Consultant - Developing Education Sector Programme Strategy

  • Added Date: Monday, 19 July 2021
  • Deadline Date: Friday, 30 July 2021

1.0 Introduction

1.1 About JAM International

JAM International is an African humanitarian and development organization founded in 1984 by South-African born Peter and Ann Pretorius. JAM’s core mission is to provide African communities with ways in which they can create a sustainable living. The organization has ongoing operations in Angola, Mozambique, Rwanda, Sierra Leone, South Africa, South Sudan and Uganda. JAM has registered affiliate support offices in Canada, Germany, Switzerland, the United States, the United Kingdom and representatives in Norway and Australia. JAM’s Vision is: An Africa that thrives. JAM’s purpose is: Better lives for Africa’s Children; and its mission is ***Partnering with African communities in their transformational development*.**

JAM has recently developed its Theory of Change (ToC) with corresponding key programing principles [also known as Principle Level Choices (PLC)] as well as core intervention sectors namely; Health and Nutrition, Water, Sanitation and Hygiene (WASH), Education, Food Security and Livelihoods and Economic Empowerment.

JAM believes that every person on the African continent can live dignified lives to their full potential and that this state would be manifested when all households and communities have a sustained ability to adequately provide for their children. Providing for a child in this case means meeting all basic needs and strategic needs at or above established thresholds. Sustained ability implies having necessary means including assets (financial, natural, human, social, physical) and a supportive environment at all times and in all circumstances”. For households and communities to have sustained ability to provide for their children, JAM believes that three key Outcomes must be realized as enumerated below:

  1. Households are resilient, experience economic empowerment and transformational development

  2. Households have access to timely, sufficient and appropriate humanitarian assistance when disasters occur

  3. Households are able to build back better, experience early recovery and transition to community development

1.2. JAM’s ToC is programmatically will be achieved through three key Outcomes as follows:

i) Outcome 1: Households are resilient, experience economic empowerment and transformational development. JAM’s development model focuses on the wellbeing of the child. It starts with the household and extends to the community. Working with governments, churches, corporates and local organizations, JAM will use participatory approaches to mobilize households and communities to take advantage of local resources and knowledge to create sustainable income generating initiatives that lead to economic empowerment, a sense of dignity and break the cycle of poverty. With regular and growing incomes, households will be able to cover basic needs, provide for their children (send children to school, have safe drinking water, sanitation and hygiene to contribute towards prevention of waterborne and related diseases) obtain timely and quality medical care when needed; participate in and support community initiatives and plan for their future.

ii) Outcome 2: Households have access to timely, sufficient and appropriate humanitarian assistance when disaster occurs. No community is immune to disasters. As we promote community development initiatives, JAM will work with communities and governments to support community-based Disaster Risk Reduction (DRR). The organization will also maintain disaster response capacity and provide life-saving humanitarian assistance when disasters strike. JAM works to ensure disaster affected populations have access to sufficient safe water, sanitation and hygiene and appropriate food and non-food items (NFI’s); support children’s continuation of learning safely within humanitarian emergency contexts. For efficient delivery of such humanitarian assistance JAM’s Emergency Response Teams will be part of country humanitarian coordination mechanisms and contribute to relevant service delivery clusters including child continued access to educational materials as well as contributing to technical working groups.

iii) Outcome 3: Households are able to build back better, experience early recovery and transition towards community development**.** JAM recognizes the need to provide safety-nets, support communities to mitigate the frequency and impact of shocks, enable recovery and break the cycle of desperation. To this end, JAM works with communities to build their potential and coping capabilities. The organization will promote interventions that support sustainable recovery including of academic learning services and transitioning to resilience building and development. Efforts will focus on addressing root causes of vulnerability, risk reduction, protecting livelihoods assets, generating self-sustainability and ownership.

These three Outcomes constitute JAM’s Change/Transformational Pathways to having households in Africa provide for their children including access to education. These interrelated outcomes compliment and reinforce one another and are measurable. The organization recognizes that households exist in, and are affected by the larger context/s. Sustained ability of households to provide for their children depends on variables that require a supportive socio-political-policy framework. The Theory of Change assumes existence of an enabling social-economic and political environments that support and safeguard resilience at the household level.

1.3 Programing Principles (also known as Principle Level Choices)

Along with the ToC, the organization has established a programming model that aligns to its aspirations-- The Community Transformational Development Approach-(CTDA). This development model of choice employs participatory approaches to graduating the ultra-poor households and communities from acute need to self-reliance. CTDA is underpinned by six programming principles entrenched in each programme. Under its CTDA, JAM’s interventions will:

· Be conceptualized and managed as a Programme- implying a comprehensive, multisectoral and integrated programme approach

· Seek to build household resilience;

· Be focused on the child;

· Contribute to the global development goals;

· Promote partnerships;

· Be rights-based ensuring inclusion, equality and equity

· Promote local capacities for peace building.

1.4 Intervention Sectors

JAM has defined specific sectors in which it will focus its interventions. These are:

  1. Emergency Response

  2. Water, Sanitation and Hygiene

  3. Health and Nutrition

  4. Food Security and Livelihoods

  5. Education

  6. Economic Empowerment

To cascade and ground its ToC and Programming Framework, JAM seeks to develop Sector Specific Programming Frameworks and their respective Strategies.

2. The Assignment

Joint Aid Management (JAM) International would like to engage a consultant to develop an Education Sector Programme Strategy to guide the implementation of the its Education Programme in contributing towards the achievement of SDG 4 (Quality education). The Strategy will contribute towards the actualization of both its Theory of Change (ToC) and Programming Framework. The Education Sector Programme Strategy will guide the organization’s programme conceptualization design and execution at country level.

2.1. Objectives of the assignment

The objectives of the assignment are as follows: 

2.1.1. Derived from JAM’s Programming Framework; define the scope and strategies for its Education Programme; specifically, the evidence-based methodological approaches; the programmatic interventions based on a comprehensive multi-sectoral integrated model.

2.1.2. Develop and define the Education programme results framework including the core outcome, impact and outputs with corresponding indicators therein and the framework for measuring programme performance based on evidence-based models and approaches for executing programmes under the sector.

2.1.3. Enumerate JAM’s Education programme indicator recall timeframe and the intermediate changes to be realized for optimal impact as envisaged in the ToC;

2.1.4. Develop the Education framework and methods for learning

2.2. Specific Tasks

2.2.1. In addition to defining the specific areas of focus and interventions; the Education Programme Strategy should be informed by most recent work on addressing impact of children’s non- completion of universal primary education in relation to for example to the SDGs.

2.2.2. Provide a well rationalized business-case for the need for programme integration considering for example the linkages between unsafe drinking water, poor sanitation and hygiene and quality education goals in Africa. The rationale should provide evidence-based choices and options for the role of education in enhancing good health and nutrition; economic empowerment both in institutions of learning (with a focus on cognitive childhood development.

2.2.3. The Education Programme Strategy should define how it will enhance children’s/Teachers’/Parents’/Guardians’ as well as community participation and ownership of the school-based- and out of school education and related programme interventions.

2.2.4. The Strategy should define how it will enhance household/community resilience; income generation while improving nutritional status of the households/communities and how it will enhance child-to-child educational activities for both children n and out of school.

2.2.5. The Strategy should identify and present in detail, the available opportunities and resources within the education sector. These should be reflected in the Education Programme strategy document.

2.2.6. The strategy document should analytically define and recommend the resources including strategy implementation structures/infrastructure, capacities and budget needed to implement the Education Programme Strategy.

2.2.7. Prepare a list of change indicators and a change measurement plan.

  1. Deliverable

At the end of this assignment, the following deliverables are expected:

A concise technical sound Education Programme Strategy Document as outlined in the Objectives and tasks sections of this ToR and based on the Outline below.

4. Outline for the Education Programme Strategy Document

· Cover Page

· Table of Contents.

· Terms, Concepts and Acronyms

· Executive Summary

· Introduction

  • Education Sector (Quality Universal Primary Education)-Global Contexts

  • Universal Quality Primary Education -Africa Region Context

· Problem Statement

· Rationale

· Overarching Strategy Principles

· Strategic Choices for the Education Programme Strategy

· Purpose of the Strategy

· Education Programme Strategy Goal

· Education Strategy Objectives

· Proposed Education Programme Interventions, Intervention Models

· Overall Programming Strategies and structures for the Education Programme

· Education Programme Results Framework: Outcomes, Outputs, Indicators

· Strategy Monitoring and Evaluation Plan

· Opportunities in the Education Programme sector

· Education Sector Programme Learning Models

· Education Programme Strategy Budget

· Bibliography 5. Required Qualifications and Competencies** 5.1. Qualifications: Masters’ degree in Education 5.2. At least 7 years’ experience in developing Education Programme Strategies/or related field Strategic Plans with focus on primary education 5.3. Competencies 5.4. Proven expertise in Education Sector Strategy Development/Programme Management. 5.6. Expertise in written communication 5.7. Ability to prepare and make presentation of the Education Programme Strategy or related technical presentations to a Peer Review panel. 5.7. Skills in technical presentations using diagrammatic illustrations and preparing power point presentations is an added advantage.

5.8.The required language is English

6. Timeline and schedule of activities: This assignment is for 30 days beginning August 1 and ending August 31, 2021.

This vacancy is archived.

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