Diakonie Katastrophenhilfe
Diakonie Emergency Aid (DKH) are looking for an Education in Emergencies (EiE) specialist to conduct an external review of EiE activities and approaches currently being implemented as part of the ECHO and DKH funded “Protection and Humanitarian Assistance for People Affected by the Armed Conflict and Migrant Crisis in Colombia and Venezuela” program. The current program is implemented by partner organisations in the departments of Cauca, Guainía, Guaviare, La Guajira, Meta, Vichada and Putumayo in Colombia and in the state of Zulia in Venezuela.
1. Project information
Project Title: Protection and Humanitarian Assistance for People Affected by the Armed Conflict and Migrant Crisis in Colombia and Venezuela
Locations: Cauca, Guainía, Guaviare, La Guajira, Meta, Vichada and Putumayo departments in Colombia, Zulia in Venezuela.
No. of beneficiaries targeted: 19,689 (10,436 benefit from Education activities) 38 schools, 570 teaching staff
Duration and dates: 1 year (May 2022 – April 2023)
Total Budget: EUR 1.9 M
Donor: The project is funded by European Civil Protection and Humanitarian Aid Operations – DG ECHO and Diakonie Katastrophenhilfe and is implemented by four Colombian partner organisations and three Venezuelan partner organisations.
Overall Education Result: Girls and boys have access to education services
Education subsectors:
Formal education
Safe and accessible learning environments
Quality teaching and learning
School-based psychosocial support and resilience strengthening
2. Colombia and Venezuela Contexts
The protracted humanitarian crisis in Colombia continues to have a disproportionate effect on vulnerable and marginalized populations within the Colombian territory as well as migrants and refugees from neighbouring countries. Over 7 million people are estimated to be in need of humanitarian assistance in 2022[1].
The political and socioeconomic crisis in Venezuela has seen living conditions decline for a significant proportion of the population over recent years, with lack of basic services, erosion of livelihoods and hyperinflation amongst the most pressing problems. In 2021 it was estimated that 76.6% of households were living in extreme poverty[2]. Almost 2.5 Venezuelans are currently living in Colombia[3].
DKH has implemented education in emergencies interventions together with partners in Colombia for over two decades and in recent years has developed new partnerships with organisations in Venezuela. As such, partners have developed intervention strategies and approaches as a direct response to local conditions and needs, working closely with local education authorities and schools where possible. Partners have subsequently modified and improved their approaches over several years to incorporate learning and to adapt interventions to better respond to new needs and priorities as well as differing levels of institutional capacity at local levels.
3. Scope and Focus of the Review
DKH is interested in mapping partners’ existing approaches and activities against 1) current education needs and priorities as well as 2) against international and national standards and recommended approaches.
The ECHO/ DKH funded program is designed as a multisectoral intervention and includes education, WASH, food security and limited health activities as well as protection. The review will focus primarily on Education in Emergencies while also recognising that schools play a significant role in providing and promoting safe environments in communities affected by protection risks. Education in Emergencies activities are considered as a component of the program’s Protection approach as they are closely linked to holistic risk management approaches developed together with families, community members and schools. Education activities in affected communities also allow partners to develop relationships of trust with community leaders, families, and teachers which in turn allows them to identify and address sensitive protection concerns and cases.
3.1 Review Purpose and Objectives
a. To map and summarise existing EiE needs in Colombia and Zulia Venezuela?, based on available secondary information.
b. To review partners’ existing EiE activities and approaches in order to identify promising practices and gaps in approaches.
c. To compare existing strategies and approaches to national and international guidelines, identifying areas for improvement and opportunities for enhanced coordination with local and national education authorities.
d. To provide inputs for the development of a comprehensive Eie strategy for DKH in Colombia and Zulia Venezuela, including suggesting linkages with protection approaches and methodologies.
e. Identify what EiE practices the partner is carrying out that are not implemented within Diakonie projects.
f. Review the partners’ EiE methodologies and protocols and propose concrete recommendations in case improvements are needed.
3.2 Review Questions
EiE needs and priorities
- (Based on secondary information) what are the most pressing education needs at departmental level in Colombia and Zulia Venezuela?
- Which population groups are most affected?
- How and to which extent are students involved in defining needs and priorities of EiE actions?
- How appropriate is the targeting in the EiE sector (e.g. selection of regions, schools, or students within schools)?
- What should be improved (taking into account the limited scope of humanitarian actions with respect to structural problems in the education sector in both countries
- Are the right priorities set for a holistic risk management approach (e.g. balancing protection and education needs)?
- What is missing or should be emphasised more to implement a comprehensive EiE strategy?
Relevance of existing approaches (methodologies)
- To what extent do existing approaches respond to education needs and priorities at departmental level?
- Are there significant gaps in education approaches in relation to identified needs at departmental and/ or national level (e.g. culturally relevant education models, tailored approaches to address non-attendance and children falling behind)?
- To what extent are differential educational needs catered for in the existing program (women, men, boys, girls, youth, ethnic minorities, and children living with disabilities)?
- Are there opportunities to create better linkages between education, food security and protection activities?
Quality of existing approaches (methodologies)
- What promising practices are currently being implemented by education partners?
- Which activities, components or approaches require significant improvements and adjustments?
- To what extent do education approaches follow or build on international and national protection guidelines and standards (e.g. INEE Minimum Standards)?
- Do any of the current activities or approaches have the potential to do harm to affected populations?
- Which core elements of existing education approaches can be standardised across partners?
- To which extent do the actions succeed in addressing the entire educational community (teachers, students, fathers, mothers, and relevant authorities)?
Impact of existing approaches (methodologies)
- How is the impact of education approaches assessed or measured in the current program (e.g., educational achievements, reintegration of children out of school)
- How appropriate are existing indicators and monitoring instruments to measure results of the EiE actions?
- (Based on existing monitoring data) is there any evidence of the impact (positive or negative) of the current approaches for program participants?
3.3 Suggested Review Methods
The review will be primarily based on qualitative data gathered during document reviews, key informant interviews, case reviews and site observations. Quantitative data gathered during the course of program implementation (beneficiary numbers, indicator reports, school records where available) will also be available for review. Applicants should include a summary of proposed data collection and analysis approaches in the technical proposal.
3.4. Data/ Reference Documents Available
- Program proposal and log frame.
- Needs assessment for the program including assessments of individual schools.
- Partners’ education methodologies.
- Narrative program reports.
- School education plans.
- School risk management plans.
- School records of educational achievements and attendance (where available).
- GPCEA (2014) Guidelines for Protecting Schools and Universities from Military Use During Armed Conflict.
- International Network for Education in Emergencies (2012). Minimum Standards for Education.
3.5. Ethical and safeguarding considerations
The specialist/ team is expected to promote and ensure the meaningful and safe participation of program participants in the review process in line with the relevant DKH procedures and established best practice for data collection and evaluations. The specialist/ team will provide an assessment of the risks for participants and partners of being involved in the review prior to the commencement of data collection. Risks and legal requirements associated with data storage and sharing must be included in risk analysis and mitigation plans.
4. Profile
Applications will be accepted from individual consultants or teams.
Essential
- Previous work experience in Latin America, preferably in Colombia and/or Venezuela
- Fluent Spanish and English (written and spoken)
- Knowledge of Education in Emergencies approaches and guidelines
- Previous experience working in education in emergencies
- Knowledge of evaluation/ review methods and data-collection skills
- Knowledge of international and national education frameworks and guidelines
Desirable
- Knowledge of the humanitarian architecture in Colombia and relevant state and civil society education actors
- Qualitative research skills
- Experience working with indigenous communities in Colombia
5. Activity Schedule
Review activities are expected to be carried out between 13th February and 30th March in line with the following draft schedule.
Phase 1: Review of education needs and priorities
- Review secondary information relating to education needs and priorities – 4 days
- Develop summary report of education needs – 3 days
Phase 2: Review of education activities and approaches
- Review of program documents – 4 days
- Key informant interviews with partner staff and DKH team members – 2 days
- Visits to program sites -12 days
- Data analysis and report development – 3 days
- Incorporation of feedback and submission of final report – 1 day
- Presentation of findings and recommendations to DKH and partner organisations – 1 day
Total number of days: 30
6. Budget
Please include a financial proposal with your application (stating number of days required for the assignment, daily fee, and any additional costs)
DKH will cover international and national airfares. Please include other travel costs in your financial proposal.
7. Deliverables
Phase 1:
- Inception report and indicative timeframe for the review
- Education needs and priorities report
Phase 2:
- Draft education approaches review report
- Final education approaches review report (including comprehensive recommendations for DKH’s Education Strategy)
- Presentation to partners and DKH team members
[1] ACAPS Colombia Complex Crisis Overview. 28/06/2022
[2] ACAPS Venezuela Crisis Overview. 14/10/2021
[3] ReliefWeb Latin America Report N°94. Hard Times in a Safe Haven: Protecting Venezuelan Migrants in Colombia. 09/08/2022
How to apply
Interested applicants should send the following documents as part of their application:
- Technical proposal (maximum 5 pages)
- Financial proposal (stating number of days required for the assignment, daily fee, and any additional costs)
- CV
- Examples of previous (relevant) assignments to:
[email protected] no later than the 25rd of January 2023.