BACKGROUND INFORMATION
CHANGE: Improving Access to Education in Ethiopia for Most Marginalised Girls is a consortium project funded under Leave No Girl Behind - Girls’ Education Challenge programme by UKaid. The project is part of a program agreed with the Ministry of Education of the Government of Ethiopia, by way of a Memorandum of Understanding, and led by People in Need (PIN) and co-implemented by consortium of Alliance2015 members in different regions of the country: German Agro Action (WHH) with Friendship Support Association (FSA) in Afar (Aysaita and Afambo), Concern Worldwide in Amhara (South Wollo), People In Need in SNNPR (Gedeo), Helvetas in collaboration with Gayo Pastoral Development Initiative (GPDI), while CIAI gives technical backstopping for all partners.
CHANGE is also designed in line with the government Education Sector Development Plan (ESDP V) 2015-2020. The plan stimulates community mobilization and enhances gender-sensitive education through schools, alternative basic education centers (ABE) and integrated functional adult literacy (IFAL) centers. MoE Strategy for the education and training sector (2014) also promotes alternative educational modalities especially for over-aged, out-of-school female children and youth, and most essentially for female children and youth with vulnerabilities.
The 2030 Agenda for Sustainable Development Goal 4 on Education and the Education 2030 Framework for Action emphasize Education for All as a way to conceptualize inclusive pedagogy, and make a pledge to “leave no one behind”. Inclusive pedagogy means that all students attend and are welcomed by their teachers/facilitators and learning centers. Inclusive pedagogy is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together. Inclusive pedagogy is about ensuring access to quality education for all students by effectively meeting their diverse needs in a way that is responsive, accepting, respectful and supportive. To facilitate the process of knowledge and skills transmission, teachers or facilitators should apply inclusive pedagogy to help every learner fulfill his/her potential.
“The goal of an inclusive pedagogy system is to provide all students with the most appropriate learning environments and opportunities for them to best achieve their potential.” (Alberta Education, 2010). Inclusive pedagogy is carried out in a learning environment; that is, an educational setting where students from different backgrounds and with different abilities learn together in an inclusive environment. Conducive learning environments: Enable each student to fully participate’ promote a sense of belonging, ensure student progress, responsive to individual learning needs, apply student-centred teaching practices, etc. This ToR is to invite potential consultants to Develop a training manual on inclusive pedagogy. Alongside the developments of the training materials, the consultant will have to provide a training of trainers ToT to CHANGE project staffs.OBJECTIVE, PURPOSE AND EXPECTED RESULTS
Overall objective
Purpose
SCOPE OF THE WORK
General scope of the work
The consultant will adapt this material in a way it fits CHANGE project objectives, intervention areas and facilitators/teachers’ capacities. In this agreement, the consultant will only prepare the English version of the training tools and provide ToT training for partner staffs. As we know most of facilitators/teachers of ABE/IFAL centers working at CHANGE project have different qualification and some are not adequately educated/trained. They have gaps on understanding and implementing inclusive pedagogy in the teaching-learning process. Therefore, the consultant will produce a training manual on inclusive pedagogy. The trainings will help filling the knowledge and skills gaps of the project facilitators. The manual will consider the different cultural context of project intervention sites (Afar, Gedeo, South Wolo and Borena) and be respectful and focused on the project Gender and Social Inclusion standards (GESI). The approach for the development of the manual shall ensure inclusiveness and the active participation of the different partners of the consortium. In addition the consultant will conduct a face-to-face Training of Trainers (ToT) for consortium staffs. However, other suitable training approaches might be adopted, depending on the existing situation in the project intervention areas and in the country, in general. The training will be thereof cascaded to facilitators by the ToT trainees.
Target groups
Commencement date & Period of implementation
The intended commencement date is November 1st 2021 and the period of implementation of the contract will be 20 working days from this date.
DELIVERABLES
The key deliverables are:
A. Desk review of relevant documents;
B. Interview with the partners to understand the context and the necessary adaptation;
C. Collect relevant data on inclusive pedagogy related issues from the intervention sites (Afar, Gedeo, Borena and South Wollo);
D. Inception report: specifying the updated work-plan and steps for manual development;
E. A draft manual and training tools. CIAI and Consortium members will provide comments on the draft and the consultant will finalize the manual in view of these comments;
F. Final training manual and tools: The manual and tools should give the staff a good understanding of inclusive pedagogy contextualized to intervention areas;
G. ToT training for consortium staffs: training will be in English or Amharic depending on the trainees’ convenience and understanding to the language. Training could be given in one center for all participants or in two centers or other modalities depending on the existing situation. The training days will be between 2-3, depending on the topics to cover and budget availability. CIAI will cover the costs related to the participants and accommodation where the training will take place.
Note that the consultant should ensure protection, gender and inclusion are mainstreamed in the manual and the ToT training.
REQUIREMENTS