Purpose
The overall purpose of this consultancy is to review and analyze the education programming in the current country programme and related work plans through a gender lens, analyze the achieved results and identify bottlenecks and gaps regarding gender equality and equity in the programming as well as provide theory of change and detailed recommendations for the planning and implementation of programme components advancing gender equity for the upcoming County Programme 2018-2022.
The analysis should focus on relevance, enabling environment and coverage in terms of populations and the specific actions and services rendered, effectiveness and efficiency in reaching gender equality and establishment of institutional capacities at schools and zonal levels and impact in terms of increased access to schooling, attendance and achievement of girls and boys as well as responsiveness of community and other stakeholders towards equitable quality education. While UNICEF will be directly responsible for the management of the review, analysis and recommendation process, however, the consultant will be expected to work closely with the MoE, UNICEF’s implementing partners and other stakeholders.
In this view, UNICEF KCO is calling for an Expression of Interest – EOI – from qualified professional consultants in the relevant field so as to provide support to carry out a gender analysis of UNICEF Kenya Education programming implemented between 2014 and 2017.
RWP areas covered :
Outcome 10: By 2018, children and adolescents in Kenya receive child-centered quality teaching learning with improved learning outcomes through evidence-based basic education plans and Child Friendly School standards that are implemented with full participation of parents, communities and county governments, including in emergencies, disadvantaged and vulnerable urban contexts.
Output 10.1: By 2018, evidence based equity focus policies, strategies and plans developed and implemented by the education sector at national, county and community level focusing on Nomadic, Peace Education/DRR, CFS and children with special needs, girls and children affected by conflict within NESSP framework.
Output 10.2: By 2018, boys and girls aged 6-18 years old have increased access to quality basic education, transition to secondary and alternative learning programmes focusing on the most vulnerable children.
Output 10.3: By 2018, government and partners have increased capacity to implement inclusive and innovative CFS minimum standards to promote retention, age-appropriate learning outcomes and improved teachers’ skills benefitting boys and girls including children with special needs.
Outcome 11: By 2018, counties model, budget and implement holistic inclusive quality school readiness programmes for the most deprived young children.
Scope of Work
The review and gender analysis will cover the period of UNICEF KCO Education implementation, 2014-17 and assess the design of the country programme document and work plans, including its contributions to improve access to education opportunities by girls and the increased capacity of education authorities to deliver education services at different levels; the relevance of the intervention to the specific context; and the intervention’s results and potential sustainability, specifically regarding gender equality. Identify supportive factors and bottlenecks to the realization of the results and make recommendations for improvement in the programming to work towards gender equality in the upcoming country programme regarding education from 2018-2022.
Specific objectives:
The analysis will focus specifically on the following:
 
Design of the country programme and related work plans and its contributions and results achieved between 2014-2017;
Assess the effectiveness, efficiency, relevance and sustainability of implemented education programmes through a gender equality lens;
Identify, assess and analyse potential bottlenecks and gaps in the educational programming regarding gender equality;
Assess the appropriateness of the educational programme design and strategies related to gender equality; as to how far has UNICEF’s educational programming contributed in addressing barriers regarding access and quality of gender equity education, opportunities and needs of girls in programme counties to improve enrolment, attendance and learning outcomes
Role of government, partners and community in implementing UNICEF’s educational programming regarding gender equality
To provide findings, theory of change, analysis and draw lessons and recommendations from the implemented projects during the time period of 2014-2017 in Kenya for improved planning and implementation in the upcoming UNICEF Kenya country programme 2018-2022.
 
Key Analysis Questions
Programme coherence and effectiveness regarding gender equality
 
Was the programme design robust in relation to intended overall results, specifically regarding gender equality?
Has the programme interventions achieved the expected intermediate outcomes (improving access to quality education both at county and school level)?
Has the programme achieved the expected outcomes for its beneficiaries (learners, teachers, parents, school management committees, district and county education officials, and MoE officials)?
How effective are interventions like Girls mentorship, OOSC strategy, Child Friendly School (CFS) components in improving access to quality learning for girls in schools?
 
Relevance of design and approach of UNICEF’s interventions
 
Have results in context to UNICEF’s educational programming made any impact to the wider situation of education needs and priorities in improving quality education, specifically for girls?
Do the interventions align with the county and national frameworks for education, specifically the National Education Sector Plan (NESP), regarding gender equality?
Are there unintended results, whether positive or negative, regarding gender equality?
 
Gender Lens towards UNICEF’s Educational programming
 
Have the interventions contributed to the achievement of girls’ access, retention, transition and achievements?
Have the interventions supported girls’ realisation of their full human rights (i.e., access to a quality education, safety and security, etc.)?
Have there been bottlenecks and/or gaps in the educational programming regarding gender equality?
Have the intervention reduced gender-based inequalities in access and learning achievement?
 
Recommendations towards the new UNICEF Country Programme 2018-2022
 
What are the key learnings from the last country programme regarding gender equality and what needs to be included in the upcoming programme document as well as in its implementation on the ground across the counties UNICEF is actively working in? (Theory of change and strategies for new country programme
Are the key stakeholders at the MoE, county and school level committed to and supportive of UNICEF interventions regarding gender equality and do they have the appropriate authority to support and take action?
What capacity building measures & strengthening of systems did the programme support to ensure sustainability of gender equality?
Is the external environment conducive to the maintenance of results achieved regarding gender equality?
 
Methodology:
The review will take a participatory approach with peer review support from the UNICEF Kenya Country Office. Various stakeholders in government at national and county level, implementing partners, school head teachers, teachers, parent, children and other partners need to be actively involved in the process.
The evaluation will involve both primary and secondary data gathering through consultations at national and field levels. Face-to-face interviews and focus group discussions with learners, teachers, management committees, community leaders, partners, local and national authorities, donor and KCO Education Team will be conducted to generate information on their perception of the programme design, implementing, monitoring and reporting of results regarding gender equality. A desk review of national strategies, manuals, programme documents, programme implementation reports will be consulted.
An independent consultant is therefore required to carry out a Gender Analysis of UNICEF Kenya Education programming from 2014-2017. The consultant will work under the overall supervision of the Chief of Education and day to day guidance of the Education Specialist, UNICEF Kenya Country Office. The consultant will work closely with UNICEF field and country office education teams while consulting with the respective key GoK counterparts and stakeholders to ensure full participation. Furthermore the consultant is required to coordinate with implementing partners, MoE and county level Ministry of Education teams.
Timeframe: The assignment is expected to take about 90 days. The assignment is expected to start in August and be completed by the end of October 2017.
Duty Station: While the duty station of the review is Nairobi, the consultant will be expected to travel to counties where education interventions took place, as needed. Travel costs will be included in the payment package.
The following outputs shall be expected of the consultant. All outputs shall be reviewed internally and by external partners for quality before they are accepted for processing of payments.
Expected Outputs
1. Inception report: The consultant will prepare an inception report summarising his/her understanding of the scope of the analysis and how the analysis questions will be addressed. This is to ensure a shared understanding of the purpose and direction of the analysis among the key stakeholders. The inception report will include the design of the analysis, methodology, data sources, collection and analysis tools and measures by which each question will be analysed. It will also provide a brief layout of the final evaluation report and a power point presentation of the inception report.
2. Desk Review Report: The consultant will prepare and share a report of the desk review highlighting the key results, challenges and issues identified in the available literature and documents.
3. Draft report: The consultant will prepare a draft report cognisant of the ToR and other agreed requirements. The report will be submitted to for review to ensure that it meets the Quality Standards for Development Evaluation quality criteria (OECD/DAC, 2010), findings are realistic and emerging conclusions and recommendations are practical. The consultant shall also prepare a power point presentations of the draft findings, conclusions and draft recommendations.
4. Draft Analysis and recommendation: The consultant will prepare a draft analysis and recommendation in form of theory of change and strategies for the new country programme which will be presented to key stakeholders for validation. The consultant will prepare and share a revised power point presentations of the draft findings, conclusions and draft recommendations for validation.
5. Final Report: The consultant will further refine the draft and prepare a final report including key findings, lessons learned, conclusions and recommendations. The report will be written in concise language. Any details e.g. methodology, persons interviewed, etc. will be included in annexes. The consultant will also prepare a power point presentation of the final report covering key findings, conclusions and recommendations for further use by the UNICEF KCO Education team.
6. Others: The consultant will also develop a brief 4-pager of the key findings, challenges and theory of change in improving gender equality programming at UNICEF KCO Education as well as a power point presentation covering the same.
Deliverables
Activity
Deliverables
Time allocated
Instalment paid, %*
Review of ToR, methodology, and drafting of detailed work plan. Inception meeting and initial briefing – detail travel plan for field visit
 
Minutes of start-up meeting
Inception report
Power Point Presentation of inception report
 
10 days
1st instalment – 20%
Facilitate stakeholder consultations and field visits to solicit their views and data.
Facilitate discussion meetings with partners, UNICEF and stakeholders to discuss draft findings
 
Reports of stakeholder engagements, summarising the key discussions and suggestions as well as lists of participants will also be prepared.
 
20 days, as part of implementation process
2nd instalment – 35%
Undertake document review;
Data analysis and report writing, debriefing and power point presentations on initial draft review report.
Presentation of draft report
 
Revised detailed methodology report, work plan and schedule of meetings.
Draft review report – including findings of desk review report; preliminary findings
 
35 days
Revise report and annexes as needed
Validation Workshop
 
Revised draft report following comments from KCO
Validation workshop report with key recommendations
 
15 days
3rd instalment – 15%
Finalization incorporating additions and comments provided by all stakeholders and submission to UNICEF.
 
Final report, with key findings, conclusions and recommendations
Annexes to the report
Case study and 4-pager summary
Power Point Presentation of final report
 
10 days
4th instalment – 30%
Total Number of Days
90 days
Terms and Conditions
 
Reporting: The consultants will report to the Chief of Education / Education Specialist. The consultant will lead all aspects of the analysis, including preparing methodology, tools, arranging meetings and field visits, conducting interviews with key informants and identifying/ requesting materials required for the implementation of this assignment, as appropriate. UNICEF will support and provide logistical support as needed.
Administration: UNICEF will cover the costs of travel to the duty station as well as per diem for the period the consultant will be working on the assignment. UNICEF will cover the costs of the logistics for the workshops and provide other logistical support that may be necessary.
 
UNICEF terms on managing consultancies: All standards terms on managing consultants shall apply. For example, any documents resulting from this consultancy will remain the property of UNICEF for all purposes, etc.
Payment Schedule
Payment is on satisfactory completion of deliverables duly authorized by the Supervisor of contract.
Required qualifications, desired competencies, technical background and experience
(Consult with HR on this prior to signing off on the TOR)
 
Education: Master’s Degree in a relevant academic field i.e. Education
Specialist skills/Training: Excellent technical capacities to analyze and conduct a gender analysis. Relevant knowledge of gender equality and analysis with special focus on quality education in a developing country. Demonstrated application of innovative approaches to educational analysis, research and practice, especially for gender equality through education interventions.
Others: Experience in working with UN agencies and other international organizations, successfully carried out evaluations and assessments, effective cross-cultural communication skills. Has understanding and experience of result based management and specialization in gender equity.
The Consultant should have a good knowledge and understanding of the OECD/DAC (2010) guidelines and best practices in evaluation and analysis.
Years of experience: Minimum 5 years working experience in the field of gender, evaluation and research in education
Languages required: Fluency in English and knowledge on Kiswahili is an added advantage.

Apply via :

www.unicef.org