{"id":22915,"date":"2021-10-04T18:17:54","date_gmt":"2021-10-04T16:17:54","guid":{"rendered":"https:\/\/louma-jobs.com\/cameroun\/?post_type=emplois&p=22915"},"modified":"2021-10-04T18:17:59","modified_gmt":"2021-10-04T16:17:59","slug":"consultant-learning-competency-framework","status":"publish","type":"emplois","link":"https:\/\/louma-jobs.com\/cameroun\/recrutements-emplois-stages\/2021\/consultant-learning-competency-framework\/","title":{"rendered":"Consultant: Learning Competency Framework"},"content":{"rendered":"\n

Consultant: Learning Competency Framework<\/h1>\n\n\n\n

Apply now \u00bb<\/a><\/p>\n\n\n\n

Date: <\/strong>02-Oct-2021<\/p>\n\n\n\n

Location:<\/strong> Bamenda, Cameroon<\/p>\n\n\n\n

Company: <\/strong>Plan International<\/p>\n\n\n\n

The Organisation<\/strong><\/p>\n\n\n\n

Plan International is an independent development and humanitarian organisation that advances children\u2019s rights and equality for girls.<\/p>\n\n\n\n

We believe in the power and potential of every child. But this is often suppressed by poverty, violence, exclusion and discrimination. And it\u2019s girls who are most affected.<\/p>\n\n\n\n

Working together with children, young people, our supporters and partners, we strive for a just world, tackling the root causes of the challenges facing girls and all vulnerable children.<\/p>\n\n\n\n

We support children\u2019s rights from birth until they reach adulthood. And we enable children to prepare for \u2013 and respond to \u2013 crises and adversity. We drive changes in practice and policy at local, national and global levels using our reach, experience and knowledge.<\/p>\n\n\n\n

We have been building powerful partnerships for children for over 80 years, and are now active in more than 70 countries.<\/p>\n\n\n\n

ROLE PROFILE<\/p>\n\n\n\n

Title<\/td>Consultant: Development of a Learning Competency Framework and Approach for Non-Formal Education<\/td><\/tr>
Functional Area<\/td>Programs<\/td><\/tr>
Reports to<\/td>M&E Coordinator<\/td><\/tr>
Location<\/td>Onsite <\/td>Travel required<\/td>Yes<\/td><\/tr>
Effective Date<\/td>FY22<\/td>Grade<\/td> <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

ROLE PURPOSE<\/p>\n\n\n\n

Background and Purpose Statement<\/strong><\/p>\n\n\n\n

Since the end of 2016, the North-West and South-West Regions have been facing instability with multiple consequences which have been exacerbated by the COVID-19 pandemic, causing many children and youth of school-going age to lose not only means to access learning resources, but also the knowledge gained in both formal and non-formal learning spaces. According to the HRP 2021, the crisis in the Northwest and Southwest has had a major impact on the Education Sector, leaving around 700,000 children out of school in late 2020. As of November 2020, in the Northwest region only 730 primary schools (23 percent out of 3,127) and 142 secondary schools (25 percent out of 416) are opera\u00adtional. More so, only 39% of the primary school teachers and 21 per cent of the secondary school teachers are reporting to work. Schools in urban centres of the Northwest and Southwest regions are overcrowded. <\/p>\n\n\n\n

Thousands of children displaced to the Littoral, West and Centre regions struggle to access schools, due to poverty, social exclusion and financial constraints. Based on the figures from the Ministries of Education, almost 38,000 displaced children are attending basic education in schools of the Littoral, West and Center. The education structures hosting IDPs struggle to include the additional students with an average pupil per classroom ratio of up to 200 children and limited infrastructures.<\/p>\n\n\n\n

As indicated in the NWSW Multisector Needs Assessment 2020 report findings, a major challenge faced by children is a lack of functional schools due to the crisis\/insecurity and COVID-19 pandemic. It was also reported that some schools, which are functioning, are usually far from where they live and that parents do not have the resources to cover for additional education-related costs such as transportation, housing etc. Because of the ongoing crisis and the COVID-19 pandemic, girls are discouraged from returning to and\/or completing school. Adolescent girls who participated in the MSNA scorecard process reported that 39% of the girls in their community \u201cnever \u201ccomplete secondary education while 30% said that they seldom complete, 2% sometimes, 14% often and 15% always. 75% of adolescent mothers, pregnant and married girls mentioned that Community learning centres that offer non-formal education remain the preferred option to continue their studies.<\/p>\n\n\n\n

It is in view of the above that Plan International Cameroon sees a need to have an agreed and endorsed learning competency framework in place; a framework which will be a guiding document, a blueprint that will outline the underlying beliefs and guiding principles of educating out-of-school and displaced children within the NWSW regions. It will highlight the pedagogic approach; the choice of methods and material as elaborate on the learning competencies to be acquired by children. It will be a concise and complete document that can be used by facilitators, trainers, supervisors, planners and administrators. The approach also needs to consider the actual constraints of space, availability of qualified facilitators and community-based barriers which will require a range of innovative alternative learning options. The LCFA pedagogical approach is a blended approach, based on the principles of child-centered approach and learning from Education in Emergencies experiences.  <\/p>\n\n\n\n

Following the exercise, the consultant, supported by Plan International and the Education Cluster, will develop a Learning Competency Framework and Approach document to be used in functional non-formal spaces across the regions. The design of the package will be gender responsive and in line with the INEE Minimum Standards, INEE Guidance note on Gender. The learning package will also draw from Plan International resources, in particular the Global life skills package and the Gender Responsive Pedagogy Teacher Training (GRPTT) and from other relevant global resources such as TICC (Teachers in Crisis Context) and INEE PSS-SEL materials. An activity pack and monitoring tools will be included along with modules covering key life skills (SRHR, MHM, nutrition education, safe food hygiene practices, psychosocial wellbeing, positive parenting skills, and peace building\/conflict resolution), literacy and numeracy, SEL, PSS and conflict resolution. The design process will involve key stakeholders from the Education Cluster<\/a> for gathering relevant resources and good practices, for review and validation. Contents and methodology will be age and culturally appropriate. It will also be in line with findings from the MSNA conducted in November 2020.<\/p>\n\n\n\n

OBJECTIVES AND SCOPE OF THE WORK<\/p>\n\n\n\n

The aim of the Learning Competency Framework and Approach (LCFA) is to get an agreed and endorsed guiding document, with principles for educating out-of-school and displaced children in the NWSW region in communities where schools are not functioning for security reasons and alternative education programmes are required. It also has as objective to have out-of-school <\/a>children with the NWSW regions develop learning, literacy and life skills in a protective and child friendly environment.  Towards this, the LCFA will strive to promote a learner-centered approach, continuity of education and equivalence to formal systems, in the interest of the child\u2019s well- being and the larger human values. More so, it will draw on wide ranging inputs and experiences on one hand and on the other hand, create an ownership within the stakeholders from national to sub-national levels. Key stakeholders from the Education Cluster will be consistently kept in the loop during the development process. The principles of LCFA are universal and lasting, however given the situation in NWSW regions, the LCFA will be an evolving document. Keeping in mind the practical difficulties of space, insecurity, resources and limited learning time, the LCFA chooses to be modest (practical and realistic) in its aspirations.<\/p>\n\n\n\n

Specific objectives:<\/strong><\/p>\n\n\n\n

Specifically, the intent of developing a LCFA includes;<\/p>\n\n\n\n

1. To facilitate creation of a systematic pathway for quality learning for out-of-school and displaced children within the NWSW. LCFA provides a blueprint towards \u2018what\u2019 will be taught and \u2018how\u2019 it will be taught. <\/p>\n\n\n\n

2. Providing a reference point for developing teacher\/facilitator training plans as provide guidance for learners\u2019 assessment. It will bring in an element of standardization in implementation, which it is hoped will pave way for possible certification or transition to a formal system. <\/p>\n\n\n\n

3. Developing an LCFA that become a guiding document for all stakeholders involved in delivering education for out-of-school children and will be applicable to various methods of delivery, including the Learner-centered approach. <\/p>\n\n\n\n

4. Augmenting the LCFA with additional support material for teacher\/facilitator development, learner assessment and monitoring systems. This will include identifying the non- formal education service delivery gaps.<\/p>\n\n\n\n

5. The development of a guiding document with age- and culturally-appropriate content and methods that considers the LCFA principles including safe and child friendly spaces, Do No Harm, gender, inclusion and community engagement.<\/p>\n\n\n\n

Roles and Responsibilities<\/strong><\/p>\n\n\n\n

Plan International will:<\/strong><\/p>\n\n\n\n

1. Provide briefing about the assignment and on how to prepare an inception report to the winning consultant.<\/p>\n\n\n\n

2. Provide all relevant background documents and data to the winning consultant.<\/p>\n\n\n\n

3. Provide feedback on inception report and data collection tools.<\/p>\n\n\n\n

4. Supervise the process of data collection and analysis to ensure quality.<\/p>\n\n\n\n

5. Review the draft report in light of the ToR, signed agreement and inception report.<\/p>\n\n\n\n

6. Arrange\/ facilitate meetings with beneficiaries and stakeholders.<\/p>\n\n\n\n

7. Effect payments pursuant to the agreement signed with the consultant.<\/p>\n\n\n\n

Under the overall supervision of the Bamenda PIIA\u2019s M&E Coordinator of Plan International Cameroon, the selected consultant will have to perform the below main activities:<\/p>\n\n\n\n

1. Attend Plan\u2019s briefing session about the project and on how to develop an inception report.<\/p>\n\n\n\n

2. Prepare and submit an inception report (as per Plan\u2019s guidance) along with the tools.<\/p>\n\n\n\n

3. Prepare tools for the Learning Competency Framework and Approach (LCFA).<\/p>\n\n\n\n

4. Deploy pertinent qualified and experienced team members for the assignment.<\/p>\n\n\n\n

5. Facilitate in training of enumerators and data collection.<\/p>\n\n\n\n

6. Be responsible for the collection, entry, and analysis of evaluation data and all costs associated to this.<\/p>\n\n\n\n

7. Work on and submit draft deliverables to Plan International.<\/p>\n\n\n\n

8. Present summary of deliverables and recommendations to a validation meeting\/workshop.<\/p>\n\n\n\n

9. Integrate recommendations and produce final deliverables as per the inputs of the validation meeting\/workshop.<\/p>\n\n\n\n

Expected deliverables<\/p>\n\n\n\n

The consultant is expected to be as inclusive as possible in data collection, as he\/she ensures data is collected from both Northwest and Southwest regions of Cameroon. The consultant needs to select representative non-formal learning structures and collect data from each region and representative schools from each region. Roughly, six FGDs and KII from each region and online survey from the Cluster partners is expected. Online Focus Group Discussions (FGDs) and Key Informant Interviews (KIIs) with focal points from Education Cluster Partners and other community-based non-formal learning structures.<\/p>\n\n\n\n

The consultant should produce the following deliverables:<\/p>\n\n\n\n

Tasks\/Milestone:<\/strong><\/td>Deliverables\/Outputs:<\/strong><\/td>Timeline<\/strong><\/td><\/tr>
A short inception report<\/td>Inception report with the initial needs\/gaps and opportunities analysis + detailed consultation plan, tools and timeframe.<\/td>One week from the date of signing the contract<\/td><\/tr>
Data Collection<\/td>Data Set<\/td>14 days<\/td><\/tr>
Draft report.<\/td>Report that includes a mapping of existing and potential res<\/td>5 days<\/td><\/tr>
Draft a LCFA document. <\/td>Presentation of findings and draft report<\/td>5 days<\/td><\/tr>
Session for Preliminary findings<\/td>Session with cluster partners to share preliminary findings<\/td>1 day<\/td><\/tr>
Validation workshop<\/td>Validation meeting\/workshop with cluster partners and Plan staff to validate the final LCFA document.<\/td>1 day<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Dealing with Problems\/Risks<\/p>\n\n\n\n

1. Ability to work and coordinate with multisectoral stakeholders.<\/p>\n\n\n\n

2. Must have very good interpersonal relationship with Plan International staff and partners<\/p>\n\n\n\n

Key relationships<\/p>\n\n\n\n

Internal<\/em><\/p>\n\n\n\n

1. Education Program Lead, Plan International Country Office \u2013 High<\/p>\n\n\n\n

2. MERL Coordinator, Bamenda PIIA \u2013 High<\/p>\n\n\n\n

3. EiE Coordinator Bamenda PIIA-High<\/p>\n\n\n\n

4. CPiE Coordinator Bamenda PIIA – Low<\/p>\n\n\n\n

job requirements<\/a><\/p>\n\n\n\n

Specific qualification and competency required;<\/strong><\/p>\n\n\n\n

The individual consultant that meets the following required qualifications and skills are invited to apply for this consultancy:<\/p>\n\n\n\n

1. Postgraduate qualification (Masters or above) in Education or in a discipline relevant to this assignment. <\/p>\n\n\n\n

2. At least 5 years\u2019 experience, of progressive responsibility, in the Education or Child Protection in Emergencies or development sector, with extensive experience in needs assessments and integrated program design. <\/p>\n\n\n\n

3. Excellent and proven record in research methodology in quantitative and\/or qualitative research skills.<\/p>\n\n\n\n

4. Experience in participatory methods involving children and youth is considered an asset.<\/p>\n\n\n\n

5. Proven ability to interpret analyze and synthesize complex qualitative and quantitative data or report, and to present findings and recommendations in a clear and concise way.<\/p>\n\n\n\n

6. Demonstrated ability of analytical and report drafting work.<\/p>\n\n\n\n

7. Strong training and facilitation skills. Strong facilitation skills and hands-on experience of working in participatory ways with staff groups, partners, and communities.<\/p>\n\n\n\n

8. Strong gender and inclusion analytical skills and knowledge\/experience of different gender and inclusion tools<\/p>\n\n\n\n

9. Good interpersonal skills and ability to work in a team with diverse backgrounds.<\/p>\n\n\n\n

10. Excellent report-writing skills are essential.<\/p>\n\n\n\n

11. Knowledge and sensitivity to political and social contexts of North West and South West communities.<\/p>\n\n\n\n

Payment modalities<\/p>\n\n\n\n

 The consultants shall be paid the consultancy fee upon completion of the following milestones.<\/p>\n\n\n\n

a)    20% after completion, submission, and acceptance of inception report;<\/p>\n\n\n\n

b)    50% after completion, submission, and acceptance of detailed reports describing the proposed evidence-based Education in Emergency (EiE) package, to be used in functional non-formal spaces across the regions.<\/p>\n\n\n\n

c)    30% submission of the final consultancy completion report.<\/p>\n\n\n\n

PLAN INTERNATIONAL\u2019S VALUES IN PRACTICE<\/a><\/p>\n\n\n\n

We are open and accountable<\/strong><\/p>\n\n\n\n

1.    Promotes a culture of openness and transparency, including with sponsors and donors.<\/p>\n\n\n\n

2.    Holds self and others accountable to achieve the highest standards of integrity.<\/p>\n\n\n\n

3.    Consistent and fair in the treatment of people.<\/p>\n\n\n\n

4.    Open about mistakes and keen to learn from them.<\/p>\n\n\n\n

5.    Accountable for ensuring we are a safe organisation for all children, girls & young people<\/p>\n\n\n\n

We strive for lasting impact<\/strong><\/p>\n\n\n\n

1.    Articulates a clear purpose for staff and sets high expectations.<\/p>\n\n\n\n

2.    Creates a climate of continuous improvement, open to challenge and new ideas.<\/p>\n\n\n\n

3.    Focuses resources to drive change and maximise long-term impact, responsive to changed priorities or crises.<\/p>\n\n\n\n

4.    Evidence-based and evaluates effectiveness.<\/p>\n\n\n\n

We work well together<\/strong><\/p>\n\n\n\n

1.    Seeks constructive outcomes, listens to others, willing to compromise when appropriate.<\/p>\n\n\n\n

2.    Builds constructive relationships across Plan International to support our shared goals.<\/p>\n\n\n\n

3.    Develops trusting and \u2018win-win\u2019 relationships with funders, partners and communities.<\/p>\n\n\n\n

4.    Engages and works well with others outside the organization to build a better world for girls and all children.<\/p>\n\n\n\n

We are inclusive and empowering<\/strong><\/p>\n\n\n\n

  1. Seeks constructive outcomes, listens to others, willing to compromise when appropriate.<\/li>
  2. Builds constructive relationships across Plan International to support our shared goals.<\/li>
  3. Develops trusting and \u2018win-win\u2019 relationships with funders, partners and communities.<\/li>
  4. Engages and works well with others outside the organization to build a better world for girls and all children.<\/li><\/ol>\n\n\n\n

    Physical Environment<\/p>\n\n\n\n

    The consultant will work mostly on site.<\/p>\n\n\n\n

    Level of contact with children<\/p>\n\n\n\n

    High<\/p>\n\n\n\n

    Closing Date: 09\/10\/2021<\/strong><\/p>\n\n\n\n

    Early application is encouraged as we will review applications throughout the advertising period and reserve the right to close the advert early.<\/em><\/p>\n\n\n\n

    Plan International believes that in a world where children face so many threats of harm, it is our duty to ensure that we, as an organisation, do everything we can to keep children safe. This means that we have particular responsibilities to children that we come into contact with and we must not contribute in any way to harming or placing children at risk. <\/p>\n\n\n\n

    A range of pre-employment checks will be undertaken in conformity with Plan International’s Safeguarding Children and Young People policy. Plan International also participates in the Inter Agency Misconduct Disclosure Scheme<\/a>. In line with this scheme we will request information from applicants previous employers about any findings of sexual exploitation, sexual abuse and\/or sexual harassment during employment, or incidents under investigation when the applicant left employment. By submitting an application, the job applicant confirms his\/her understanding of these recruitment procedures.<\/p>\n\n\n\n

    Equality, diversity and inclusion is at the very heart of everything that Plan International stands for. Our organisation is based on a culture of inclusivity and we strive to create a workplace environment that ensures every team, in every office, in every country, is rich in diverse people, thoughts, and ideas.<\/p>\n\n\n\n

    We will provide equality of opportunity and will not tolerate discrimination on any grounds. We foster an organisational culture that embraces and exemplifies our commitment to gender equality, girls\u2019 rights and inclusion while supporting staff to adopt good practice, positive attitudes and principles of gender equality and inclusion.Apply now \u00bb<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

    Consultant: Learning Competency Framework Apply now \u00bb Date: 02-Oct-2021 Location: Bamenda, Cameroon Company: Plan International The Organisation Plan International is an independent development and humanitarian organisation that advances…<\/p>\n","protected":false},"author":4,"comment_status":"open","ping_status":"closed","template":"","categories":[436],"tags":[],"villes":[142],"contrats":[234],"diplomes":[212,159],"louma_meta":{"emploi_title":"","emplois_employeur":20827,"emplois_date_publication":"","emplois_heure_publication":"","emplois_date_cloture":"","emplois_heure_cloture":"","emplois_experience_min":"","emplois_experience_max":"","emploi_email":""},"_links":{"self":[{"href":"https:\/\/louma-jobs.com\/cameroun\/wp-json\/wp\/v2\/emplois\/22915"}],"collection":[{"href":"https:\/\/louma-jobs.com\/cameroun\/wp-json\/wp\/v2\/emplois"}],"about":[{"href":"https:\/\/louma-jobs.com\/cameroun\/wp-json\/wp\/v2\/types\/emplois"}],"author":[{"embeddable":true,"href":"https:\/\/louma-jobs.com\/cameroun\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/louma-jobs.com\/cameroun\/wp-json\/wp\/v2\/comments?post=22915"}],"version-history":[{"count":0,"href":"https:\/\/louma-jobs.com\/cameroun\/wp-json\/wp\/v2\/emplois\/22915\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/louma-jobs.com\/cameroun\/wp-json\/wp\/v2\/media\/20849"}],"wp:attachment":[{"href":"https:\/\/louma-jobs.com\/cameroun\/wp-json\/wp\/v2\/media?parent=22915"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/louma-jobs.com\/cameroun\/wp-json\/wp\/v2\/categories?post=22915"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/louma-jobs.com\/cameroun\/wp-json\/wp\/v2\/tags?post=22915"},{"taxonomy":"villes","embeddable":true,"href":"https:\/\/louma-jobs.com\/cameroun\/wp-json\/wp\/v2\/villes?post=22915"},{"taxonomy":"contrats","embeddable":true,"href":"https:\/\/louma-jobs.com\/cameroun\/wp-json\/wp\/v2\/contrats?post=22915"},{"taxonomy":"diplomes","embeddable":true,"href":"https:\/\/louma-jobs.com\/cameroun\/wp-json\/wp\/v2\/diplomes?post=22915"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}