Baseline Study Status of Nomadic Education in Wajir County

Terms of Reference for Baseline Study Status of Nomadic Education in Wajir County

Requirements for the consultancy: Area of Intervention Wajir East and Wajir South, Consultancy Start date 3rd October 2011,
Consultancy Completion 5th November , 2011 Sector-specific focus Education: Alternative Education provision for nomadic children in Kenya

Save the Children Save the Children has been managing programmes in Kenya for over 20 years. Save the Children’s strategy for Kenya and in particular in the North Eastern Province is linked to the organizational goals for ensuring that all children have access to quality basic services – health, education, protection and social welfare. Our interventions in Kenya implement this goal through improvement of and access to health facilities, the protection and improvement of the nutritional status of beneficiaries, and improved food security and livelihoods of beneficiaries through community management structures and social protection. Additionally, we are strongly committed to improving access to quality basic education that is appropriate and relevant to the needs of children in nomadic communities in ASAL areas in Kenya. In line with the agency-wide strategy, Save the Children has been one of the leading International NGO’s responding to humanitarian need in Kenya.
Context

In Kenya, over half (56%) the land mass is classified Arid and Semi-Arid Lands (ASAL) in which nomadic pastoralists have traditionally remained mobile, traveling over extensive areas in search of pasture and water for their livestock. Approximately 80% of the nomadic pastoralists in Kenya are found in ASAL rangelands. They constitute about 6% of the Kenya population. The ASAL districts are found in the provinces: North Eastern; Eastern, especially in the northern part and the Rift Valley- lower and upper sections.

North Eastern Province NEP) has an overall population of about 2,310,757(National Census, 10). NEP administratively has 3 Counties which is divided into 19 district units. NEP is the third largest province in Kenya and hosts 60-70% of the livestock population in Kenya. Despite its size and population, NEP experiences limited services delivery, frequent livelihood crises and sporadic insecurity, especially around the border areas. Despite ongoing decentralization, the local government systems in the region remain weak, often lacking in financial resources and qualified and motivated personnel.

The GER for North Eastern Province (NEP), one of the regions settled by Somali Pastoralist dismally stood at 27.6% (Boys 33.5% and Girls 19.5%) and NER estimated at 19.6 % (Boys 23.6% and Girls 14.9%) as of 2006. The GER marginally rose from 19.7% (Boys 25.3% and Girls 13.3%) in 2002 to 26.2% (Boys 32.4% and Girls 18.8%) in 2003 and stagnated at 27.6% in 2006 even after the declaration of FPE (Orodho, 2006). The national GER stands at 106.4% in 2006. The ASAL areas in Kenya predominantly settled by nomadic pastoralists, have not recorded significant improvements in GER. despite the fact that government put a lot resources and effort to implement and sustain the FPE through provision of teaching/ learning materials and other limited infrastructure support directly to school communities. (Below find tabulation selected districts GER)

Table 1: Gross Enrolment Ratio for selected ASAL districts (Source: MOE, 2008)

District Girls Boys Total Wajir 10.8% 19.8% 15.3% Ijara 18.2% 30.6% 24.4% Turkana 29.9% 40.0% 34.9% Mandera 27.0% 53% 40.0% Marsabit 41.1% 50.7% 45.9% Garissa 18,2% 30.6% 24.4%

In Kenya, The Sessional Paper No I of 2005, Policy framework on Education, Research and Training, clearly spelt out specific interventions targeted at nomadic communities by MOE. These interventions were primarily intended to increase educational opportunities for the marginalized nomadic communities. In order to institutionalize and implement the blue print, MOE developed the Kenya Education Sector Support Programme (KESSP) 2005- 2010 with 23 Investment Programmes (IPs). A specific IP was set targeting education provision for nomadic communities.

In addition, in 2010 MOE recently launched The Policy Framework for Nomadic Education in Kenya. The Nomadic policy framework has clear guidelines and measures to increase access, enhance equity and equality, quality of education provision and governance structure. This was undertaken in pursuance of both the MDGs and EFA goals to which the Kenya government is committed. Furthermore, the policy framework clearly demonstrates that government recognizes that MDG and EFA goals will remain elusive, as long as the nomadic communities that have been marginalized for long, are not specifically targeted.

At the regional level, Save the Children has been at the forefront of the response in pastoral nomadic education, providing flexible, alternative models for some of the most difficult–to-reach populations in the East and Horn of Africa. Some well-known examples include ABEK program in Karamoja, Uganda and Alternative Basic Education (ABE) programs implemented in Ethiopia, South Sudan and Somalia. We have learnt a lot of useful lessons in terms of modes of delivery, transition into formal schools, the importance community ownership and advocating with governments for policies that responsive to the educational context and needs of the nomadic children. Using the already-existing agency-wide knowledge, and informed by a contextual thorough baseline, Save the Children plans to support scaling up of nomadic education in close collaboration with relevant government offices and like-minded partner organizations.

Our Strategic thinking: Our long-term goal is to ensure access to quality basic education for nomadic children in Kenya. We plan to do this through providing adequate technical support to the Ministry of Education and other state authorities at different levels to strengthen and ensure quality alternative basic education for children in ASAL areas, as stated within the Nomadic Education Policy framework.

Within our work and through providing support to MOE and other relevant government offices, to achieve the following results:

Result 1: Adequate guidelines and standards are in place to guide the implementation of the Nomadic Education Policy Framework

Result 2: The Emerging Nomadic Education Policy guidelines are implemented throughout Greater Wajir District and County

Result 3: Formal and Alternative schools in Wajir provide quality basic education, as indicated in the Nomadic Education Policy

We are concerned and will support initiatives to increase access to primary education and to improve the quality of education received by children that is based on the principles of inclusion, participation, relevance, safeguarding and take into account the different lifestyles and livelihoods. For these reasons, we will focus on improving the capacity, support and supervision of both formal and non-formal schools and teachers.

Purpose of the Study
The purpose of the study is to assess the status of nomadic education in Wajir County with specific focus on the performance of the districts/county in education indicators. The survey is instrumental in establishing the initial conditions against which the effects of the educational support /interventions to nomadic education will be measured, as well as establishing benchmarks for programmme performance management and advocacy.

Specific Objectives Specifically the study should determine following;

• Assess current basic education provision in Wajir County by:  Formal schools( Boarding and non-boarding primary schools, ECD, Secondary);  Mobile schools;  Other alternative learning institutions/ schools or informal schools; • Provide background information on:  Real number of children enrolled in each of the above institutions;  Number of children out of school with details on which children are out of school, where they are, why they are out of school, etc.  Validation of Enrolment rates ( NER, GER) disaggregated by gender • Provide data on attainment rates of children attending different form of education provision (formal, mobile, informal etc).. • Assess the quality of teaching provided by each form of education provision in terms of:  Teaching hours ( contact hours);  Subjects and subject matter covered;  Teacher qualifications and training background, remuneration  The level of satisfaction of parents, children and other stakeholders  Availability of Teaching/Learning resources( ratio per child, variety )
 Quality of care and protection provided to learners/ borders/girls • Assess the level of supervision and support offered to teaching establishment by DEO and other key stakeholders  Supervision visit per week/month/ term ;  Follow up support, mentoring and refresher training for teachers;  Support to physical infrastructure;  Purchase/availability of books and equipment; • Examine EMIS that exits in the County and data collection processes( Collection tools, storage, analysis, interpretation and use) to:  Identify gaps and weaknesses and steps to be taken to address the gaps. • Undertake critical review of the major contribution and achievements of basic and alternative education in Wajir County:  identify the weaknesses, challenges/barriers to effective delivery of education services;  Identify the key indicators that should be used to monitor progress and impact over the next 5 years;  Recommend actions required to expand access and improve quality of basic alternative education.
• Review how far Wajir Districts/ County understand or have institutionalized the Nomadic education Policy Framework  Identify policy gaps and measures to address the gaps.

Proposed Methodology Prospective consultants are encouraged to submit their proposed methodology to ensure the survey objectives are fully met, however at minimum it is expected the following will be undertaken: • Meet SC and other consortium partners (both in Nairobi and field level) to discuss programme plans/ implementation strategy and plans, • Meet with relevant MOE directorate and units to establish existing programmes/plans and available funding to implement nomadic policy framework. Consolidate MOE opinions and recommendations in increasing access for nomadic children. Collect relevant data on nomadic children participation levels. • Undertake a field visit to the project locations and undertake focus groups with all beneficiary groups i.e.  Teachers especially those working directly with nomadic schools;  Nomadic community member;  Children;  SMCs;
 Local provincial administration. • Undertake visits to other interviews or FGDs with a range of other stakeholders e.g. District education Officials, INGOs, SC partners; • Research, cross reference with successful nomadic education provisions;
• Preparation of a presentation on draft findings for presentation to MOE national team, District/County teams; • Submission of a draft report within one month of start date for comment and review by client.

A participatory mixed approach should be adopted (where appropriate the data collected should disaggregated by gender, district, delivery models). The consultant will be responsible for defining and outlining the overall survey approach. The methodology should spell-out the assessment design, sampling procedures, techniques for data collection and analysis and dissemination of findings. The consultant should reach-out nomadic households and families, education officials, community leaders, children and agencies working with in the sector among others.

Deliverables The following deliverables will be produced in English only and submitted to SC: • A final study work plan for approval by the SCUK Education Advisor before beginning any work. • Mapping of baseline results against strategic indicators; • A presentation of finding using PowerPoint – • A draft study report of no more than 20 pages (excluding annexes) • A final study report

Qualifications and required competencies The Consultant is expected to be: • An experienced development practitioner with direct relevant experience in the areas of Education and more specifically experience in nomadic education,
• Ability to analyze large amounts of information and undertake critical and relevant written analysis. Proof to be provided in the form of previous relevant studies or work produced. • Excellent standard of written and spoken English. • Excellent report writing skills. • Experienced in the region specifically in North Eastern Kenya.

Quality Control The consultant should submit reports that meet SC quality standards by ensuring the minimum set requirements for the study has been met and that data collected is validated and thoroughly analysed. Failure to meet the standards requirement will have repercussions on payments.

Expressions of Interest Interested consultants should send the information listed below:
• Brief proposal – outlining their approach in undertaking the survey, days required and daily rate not more than 3 pages • CV (of consultant and any supporting team members) • Examples of relevant previous experience and / or names and contact details of references with good knowledge of your previous work.

If you meet the above requirements, please send your detailed CV together with a cover letter and current contacts of three referees including immediate supervisor addressed to:

Head of Human Resources, Save the Children UK, Kenya Programme email: jobskenya@scuk.or.ke not later than 23rd September, 2011. Quote the job title on the subject line.

“Candidates from North Eastern Province are strongly encouraged to apply”

Save the Children (UK) recruitment and selection procedures reflect our commitment to equal employment opportunities and the protection of children from abuse.

Baseline Study Status of Nomadic Education in Wajir County Baseline Study Status of Nomadic Education in Wajir County Reviewed by Kazi Bongo on 12:00:00 AM Rating: 5

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