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Sun, 18 Nov 2018

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About the Company
Job Overview
  • Consulting & Professional Services
  • Contract
  • 5+ years
  • 1
  • Please check details below.
  • Kathmandu

Detailed Job Description / Requirements

TERMS OF REFERENCE

Name of Project: Inclusive Education- Strengthening Inclusive Education (Sikai).

 

Title of action: Providing Technical Support to Ensure Disability Component on the Overall Scoping Study Process on Sikai: in Sarlahi District, Nepal

 

1.       CONTEXT

Handicap International (HI), operating name Humanity & Inclusion is an independent and impartial not for profit organization working in situations of poverty and exclusion, conflict and disaster.  Since 2000, HI has been working in Nepal with Persons with Disabilities (PwDs) and vulnerable populations, focusing on their essential needs, improvement of their living conditions and promotion of their dignity and fundamental rights. HI Nepal has built its STRATOP for 2018-2020 on three main pillars which are as follows: 

a)       Rehabilitation and Health: Physical rehabilitation, provision and accessibility of rehabilitation services and sustainability of rehabilitation service

b)       Inclusive Education: Implement projects related to inclusive education, with much focus on girls and children with disabilities 

c)       Resilience: Support people with disability and vulnerable communities to adapt to both their environment and their socio-economic situation and provide livelihood opportunities

 

2.       DESCRIPTION OF THE REQUIRED SERVICE PROVISION

The Sikai: Strengthening Inclusive Education in Nepal project (Sikai project), a joint venture of HI and World Vision International Nepal (WVIN) envisions to improve access to, participation, and achievement in education for excluded children, both in and out of school, with a specific focus on caste, disability, ethnicity and gender which will be achieved through: 1) Improved social accountability for quality and inclusive education services; 2) Support for marginalized children to meaningfully participate in education at school and home; 3) Improved learning outcomes for excluded children. The project will give priority to most vulnerable children aged 5-14 – especially those with disability, those who are out of school, those from low caste and marginalized ethnic groups. Results 1 and 2 will focus across all of basic education (the full age range), whereas Result 3 will focus on grades 1-3 (6-8 years). The project will include systems strengthening, policy implementation, and social accountability components to increase the sustainability of results and potential for scale up. The research aims to explore key issues and barriers contributing to low access, participation, low retention and learning outcomes for children with disabilities, dalit girls and marginalized children in Sarlahi district of Nepal using an intersectional approach to examine issues of caste, disability, gender and ethnicity. The specific objectives of the research are as follows, in detail please refer to Article no. 2.1-2.4:

  • Identify barriers and opportunities for enhancing access to quality education for marginalized children utilizing an intersectional approach to examine issues of caste, disability, gender, ethnicity as they relate to equitable access
  • Understand the current situation and practice of Inclusive Education at federal, province  and local levels
  • Recommend appropriate intervention models/strategies to overcome the identified barriers including the sustainability of project impacts
  • Recommend two project locations (Palikas) based on specified criteria for Sikai project to intervene at Palika level.

 

2.1 Specific objective 1: Identify barriers and opportunities for enhancing access to quality education for marginalized children utilizing an intersectional approach to examine issues of caste, disability, gender, ethnicity as they relate to equitable access

  • Identify the key barriers (physical and attitudinal) at the household, community, institutional and policy levels contributing to low participation, poor retention and poor learning outcomes for children in need, especially Dalit children, children with different types of disability, and other marginalized children of the project intervention area in Sarlahi district of Nepal;
  • Identify and examine prevailing harmful traditional practices, such as dowry, early and forced marriage, as they relate to equitable access to education issues;
  • Assess and map schools in the targeted Palikas, map school accessibility and language;
  • Assess the relative influence of the barriers to achieving the target outcomes and estimate the size of the focus target group who are affected by these barriers;
  • Identify and recommend feasible intervention approaches and tools that could be employed by the  Sikai project to address the specific barriers and this will include assessment of at least the following (but not limited to) interventions:

 

Interventions to support parents financially

  1. Cash conditional / unconditional transfer
  2. Livelihood household support
  3. Interventions to change attitudes in the community
  4. Child club ( peer support and attitudinal change in schools)
  5. Mobilization of men/boys support groups for social norms change
  6. Community based awareness raising campaigns on girls’/women’s rights

 

Interventions to support students with disabilities in school:

  1. Accessible school infrastructure and rehabilitation
  2. Inclusive teaching learning materials and equipment in classrooms
  3. Buddy system
  4. Screening and identification of functional limitation 

 

Interventions to develop teachers’ skills:

  1. Teacher/SMC/PTA training for inclusive teaching practices
  2. Child-centred and inclusive learning training for teachers
  3. Mother tongue materials and training as language of instruction

 

Interventions to develop additional/alternative education systems to support the mainstream:

  1. Bridging programs for out of school children, including children with disabilities
  2. Other support programs for out of school children, including children with disabilities
  3.  Practical need for and feasibility of a resource class within the target area

                                                                                                                                      

Policy and Institutional level interventions ( including budgeting):

  1. Local level planning and budgeting process
  2. Active engagement of SMC and local leaders to improve the quality learning environment in school
  3. Policy gap analysis in local, provincial and federal context (especially related to inclusive education)
  4. Scope and possibilities for the use of technologies to support children with disabilities for their education

 

 

·         Assess the relative merits of each intervention (cost-benefit and cost-reach analysis) and make recommendations for which interventions should be prioritised, based on those most likely to have most significant impact (depth) while maximizing the number (reach) of marginalized children benefiting, in line with the resources available for the Sikai project. This should also include a specific focus on hard to reach children specifically children with more complex disabilities. A cost benefit analysis should acknowledge that children with more complex needs will need a higher cost per child to get the same outcomes due to individual support needs (e.g. specific learning aids, additional training, ongoing costs of mentoring etc.).

·         Assess and recommend prioritized focus target groups (for example to include groups of children with different types of disabilities) to be targeted by the project in order to maximize impact on the target outcomes as well as reach (improved participation, retention and learning outcomes for marginalized children);

·         Inform and recommend beneficiary selection criteria from individual through to institution and geographic coverage;

·         Identify capacity building needs of school personnel (teachers, resource class teachers, school supervisors, resource persons) and management committees, parents, and local governments.

 

2.2 Specific objective 2: Understand the Current Situation and Practice of Inclusive Education at federal, province  and local levels

 

·         Review existing educational policies, specific policies/strategies related to inclusive education (Inclusive Education Policy, SSDP, Equity Strategy etc.) and assess their implementation status and recommendation for further potential actions based on barriers or needs identified;

·         Review the organizational structures and systems under MoEST/DoE/Education and Human Resources Development Centre/Municipality Education Units for inclusive education and identify opportunities for potential collaboration during the course of project implementation;

·         Map the current situation of inclusive education practices of government and local actors in Nepal and Sarlahi district, and assess the merit and outcomes for marginalized groups; 

·         Analyse secondary data for target beneficiaries at schools and the referral practices and system of tracking them within the school system;

·         Identify best and promising practices – both local and international - of implementing inclusive education, focusing on children with disabilities in particular, in both private and public schools, including with support from (I)NGO/CSO/DPO, and recommend how lessons learned from these can be incorporated in the Sikai project. 

 

2.3 Specific objective 3: Recommend appropriate intervention models/strategies to overcome the identified barriers including the sustainability of project impacts

  • Explore the factors contributing to the sustainability and national-level impact of the project which can be integrated into the project design and implementation phases;
  • Recommend strategies to disseminate research and evaluation findings across national and international networks which can promote integration of the findings into Nepal’s tertiary training for education providers.

 

2.4 Specific objective 4: Recommend two project locations (Palikas) based on specified criteria (among Haripurwa, Chandranagar, Brahmpuri, and Parsa)

  • Prevalence of extreme caste-based discrimination
  • Language group - considering WVIN's strategic direction to include Mahottari in the future and the engagement with Maithili language group in the another project in Morang and Sunsari, Maithili-spoken Palikas should be prioritized.
  • Commitment from local government to support the project (governance  and leadership)
  • Operational efficiency i.e. the 2 Palikas recommended should not pose operational challenges to the project such as located far from each other.
  • Identified barriers and opportunities for enhancing access to quality education for marginalized children
  • Situation of inclusive education at local level
  • Case studies where relevant

3.       Purpose of Consultancy/Assignment and Scope of Work

Based on the above mentioned objectives, the main purpose of this assignment is to provide technical support in ensuring disability component in the overall research process to the individual/institutional research consultant in close coordination with HI. Though the global research objective of Sikai is to explore key issues and barriers contributing to low learning outcomes for children with disabilities, this assignment is particularly related with the provision of technical support by the third party i.e. the consultant or the research team to ensure disability aspect in the overall research process. Major responsibilities of the assignment will be as follows:

a)       Content Validation: By reviewing the Inclusive Education (IE) and disability related documents, the consultant or the research team shall verify the content of the overall research document related to disability and ensure it is incorporated in the research.

b)      Methodological Validation: To support HI to calculate the sample size, determine the coverage area, identify the total population of study group, ensure the target group is included etc., the consultant or the research team shall provide technical support in designing appropriate methodology, encompassing the component of disability for the research and conduct pilot testing for accurate results. 

c)       Result Validation: The consultant or the research team shall validate the results of the preliminary findings via peer review process or whatever method is appropriate.

d)      State of Art/Current Situation in Disability and Inclusive Education Policy: Since the overall project aims to strengthen policy implementation in regards to disability and IEP, it is imperative for the consultant or the research team to compile knowledge on various policies existing in the disability and IE sectors along with identifying the persisting gaps and providing potential recommendations.

e)       Presentation and Sharing of the Policy Brief: Amid the national level key stakeholders, HI Senior Management Team and Project Advisory Committee, the consultant or the research team shall present and share the policy brief and incorporate the feedback received during the sharing meeting.

 

4.       CONSULTANT’S PROFILE

The consultant or consultant team can be from an academic institution, research firm or individual consultant.  A research consultant will be responsible for ensuring all deliverables are provided timely and according to the standards set in this Terms of Reference (ToR). This person will also ensure all communication with HI Nepal office and will be the sole responsible for fulfilling all the tasks as specified in the ToR. The expected qualifications and competencies required for the lead consultant include:

a)      Ph.D. in Education, Social Sciences or related discipline with minimum five years’ experience in conducting similar research, or Master’s degree in Education, Social Sciences or related discipline with minimum seven years’ experience in conducting similar research;

b)      Demonstrated experience in research design using methodological variation, varied tools and comprehensive data analysis;

c)      Prior knowledge and experience in conducting research on disability and gender and inclusion issues with intersectional analysis (experience utilizing the Social Relations Framework is highly preferred);

d)      Demonstrated experience in policy research or policy/programme review with focus on IE and disability;

e)      International experience in the field of IE and disability is highly preferred;

 

5.       SERVICE DURATION AND LOCATION

The consultant shall be recruited on a daily basis for maximum of 45 days. The assignment is expected to start by the first 20th of November 2018, upon signing of the contract between the consultant and HI. The assignment is expected to be completed by 10th January 2019. The maximum number of field visit during the assignment periods will be 10 days in Sarlahi district.  

6.       WORK SCHEDULE

  • The Consultant should set up a work schedule for the performance of the service and share with HI team.
  • Expected start date of assignment by November 20th, 2018 (detail schedule based on the deliverables will be discussed and plan together between both parties).
  • The final report is expected to be completed by January 10th, 2019.  

 

7.    REPORT

Deliverable 1: Situation analysis on disability and inclusive education in Nepal, in the Sikai region and recommendations about suggested interventions (policy, objectives, gaps, recommendations, and responsibilities)

 

Deliverable 2: Policy briefing papers covering the issues of disability and IE based on the research findings. Short 2-4 pages briefing papers on the key findings from the study about the current situation for children with disabilities and their access to inclusive education (including the themes of accessibility, learning outcomes attitude, etc.)

Deliverable 3: A brief report on completion of the assignment

8.    RESOURCE PERSON

Within the framework of the service provision, the Consultant will be asked to collaborate with Handicap International’s teams and in particular with Mrs Sanju Nepali who will be the point of contact.

 

9.    BUDGET

Ø  Cost of service provision: Per day NPR ………….. including all taxes (applicable TDS will be deducted as per the Government tax policy)

Ø  PAYMENT TERMS AND CONDITIONS: At the end of month or advance and by bank transfer or Cheque.

Ø  Ancillary expenses: As per HI’s travel policy, the transportation cost, per diem and accommodation during field visits will be borne by HI Nepal.

 

10.   VALIDATION

 

HI (Name, Position, Date and Signature)

Consultant (Name, Date and Signature)

 

 

 

Raju Palanchoke,

Head of Program and Quality Dept.

 

 

11.   REQUIRED DOCUMENTS

Firms:

              Cover Letter.

              Financial proposal

       A brief concept note highlighting the methodological design including work plan, and quality assurance mechanisms.

              The document should have annexed bio-data of the assignment team member/s.

              Firm Registration & Renewal certificate

              Copy of VAT Registration Certificate

              Latest Tax clearance certificate

 

Individuals:

              Cover Letter

              Financial proposal

       A brief concept note highlighting the methodological design including work plan, and quality assurance mechanisms.

              The proposal should have annexed bio-data of the assignment team member/s.

              Copy of Citizenship certificate

              PAN Registration Certificate, If any.

 

Please send a cover letter and required documents to e-mail: m.bhatta@hi.orgThe last date for submitting the application isby November 18, 2018. Please indicate the consultancy title while applying for on the subject of your cover letter.

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