War Child Canada | Adaptation of Inter-Agency Network for Education In Emergency (INEE) Teachers in Crises Pack for Secondary School-Aged Students | Adjumani,Obongi,Isingiro,Kamwenge,Kikuube,Yumbe,Terego,Madi Okollo ,Koboko Districtd Uganda

Consultancy Title: Short Term Consultancy – Adaptation of Inter-Agency Network for Education In Emergency (INEE) Teachers in Crises Pack for Secondary School-Aged Students

Reports to: Education and Transferable Skills Lead

Supported by: BRIDGE Project Director, Bridge MEAL Lead and HOP.

Background: War Child Canada is an international charity organization registered in Toronto, Canada, dedicated to helping children and their communities overcome the devastating effects of active and post war. Its vision is “Accelerating Peace by disrupting the cycle of violence” and its mission is “Driving Generational Change for The Hardest Hit by Investing in The Power of Local Communities.”

Since being founded in 1999, War Child Canada has worked in 20 countries across the world and we are currently operational in Afghanistan, Yemen, Sudan, South Sudan, Democratic Republic of Congo (DRC) and Uganda.

During the past five years, War Child Canada reached over 2,500,000 conflict-afflicted children and adults; 985,000 people benefitted from War Child’s educational initiatives; 480,000 people were helped to climb out of poverty and 1,075,000 people learned more about their rights and had better access to justice systems.

War Child Canada has been operating in refugee hosting districts in Uganda since 2005. War Child Canada is registered as an international non-governmental organization (INGO) and holds a registration as a law firm in Uganda. War Child Canada is currently implementing education, protection, and livelihood programs and in currently implements projects in nine refugee hosting districts in Uganda (Adjumani, Koboko, Madi Okollo, Terego, Yumbe, Obongi, Isingiro, Kikube, Kamwenge)

The BRIDGE PROJECT: War Child Canada in partnership with Mastercard Foundation, Community Empowerment for Rural Development (CEFORD), Education Local Expertise Uganda (ELECU) and eight refugee-led community-based organizations, is implementing the BRIDGE: From Secondary Education and Skills Development to Job Opportunities for Refugee and Host Community Youth in Uganda project.

The 5-year BRIDGE project (2022 to 2027) is part of the Mastercard Foundation’s Young Africa Works Strategy (2018 to 2030) to address the youth unemployment challenge among refugee and host communities in 9 refugee settlement areas in Adjumani, Obongi, Isingiro, Kamwenge, Kikuube, Yumbe, Terego, Madi Okollo and Koboko districts.

War Child Canada and project implementing partners will employ a gender sensitive and inclusive approach to programming, empower young people and recognize their potential as agents of change to ensure effective implementation and sustainability of the interventions. This will be achieved through two outcomes.

1. Increased access to market relevant secondary and tertiary education and skills for refugee and host community youth
2. Improved capacity of education institutions and teachers to offer quality and relevant education and skills for refugee and host community youth

BRIDGE ’s overarching program goal is to improve access to quality & relevant education and skills for 73,439 refugee / host community youth and transition 38,912 refugee / host community youth to dignified and fulfilling work in Uganda by 2027.

The program will further support young people in their transition to dignified work and throughout the life of the project, to thrive in their chosen form of employment or livelihood. Activities to support their success will include conducting market analysis annually to tailor interventions to the business context at the refugee settlement, implementing an adopted UPSHIFT business incubation “boot camps”, strengthening youth business support centres and BTVET institutions through training and infrastructure improvements, providing financial support to young people to access training programs and set up businesses and pairing young people with mentors from the business community. Finally, the program approach promotes continuous learning and development to ensure project sustainability.

About INEE

The International Network for Education in Emergencies (INEE) is a global network of organizations and individuals working together to ensure quality education for people affected by crisis and emergencies. INEE aims to promote access to education, improve the quality of learning environments, and support the wellbeing of learners and educators in challenging contexts. Through collaboration, knowledge sharing, and advocacy, INEE strives to strengthen the capacity of education actors to respond effectively to the unique needs and challenges faced by students and teachers in crises. By advocating for the right to education in emergencies, INEE plays a crucial role in promoting inclusive and equitable education opportunities for all, even in the most challenging circumstances.

INEE has developed a comprehensive resource called the “Teachers in Crises Pack” to support educators working in emergency and crisis situations. This pack includes a range of materials, tools, and guidance for teachers. However, the current pack primarily focuses on primary school teachers. There is a therefore a need to adapt this pack to meet the specific needs of secondary school teachers.

Consultancy summary: This consultancy aims to adapt the INEE Teachers in Crises Pack for secondary school teachers in order to provide teachers working in emergency and crisis situations with relevant and age-appropriate resources. The consultant will review the existing pack, conduct a needs assessment, collaborate with experts, host school and AEP teachers and develop new content aligned with the secondary school curriculum. The adapted pack will be pilot tested and refined based on feedback, resulting in a finalized version that addresses the challenges faced by secondary school teachers in crisis situations. Ultimately, this consultancy seeks to improve the quality of education for secondary school-aged students in emergencies, ensuring their access to education and supporting their overall well-being. The participation of a selected set of teachers in the development of the package will enhance their skills and promote the escalation of the pack to other teachers and locations.

Approach and Deliverables: The adaptation of the “Teachers in Crisis Package” (TICC) to cater to the needs of lower secondary education is a critical initiative. This adaptation process involves a comprehensive approach, and it includes several key tasks:

1. Consultant Selection: Before the adaptation project begins, a consultant will be carefully selected based on their expertise in education and crisis management.
2. Presentation of Understanding: The selected consultant will be required to create a summary PowerPoint presentation. This presentation will serve as a demonstration of their grasp of the assignment’s objectives, the specific challenges faced by lower secondary education in crisis situations, and their proposed methodology for addressing these challenges.
3. Inception Report: Following the PowerPoint presentation, the consultant will be given time to prepare an inception report. This report will expand on the details presented in the PowerPoint and provide a more comprehensive overview of the methodology they intend to adopt throughout the adaptation process. It will outline the scope, objectives, timelines, and resources required for the project.

Key Tasks for Adapting the TICC for Lower Secondary Education:

1. Adaptation of INEE TICC for Primary Education:

   The first major task is to adapt the existing Interagency Network on Education in Emergency (INEE) TICC materials designed for primary education. These materials will be revised and restructured to suit the specific needs and context of lower secondary education in crisis situations.

2. Facilitators Guide for Lower Secondary:

   The consultant will develop a comprehensive facilitators guide tailored for lower secondary education. This guide will provide step-by-step instructions for educators, counselors, and facilitators on how to implement the TICC program effectively in lower secondary schools. It will cover best practices, classroom management, and strategies for addressing the unique challenges faced by lower secondary students in crisis scenarios.

   3. Teacher’s Guide for Lower Secondary: Another critical component is the creation of a teacher’s guide customized for lower secondary education. This guide will offer detailed lesson plans, teaching strategies, and assessment methods that are specific to the lower secondary level, considering the cognitive and emotional development of students in this age group.

   4. Training Slides for Lower Secondary School Teachers: To support the training of lower secondary school teachers, the consultant will produce a set of training slides. These slides will be designed to be engaging and informative, providing teachers with the necessary tools, knowledge, and skills to effectively implement the TICC program in their classrooms. The content will be contextualized for lower secondary teachers and their students.

   5. Training of Trainers (TOT): 2 TOTs (West Nile & Southwestern) conducted to pilot training of selected teachers and staff for effective implementation of the Inter-Agency Network for Education In Emergency (INEE) Teachers in Crises Pack for Secondary School-Aged Students

   The ultimate goal of this adaptation process is to ensure that teachers and facilitators in lower secondary education are well-equipped to support learners in crisis situations, promoting a safe and effective learning environment. This effort is vital in addressing the unique needs and challenges faced by lower secondary students during times of crisis.

Experience, skills

War Child Canada is looking for a competent firm with skills, knowledge, and proven experience in contextualizing INEE Guides to a development setting. Applications from consulting firms or individuals will be assessed on their ability to demonstrate the following qualifications, experiences, and competencies:

• Team or person (s) with a University Degree in Education and Skills and any Humanities, Business Administration, Project Management, Organizational Development or any other related discipline.
• Previous experience working with non-governmental organizations, community-based organizations and in refugee settlements especially in Western or West Nile regions of Uganda is an advantage.
• A team that has experience in education, curriculum development or adaptation, and training in an education in emergency context.
• knowledge of the Ugandan education system and the needs of secondary school-aged students in crisis contexts.
• Experience in working with NGOs or organizations involved in education in crisis contexts and Uganda inclusive would also be an advantage.
• Additionally, experience in conducting training sessions and piloting training programs for teachers in Crises would be necessary.
• Strong English language skills required; other local languages in the project context are an asset.

Travel: Travel to the project field locations in Adjumani, Obongi, Isingiro, Kamwenge, Kikuube, Yumbe, Terego, Madi Okollo and Koboko districts is required.

*Travel costs are the responsibility of the consultant and should be included in the proposed budget.