Thursday, June 15, 2017

ToR for the Study on the Implementation of Promoting Rights in Schools



TERMS OF REFERENCE FOR THE STUDY ON THE IMPLEMENTATION OF PROMOTING RIGHTS IN SCHOOLS
1.    INTRODUCTION AND RATIONALE
ActionAid Rwanda (AAR), an associate member of Actionaid International (AAI) Global federation, is   an anti-poverty agency working with poor and excluded. The organisation has been working in Rwanda as a full Country Programme since 1997 to contribute towards eradication of poverty and injustices with a
focus on tackling the root causes of poverty. AAR  has very strong commitment to supporting  and  delivery of Governement programmes  and strategies including EDPRS and  Vision 2020.
The vision
2020 seeks to support people better understand the world in which they live, and to face the future with hope and confidence, knowing that they can play a role in addressing the complex and interdependent problems that threaten our future such as poverty, wasteful consumption, environmental degradation, population growth, gender inequality, health, conflict and the violation of human rights.
In education, the vision 2020 requires all involved in education: teachers, curriculum developers, education policy makers and authors of educational materials; to promote a system of ethics and values that is sensitive to cultural identity, multicultural dialogue, democratic decision-making and the appropriate use of natural resources.
To achieve this mission, all countries including Rwanda have to promote rights in schools by promoting quality trained teachers, adequate infrastructure, transparency and accountability of schools, free compulsory education, non-discrimination at schools, a safe and non-violent environment, relevant education, awareness of accepted rights, participation by both girls and boys in decision – making processes in schools and quality learning environment and effective teaching processes.
Promoting Rights in Schools (PRS) offers practical tools such as a simple charter of 10 core rights accompanied by a set of indicators that enable users to capture information on their local school in a systematic manner. It engages key stakeholders, including children, parents, community leaders, NGOs and teachers’ unions, in the entire process - from adapting the charter locally to collecting and analysing the data. It promotes greater awareness of where and how rights are being violated and how these violations can be addressed. The information collected is used to prepare rights-based school development plans, where stakeholders define what actions they can take themselves and what others can do to address key gaps through collaborative action. Information across schools is consolidated into citizens’ reports which are used as a basis for action including mobilization, advocacy and campaigning at district and national level.
 It is in this regard that AAR wishes to recruit a consultant/firm to know the extent to which all 10 core rights have been implemented in 11 districts namely (Musanze, Karongi, Nyanza, Nyaruguru, and Gisagara (Gakenke, Nyabihu, Nyamasheke, Kayonza, Rwamagana and Gasabo).
OBJECTIVES OF THE STUDY
  • To deepen the understanding of Promotion of Rights in Schools.
  • To provide evidence based advocacy issues for policy change and improve services in schools.
  • To compare the extent to which PRS is implemented in various schools.
2.    METHODOLOGY
The charter on promoting Rights to Education puts forward 10 rights. The study will scrutinise into the implantation of the following rights:
1.    Right to free & compulsory education
There should be no charges, direct or indirect, for primary education. Education must gradually be made free at all levels.
2.    Right to non-discrimination
Schools must not make any distinction in provision based on sex, race, colour, language, religion, political opinion, nationality, ethnicity, ability, or any other status.

3.    Right to adequate infrastructure

There should be an appropriate number of classrooms accessible to all, with adequate and separate sanitation facilities for girls and boys. Schools should be built with local materials and be resilient to natural risks and disasters.
4.    Right to quality trained teachers
Schools should have a sufficient number of trained teachers of whom good proportions are female; teachers should receive good quality pre-service and in-service training with built-in components on gender sensitivity, non-discrimination, and human rights. All teachers should be paid
5.    Right to a safe & non-violent environment
Children should be safe on route to and in school. Clear anti-bullying policies and confidential systems for reporting and addressing any form of abuse or violence should be in place.
6.    Right to relevant education
The curriculum should not discriminate and should be relevant to the social, cultural, environmental, economic context and language of learners.
7.    Right to know your rights
Schools should teach human rights education and children’s rights in particular. Learning should include age appropriate and accurate information on sexual and reproductive rights.
8.    Right to participate
Girls and boys have the right to participate in decision-making processes in school. Appropriate mechanisms should be in place to enable the full, genuine and active participation of children.
9.    Right to transparent & accountable schools
Schools need to have transparent and effective monitoring systems. Both community and children should be able to participate in accountable governing bodies, management committees and parents’ groups.
10.    Right to quality learning
Girls and boys have a right to a quality learning environment and to effective teaching processes so that they can develop their personality, talents and physical and mental.
2.1    HOW INFORMATION WILL BE GATHERED:
ActionAid welcomes methodological proposals that meet the overall study objectives outlined in this ToR. However, it is expected that the study will use participatory methods to collect both qualitative and quantitative data. It is expected that the study will use a mixed method approach, combining qualitative and quantitative data, and all data collected through the study must be disaggregated by sex and age
The consultant will sample 40 schools in 20 sectors, that is, 2 schools per sector whey they will choose children teachers and members of the community that will respond to questionnaire. AAR will give guiding questions to the consultant from which they will develop the questionnaire.
3.     TASKS /RESPONSIBILITIES
The consultant will be responsible for the following:
  • Develop an inception report and work plan
  • Review of existing secondary information (literature review)
  • Pre-test and finalize all the assessment tools
  • Collect data from 10 Districts
  • Analyse data and findings, and submit a draft report to AAR for comments
  • To incorporate comments and produce final report to submit to AAR and AAUK for approval
  • Present the findings in a stakeholder workshop
4.    REQUIRED QUALIFICATIONS / EXPERIENCE
  • Master’s degree in education,
  • Strong experience in surveying education work. Experience with working with the local and international organization preferred.
  • Strong experience working in Rwanda’s key education sectors involving rural populations,
  • Monitoring & evaluation experience
  • School management experience
  • Good communications skills (Fluent in Kinyarwanda and in English)
  • Knowledge of local context
  • Strong critical analysis and report-writing skills required
  • To be available immediately.
1.    Actionaid Rwanda Responsibilities
Support provided by AAR will involve:
  • Introductory briefings with the consultant(s)
  • Security briefings in advance of travel and on arrival, and on-going security support
  • If required, recommendations for consultant, interpreters or other local human resources as needed
  • Making available all relevant necessary documents
  • Providing the consultant with the necessary support to ensure that the assessment is undertaken with reasonable efficiency
2.    Key Deliverables in the Report
The format for the report will be mutually agreed in the inception report but will cover the following components:
•    Assessment report of no more than 50 pages, (excluding annexes) as a Word document written in clear and concise English with minimal jargon.  The report will include:
a.    Cover page (title of the assessment report, date, name of consultants, photo)
b.    Contents table
c.    Executive summary of no more than four pages outlining the purpose of the assessment, main points of analysis, key findings, conclusions and recommendations
d.    Introduction outlining the background
e.    Purpose and objectives of the assessment
f.    Methodology/approach, indicators used, and limitations of the assessment
g.    Major findings (data analysis, including gender analysis)
•    Annexes: details of data collection tools; schedule of field visits and meetings; list of people interviewed; bibliography of key documents consulted;
•    The report must allow for a management response from ActionAid, outlining areas that we agree with and will take forward in future responses; responding to areas requiring improvement;
•    A PowerPoint presentation summarising key findings and recommendations that can be used to disseminate findings within ActionAid and with external stakeholders.
•    The raw data (all transcripts, quantitative data, and data collection tools) must be handed over to ActionAid together with the assessment report.
•    Where photos are included, these should be provided to ActionAid in high resolution JPEG format. The assessment team must ensure photos are obtained in line with ActionAid guidelines on consent.
•    Diagrams/flowcharts/infographics developed by the assessment team can be included but the original artwork should also be submitted as separate files along with the assessment.  Note: ActionAid reserves the right to modify artwork as appropriate.
5.    TIME FRAME
  • The activities embedded in this TOR have to be delivered within a period of 2 month2 and a full report that will be delivered to Actionaid before the final instalment of the payment is done.
  • The duration of 2 months will start the date of signing the contract. The consultant will report to Actionaid and the key contact will be the Head of Programs and Policy of Actionaid Rwanda.
6.    HOW TO APPLY
Interested companies are requested to submit the following documents well elaborated in English: 
  1. Technical proposal including Cover letter; Executive summary; Proposed Methodology & Timeline, Evidence of consultant(s) qualifications; RRA registration, references for similar work done and proof of service (minimum of two years).
  2. Financial proposal detailing all costs associated with the delivery of the above services.  Note: All logistical costs including transportation for the consultant, data collectors (PTC members), validation meeting, will be covered by the consultant and should be detailed in the financial proposal.
Address your application  to the Country Director ActionAid Rwanda
Please indicate the service you are requesting to provide not later than 26th June, 2017 at 5:00 AM at Actionaid Rwanda (Head Office) located in Remera/Rukiri near Amahoro National Stadium next to RSSB Building and CSS Bank.
Josephine Irene UWAMARIYA
Country Director

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