National International Network for Emergency (INEE) Training Expert

National International Network for Emergency (INEE) Training Expert

UNICEF


Purpose:

Design, preparation and coordination: The INEE-TE will coordinate and develop materials and methodology for the training, based on the INEE and the Education in Emergencies [EiE] Frontline Responder materials; and in discussion with the Federal Ministry of General Education [FMoGE] Focal Point, UNICEF, and the Save-the-Children Education Cluster Co-Lead.
Conduct three four-day trainings in Khartoum and Darfur: The INEE-TE will take responsibility for the overall running of the trainings, including coordination and preparation with other supporting facilitators. The trainings will be implemented in such a way that they can be easily replicated by trainees in their home states.
Consolidation and Evaluation: The INEE-TE will consolidate the outcomes of the workshop and develop the outline of a plan for future follow up, training, and identification of education gaps.

Location: Khartoum, South Darfur, as well as West- or North Darfur
Duration: One month and one consultancy days
Start Date: 06 November 2011
Reporting to: Education Cluster Coordinator
Background:

Education is a life-saving sector, as demonstrated by links between maternal education levels and child mortality, among other co-relations. Universal high quality education contributes to peace building and reconciliation among learners, as well as to the emergence of durable solutions. Education also facilitates physical, psychosocial and cognitive protection in conflict and post-conflict contexts which can be both life-saving and life-sustaining. Education sustains life by offering safe spaces for learning, as well as the ability to identify and provide support for affected individuals – particularly children and adolescents. It mitigates the psychosocial impact of conflict and disasters by giving a sense of normalcy, stability, structure and hope for the future during a time of crisis, and provides essential building blocks for future economic stability. Education saves lives by protecting against exploitation and harm, including abduction, recruitment of children into armed groups and sexual and gender-based violence. Education provides the knowledge and skills to survive in a crisis through the dissemination of lifesaving information about landmine safety, HIV/AIDS prevention, conflict resolution and peace-building. Lastly, schools provide social spaces for Health, WASH, and food initiatives to reach out to children, adolescents and communities in general.

Across Darfur and the border states, education tragically continues to suffer as a result of violent conflict. New eruptions of violent conflict in Kordofan have destroyed schools and displaced populations. The situation in Blue Nile is volatile. In North Darfur, thousands of Sudanese returning from Chad require basic social services. But even in States not immediately affected remain prone to natural disasters or renewed outbreaks of violence, thus stressing the importance of education emergency preparedness.

Basic education efforts in Sudan run behind schedule to meet the Millennium Development Goal of universal primary education. Gross enrolment in basic education stands at 72%. Government statistics estimate that over 1.9 million children of school age are not in school – with 44% of these students located in Darfur. Regional, urban-rural, gender, and nomad settled disparities are collectively rife. In Kassala state, for example, basic gross enrolment is just 44.8%, but rises to 88.5% in River Nile state. States suffering from below average enrolment are typically located in crisis affected areas. Altogether,

some 46% of basic education students are girls, while cultural prohibitions on female education skew this disparity further in some areas, including Southern Kordofan state, where only 44.2% of girls attended school in 2008, versus 75% of boys. Although precise data are difficult to obtain, general observations indicate that nomadic children have difficulty accessing education.

Unfortunately, the quality of education and level of support from Government officials and external partners are often insufficient. On average, students enrolled in school in Sudan complete seven years of schooling – putting the “school life expectancy” in the country behind some comparator countries, including Egypt, where the average is 11 years. Quality and funding play a substantial role in determining how long students will stay in school; both must be improved. Inadequate learning materials are common, while teachers are often insufficiently trained. Over 50% of schools require rehabilitation or replacement, including almost one quarter of schools that must be replaced in Southern Kordofan, while only around one third of schools in the eastern states have access to safe drinking water.


State Abyei Blue Nile Gedarif Kassala Khartoum River Nile Northern Northern Darfur
Education Cluster Case Load (in Thousands) 15,000 74.900 23.800 24.000 60,000 8.800 24.1000 25.000


State / Caseload (in Thousands) North Kordofan Red Sea Sennar South Darfur South Kordofan West Darfur White Nile TOTAL
Education Cluster Case Load (in Thousands) 20.000 50.900 34.900 416.500 40.000 40.000 24.000 882.300



Within this fragile programming environment there is a need to support provincial and district level education authorities as well as national and international partner agencies to better plan for and respond to emergencies in the education sector. UNICEF, through the Education Cluster, will recruit an international training expert on INEE Minimum Standards (INEE MS) to conduct a practical, hands-on training programme for State level education representatives to more effectively respond to and plan for crisis and disasters in their area.
Responsibilities:

The specific tasks for the INEE Minimum Standards training expert are as follows:

Coordination and preparation: The INEE-TE will design the overall training, and develop training materials and methodologies for the training, based on the INEE and the Education in Emergencies (EiE) Frontline Responder materials, and in discussion with the FMoGE Focal Point, UNICEF and Save-the-Children Cluster representatives. The training materials will be organized, and the training process will be conducted in such a way that it can be easily replicated by trainees in their home states. Existing Assessment Tools used by the Sudan Education Cluster need to be reviewed, and either incorporated into the Training, or adjusted or replaced with global assessment tools developed by INEE. In addition, the existing rapid needs assessment tools need to be reviewed, and their applicability needs to be reevaluated with cluster participants.
Conduct the training: The INEE-TE will take responsibility for the overall running of the training, using the assistance provided by the supporting co-facilitator who will be identified among the cluster members. The training process will be modeled in such a way that it can be easily replicated by trainees in their home states. The training will provide ample time for the development of EIE action plans, as well as Logframes to assess the effectiveness of EIE implementation.
Consolidation and Evaluation: The INEE-TE will consolidate the outcomes of the workshop and develop, with inputs from the participants, an action plan for future follow up, training and EIE gap identification.



Expected Deliverables

Training Outline
Copies of training handouts (in both English and Arabic)
Action Plans for (a) delivering INEE-appropriate education-in-emergency services, as well as (b) for identifying implementation gaps according to INEE standards within States.
Final Training Report


Requirements:

Advanced University Degree in Education, Development Studies, or related field.
8 years professional experience in education and development work. Proven significant experience as a Master Trainer related to the INEE and education in emergencies
Able to use and demonstrate participatory inter-active training skills as well as technical skills relating to education in emergencies to advanced trainers humanitarian workers and education professionals.
Appreciation of the challenges to cascade trainings, and ability to coach and mentor staff to develop training strategies that minimize information loss of cascaded training content
Thorough knowledge of the Minimum Standards for Education: Preparedness, Response, Recovery, and EiE Frontline Responders training.
Experience in working with government counterparts to develop education emergency plans.
Ability and flexibility to establish consultative relationship with national co-trainer staff.
Very strong written and verbal communication skills.
Experience of working within Northern Africa / Arabic contexts and culture is an advantage.
An understanding of UNICEF’s Core Commitments for Children in Emergencies.
Extensive experience and understanding of the challenges faced by education planners in fragile state environments.



Language skills required:

Fluency in spoken and written English; Arabic proficiency would be added advantage.


Timeline & Start Date:

General Conditions

Consultants will be requested to submit applications consisting of their P11, as well as a proposed training design; so that technical quality of service provider and training product can be assessed by evaluation committee.
The consultant will be required to bring all necessary laptop and computer accessories. He/she will not be able to connect directly to the UNICEF internet system, but will be given access to shared computers as needed. He will be supported in terms of paper and basic office supplies.
UNICEF will provide necessary stationary and printing of materials. UNICEF will provide INEE materials in both English and Arabic for all trainees, and will contract a translator to translate handout materials prepared by the trainer where necessary.
No contract may commence unless the contract is signed by both UNICEF and the consultant or Contractor.
The consultant will be remunerated on at the completion of the contract.
The payment should be finalized based upon presentation of certified invoice and monthly report.
The consultancy fee covers all other costs of the consultancy.
No consultant may travel without a signed travel authorization prior to commencement of the journey to the duty station.
UNICEF will buy tickets, within Sudan, for the consultant. In exceptional cases, the consultant may be authorized to buy their tickets and shall be reimbursed at the most economical and direct route but this must be agreed beforehand.
Notes: Consultants will not have supervisory responsibilities or authority on UNICEF budget.
Consultants will be required to sign the health statement for consultants/Individual contractor prior to taking up the assignment and to document that they have appropriate health insurance.
The form “Designation, change or revocation of beneficiary” must be completed by the consultant upon arrival at the HR section.
Consultants are not paid for travel days, weekends or public holidays.
Internal travel costs will be covered by UNICEF.
Consultants are not entitled to payment of overtime. All remuneration must be within the contract agreement.


Application Procedure:

Interested candidates should submit their application, updated CVs and completed UN personal history form (which can be downloaded from www.unicef.org/employ) to sudanhrvacancies@unicef.org
Closing Date: 05th October 2011