the roll-out of CSE.; b.Conduct interviews with key CSE Stakeholders to review existing program design, implementation processes, demand and supply side interventions, approach to partnerships and advocacy in order to advise on the key steps and action towards the improvement of the CSE implementation; c. Draft the CSE Implementation Framework comprising of a monitoring, tracking, evaluation, and reporting (MTER) system that guides the implementation of CSE.; d.The Draft Implementation Framework and the MTER Framework to be presented to the Project Steering Committee; e.Finalise the CSE Implementation Framework by incorporating the reviews and inputs from the Project Steering Committee

 

Expected Deliverables

Inception Report on Meeting with DBE to agree on TORs; Literature Review/ Document review Report on the existing gaps and key areas to be strengthened in the roll-out of CSE;; Draft CSE Implementation Plan with the MTER Framework Meeting Reports from facilitated Meetings with various DBE discussion platforms and Stakeholders on the CSE Implementation Plan; Log of Comments to be incorporated into the CSE Implementation Plan with the MTER Framework from the various discussion; Revised Draft CSE Implementation Plan with the MTER Framework and a Presentation; Meeting Report with DBE on the revised CSE Implementation Plan with the MTER Framework with inputs from various DBE discussion platforms; Log of comments from the DBE internal and external stakeholders on the revised CSE Implementation Plan with the MTER Framework; Final CSE Implementation Framework.

Roles and Responsibilities

1. The DBE and UNESCO will hold an inception meeting with the consultant to agree on the Terms of Reference
2. The DBE will guide the Consultant in organizing and managing the various discussion forums to record inputs needed to revise the CSE Implementation Plan. Alternatively, submit recordings to the consultant for analysis.
3. The DBE will review and provide input to the revised CSE Implementation Plan with MTER Framework for final write up.
4. The consultant will do final write up using all received input and submit soft copies of the Final Implementation Plan and a Presentation to the DBE.

 

Required Competencies and Experience of the Consultant

The service provider should:

• Have a Masters’ Degree in Health, Social Sciences, Legal or Education field.
• Have extensive experience in working in Policy Development with government departments in South Africa.
• Have knowledge, understanding and exposure on landscape of issues affecting young people in South Africa specifically with regards to HIV and AIDS, Teenage pregnancy, Gender Based Violence and their rights to accessing Sexual Reproductive Health and Rights.
• Knowledge of Comprehensive Sexuality Education and its critical role in empowering young people to make informed positive lifestyle choices.
• Have previous experience of developing Implementation Plans of Policy documents.
• Have extensive experience in developing, writing documents within the education and health sector with excellent skills in English language
• Have excellent track record of submitting quality work within specified time frames
• Worked with United Nations an added advantage.

 

 

COMPETENCIES (Core / Managerial) Accountability (C) Communication (C) Innovation (C) Knowledge sharing and continuous improvement (C) Planning and organizing (C) Results focus (C) Teamwork (C) Professionalism (C) - For detailed information, please consult the UNESCO Competency Framework. REQUIRED QUALIFICATIONS

Firm/Entity/Consultant

Mandatory

The Firm / Entity / Consultant should have the following;

• Mandatory to have a minimum of 5 years country / regional or international expertise in the field of Education / Public Health / Development Studies or Social Sciences.

• Mandatory for the Firm / Entity / Consultant to be registered in South Africa.
• Proven experience and knowledge on comprehensive sexuality education; sexual reproductive health and rights and development of Implementation Plans in these areas with at least 3 References.
• Evidence of similar work undertaken recently (not older than five years) and three contactable references with the Education Sector or Health Sector.

Desirable

• Previous experience working with the UN on other assignments

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UNESCO recalls that paramount consideration in the appointment of staff members shall be the necessity of securing the highest standards of efficiency, technical competence and integrity. UNESCO applies a zero-tolerance policy against all forms of harassment. UNESCO is committed to achieving and sustaining equitable and diverse geographical distribution, as well as gender parity among its staff members in all categories and at all grades. Furthermore, UNESCO is committed to achieving workforce diversity in terms of gender, nationality and culture. Candidates from non- and under-represented Member States (last update here) are particularly welcome and strongly encouraged to apply. Individuals from minority groups and indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the highest level of confidentiality. Worldwide mobility is required for staff members appointed to international posts.

UNESCO does not charge a fee at any stage of the recruitment process.

TEAM LEADER QUALIFICATIONS

Mandatory

• Master’s Degree in any of the following fields: Education; Development Studies; Social Sciences; Public Health or any other related field;
• At least 7 years of relevant experience in the implementation of sexuality education and or curriculum development;
• Proven Experience in developing implementation plans with the Education Sector or Health Sector with at least 3 references

Desirable

• Previous experience working with the UN on other assignments

Failure to meet any of the mandatory criteria will result in disqualification of the submission.

HOW TO APPLY

Interested firm/institution may submit in two phases; a) through Success Factor: CV of team leader; b) Cover letter, Company Profile, CVs of the Team Members, Technical Proposal with methodology (maximum 10 pages) and the Budget/Financial Proposal to vacancies.harare@unesco.org