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Contract length: 04 months
The role
Background
Education is an unquestionable basic right for all children. No child should miss out on quality basic education irrespective of their gender, economic background, or age.
Education in Sierra Leone is legally required for all children, including six years at primary level and three years in junior secondary education. However, shortage of schools and teachers has made this difficult to enforce. In 2013, prior to the Ebola outbreak, around 25% of children were out of school and less than 60% of 15-24 years olds in Sierra Leone had completed primary education.[1] Children were not receiving quality education and were failing to achieve their learning outcomes as a result. 76% of pupils completed primary school[2] yet only 1% of children in Grade 4 could read with sufficient fluency for comprehension[3]. The primary pupil to trained teacher national ratio was 65:1[4], and only 48% of Primary School teachers had a qualification. Only 25% of teachers were female. School infrastructure was weak with less than 70%[5] of schools having toilets in good condition and only 43.7% of schools with water and sanitation facilities, the lack of which negatively impacts girls in particular, as they may not have safe and clean facilities to take care of their menstrual hygiene.
According to the 2015 MDG report for Sierra Leone, Millennium Development Goal 3: PromoteGender Equality and Empower Women did not perform as expected. Gender parity is achieved at the primary level. 1.01 In 2015, against a target of 1 (the target was met), although significant disparities still exist in upper primary where there are more boys than girls. Gender parity at Junior Secondary level rose from 0.82 in 2010 to 0.96 in 2015; against a target of 1 (the target was almost met). Similarly, the ratio of girls to boys in senior secondary education increased from 0.61 to 0.80 during the same period, against a target of 1. MDG 3 did not perform well either, with Gross primary education recorded at 125 percent in 2015, in excess of the 100 percent target. The literacy rate (15-24 age groups) for females increased from 37.4 percent in 2004 to 62 percent in 2013, while the male rate increased from 59.6 percent to 76 percent during the same period. On the whole, the literacy rate for 15- to 24-year-olds increased from 47.9 percent in 2004 to 64.3 percent in 2013, against a target of 100 percent.
Although the education of both girls and boys has been affected by the Ebola outbreak, the outbreak served to worsen already entrenched discrimination against girls. The Ministry of Education Science and Technology is committed to increase the percentage of children completing primary school from 76% (2010) and 71% (2011) to 90% by 2018.[6]
In Sierra Leone, the enrolment and attendance rates in primary school are nearly equal for boys and girls. In 2013, 73% of primary school age girls and 69% of boys attended primary school.[7] However, only 36% of enrolled children complete their primary education and transition to Junior Secondary School. Less than a quarter of children enrolled in primary school go on to eventually complete senior secondary education, with girls representing only 36% of the students sitting the final examination. [8]
These challenges and barriers ranges from gender inequalities as an institutionalized practice exacerbated by discriminatory customs and traditional practices. In a study conducted by Street Child in 2015, over half of girls' focus groups(53%)ranked early marriage in their top five barriers to education and 7% of OOS girls reported dropping out due to early/forced marriage. Sierra Leone has the11th highest rate of child marriage in the world[9] .Pressure on girls to marry early was also often explicitly linked to family poverty, being seen as a means to reduce the financial burden on the family. FGDs noted that not only did girls tend to drop out of school once married but that families also had low expectations about girls' futures ,causing discrimination against them at the point of access to school in favour of other siblings.
Even when girls are able to stay in school, they face discrimination. The retention of girls in schools is jeopardized by violence and/or sexual exploitation by teachers or older students, discriminatory teaching practices or learning materials, and the lack of female teachers to serve as mentors and role models. Girl students feel unsafe, unprotected, unwelcomed or underserved in school.
In an effort to curb teenage pregnancy after Ebola outbreak in 2014, MEST banned visibly pregnant girls from attending school or sitting exams. Sierra Leone's high rate of teenage pregnancy is the result of a number of different complex and interlinking factors. According to the most recent population-based survey[10], adolescents account for 34% of all pregnancies nationwide; and in 2013, 28% of all girls between 15-19 years of age have already had children or were pregnant. Critical factors include traditional and modern practices based on cultural and gender inequalities such as early child marriage (39% of girls in Sierra Leone are married before their 18th birthday)[11] and, more recently, cross-generational transactional sex, coupled with common household economic coping strategies such as petty trading[12]. Girls involved in petty trading work long hours to late night, exposing them to sexual abuse and many times results in pregnancy. A 2010 study on teenage pregnancy found that over half of sexually active teenagers (51%), engaged in sex due to love. A closer examination of further responses showed that a large number of sexually active teenagers indicated that aside from love they also engaged in sexual activity for material gains. A little over 85% of sexually active teenagers seemed to confuse 'love' with material gains in the form of money, gifts, school support and/or protection.[13] This same study found that nearly 50% of teenagers who had already engaged in sexual activity reported that on at least one occasion they were forced to engage in sexual intercourse[14].
Again, Ebola has worsened the situation for teenage girls: various studies have confirmed there was an increase in teenage pregnancy during the Ebola outbreak, as a result of girls being more targeted for sexual violence including abusive and exploitative relationships in which the girls get some financial favours in exchange for sex, because of the high level of vulnerability, especially the girls who are in the care of extended families and friends. For example, United Nations Development Programme (UNDP) study in the Eastern region of Sierra Leone found that teenage pregnancy increased by up to 65% in some target communities due to the socioeconomic conditions imposed by the outbreak. The government's prohibition on visibly pregnant girls attending mainstream school has long-term implications in a country where just 52% of girls aged 15-24 are literate, compared to 70% of boys.[15] Pregnant girls have missed a significant portion of their education and lack qualifications necessary to go onto further education or secure employment. Once the baby is born, many girls cannot afford child care or cannot count on the support of their families to be able to go back to school.
Due to the desperate status of girls' access to education retention in school and quality learning, MEST together with Non-Governmental education actors have designed and are implementing various interventions to address the education needs of girls at different levels. SC intends to conduct a research that will lead to an innovative intervention based on evidence gleaned from research and recommendations from previous implementation strategies to address education needs of girls from primary to SSS.
Objective of the research
The research aims to analyse barriers to girls' education, existing responses (approaches implemented in country and education offer) and identify potential gaps. The research will capture proven successful approaches to girls' education in Sierra Leone, as well as areas of failure. This will be done through collecting secondary and primary data in 4 districts. Findings will be consolidated and the report will include recommendations for designing an innovative education intervention targeting out of school girls.
Research questions
For this purpose, three interrelated research questions (and corresponding sub questions) will be addressed:
- What is the profile of research/studies that have been conducted in Sierra Leone on girls' education and/or gender disparity in education delivery at primary to SSS levels1 What are the key findings from the researches 2 What areas have the studies focused on 3 What issues/areas are most researched 4 What areas of girls' education/gender disparity have been neglected
- What kind of interventions/ approches are currently being implemented by various agencies to address girls education at different levels in Sierra Leone1 Which agencies are implementing/ planning to implement programmes specifically trageting girls education in Primary to SSS in Sierra Leone. 2 Which models have produced the best learning outcome for girls 3 What are the challenges with implementation of these interventions, and what are the implications of these challenges on girls's learning/education/enrolment and completion rates 4 What have been the major successes in implementation of various interventions by various agencies and govenment noting indicators such as enrolment, retention, completion and learning outcomes at different levels 5 What more could the government and other agencies do to improve implementation to reach/support more girls to complete their education successfully 6 What are the interventions targeting out of school girls What is the education offer available for girls out of the formal system Winthin this offer, what has been particularly successful 7 What are the gaps in intervention that need immediate and long term attention to ensure that all girls in SL have access to quality education services 81 Among current Save the Children's interventions for girls' education in different countries, is there any approach able to be adapted to and implemented in Sierra Leone
a) what are the different community structures that can potentially support girls' enrollment, attendance and completion b) Looking in particular at SC projects in Malawi, Mozambique, DRC and Afghanistan, is there any intervention that could be relevant for SL
- Lastly, complementing existing data sets on enrolment and completion rates and drawing on primary research with key respondents including children (girls and boys), parents, teachers and education authorities, the study will draw a number of qualitative profiles and stories of out-of-school children, especially girls. Under this research component, the consultants will identify children (girls) who have recently dropped out of school or have never gone to school, and develop in-depth profiles
Besides the three main research angles, a number of additional questions can be addressed, first among these is the relationship between the two main questions: what has been the impact of the previous interventions in particular, on school enrolment and completion of girls education and how are these interventions embedded in the government's long term strategy to enhance girls completion rates in primary to SSS education in Sierra Leone
Methodology
The research will require a combination of desk research, policy analysis and field research.1. Desk research and policy analysis
- Education Act, Education Strategic Plan, other decrees and regulations of legal and regulatory framework (e.g. government strategy on adolescent pregnancy and position on return to school of pregnant girls)
- Statistics: RapidPro, enrolment data, census report
- Other research and studies, by government and partners, Out of School report[16] and planned update 2016.1 Field research
- Discussions with INGOs and Local NGOs implementing programs in the education sector
- Discussions with representatives of MEST and Ministry of Social Welfare, and other key stakeholders at both national and district-level
- Focus group discussions and in-depth interviews with teachers, community leaders, youth representatives, parents and children on girls' education, in sample of districts/villages/schools.
- Collecting photo and video material of school buildings, interviews with parents, teachers, education authorities and children(girls and boys)
This research requires a team of an international lead consultant and a local consultant. The consultants will be asked to provide a detailed methodology and timeframe for the research. The area of field research will be determined in consultation with the Steering Committee and Ministry representatives.
Timeline and deliverables
Timeline:
- 31st October 2016, deadline for applications
- 2nd November 2016 Short listing of candidates
- 8-9th November interviews for shortlisted candidates
- 11th -14th November -Signing of Contract
- 15th - 21st November Development and finalization of concept by Consultant
- 23nd - November 2016, start of the consultancy, Estimated three weeks in-country, field work ( 21 days)
- 21st - December 2016, first draft report with preliminary findings/initial impressions available
- 10th January 2010, final report
- 20th - 27th January 2017 - District level Validation sessions
- 10th February 2017 launch event in Freetown
Output:
1 Final output of the research should include both a written report and a launch event in Freetown. Use of innovative reporting formats - e.g. through a web portal, including audio and video material - is encouraged. Modalities of such a website can be discussed with Save the Children's Regional Office for West & Central Africa. Save the Children can take care of lay-out and printing of the report, as well as provide support in the design of a webpage. 2 Preliminary findings of the research are to be shared through a meeting with Save the Children staff in Freetown 3 The written report should include an executive summary as well as recommendations for all stakeholders, and is not to exceed 40 pages. 4 Additional output, such as blog posts, interviews and articles, can be produced by Save the Children staff. 5
Profile of consultants
Key Selection Criteria
- Proven experience of conducting research and evaluation work on issues related to education in humanitarian or development settings, especially girls education.
- Knowledge and understanding of the context and issues affecting education programing, policy and advocacy in relation to girls education Sierra Leone or West Africa
- Experience and understanding of child-rights and child-rights based programming approaches
- Experience of conducting research with children(Girls and Boys)
- In country research experience and work with local consultants is an added advantage.
Competencies Required
- Experience of conducting qualitative and quantitative research including experience in developing and using participatory data collection methods with children and community-members
- Experience of analysing qualitative and quantitative data
- Strong analytical skills and ability to clearly synthesize and present findings, draw practical conclusions and make strategic recommendations
- Excellent writing, presentation and communication skills evidenced by a portfolio of relevant previous work
- Ability to compile information in coherent and succinct formats and prepare well-written reports in a timely manner
- Experience in presentation at local, national, regional or global meetings on results of assessment findings or studies and in managing feedback sessions for a diverse audience
- Understanding of child rights including child protection and child participation and awareness of the importance of ethics and child safeguarding in the research criteria, including interview confidentiality.
- High attention to detail and proven ability to work under tight deadlines
- IT competencies at least in Word, Excel, PowerPoint and internet
Submission of Expression of Interest
Consultants or teams of consultants interested in the consultancy are invited to provide the following documentation:
- Expression of interest, with annexed understanding of the ToRs, with specific focus addressing the scope of work, methodology to be used and key selection criteria
- Initial work plan based on methodology outlined, and availability
- Company profile or CVs including a minimum of 3 references
- Detailed budget breakdown based on expected daily rates and initial work plan
- Example of previous relevant work
We need to keep children safe so our selection process reflects our commitment to the protection of children from abuse.
To see a full a job description, please visit our website at www.savethechildren.net/jobs
Please apply in English using your CV and covering letter as a single document, including your salary expectations for this role.
HOW TO APPLY:
Application Email: Please apply with a covering letter and up-to-date CV to: 'Fsy.53331.3830@savethechildrenint.aplitrak.com'
