Terms of Reference - (TOR) to engage a consultant to undertake Teachers training in Education in Emergency for the Afghan refugee camps located in Khyber Pakhtunkhwa.

Helvetas Pakistan is focusing on improving access to non-formal education by establishing NFE centers for out of school children. The Non-formal education centers are established in six districts of Peshawar, Mardan, Charsadda while in Nowshera, Buner and Chitral the process has been initiated. The focus is to enrol out of school children through bridging and catch up classes.

Bringing out of school children back to school through non-formal education especially bridging and catch-up programmes and linking them to formal education system along with proposing certain activities to address the protection issues of these vulnerable Afghan refugees through identification, assessment and referral methodology.

Teachers Training in Education in Emergency:

The Teachers Training must be designed to build the training pack to construct basic teaching competencies for teachers. The training pack should go into more depth and support teacher professional development over time. The teachers are recruited to teach in emergency settings whether they are qualified or less qualified (e.g., refugee/IDP camps, conflict-affected areas, post-natural disasters, and/or with highly vulnerable populations). The training will respond to a critical gap that provides coverage of foundational knowledge and skills required by teachers in emergency context.

Delivering teachers training in education in emergencies is about providing children with continued opportunities for non-formal learning and development. The training will focus on areas of non-formal school management, school record keeping, techniques to increase school enrolment, managing curricula, classroom based assessment, contingency planning, and general emergency preparedness. 

What to deliver:

Training for teachers in emergency should provide specific, crisis-related content while orienting educators on effective teaching methodologies aligned with capacities and classroom needs. Short, one-off training sessions are not adequate or effective to prepare teachers to support crisis-affected children – teachers require follow-up, mentoring and opportunities to build on new skills over time. The Teachers training in emergency is enabling the teachers to become a mentor, and cope with the challenges in EiE contexts. Teacher training may involve one or a combination of the following:

• Training for teachers on how to deliver a new course, or how to address new learning needs. For example, teachers may need training to teach multi-age classes
• Introduce strategies to teach multi-age classes
• Enabling the teachers to cope with the new Khyber Pakhtunkhwa curriculum

Scope of Work:

The training content will be based on the Teachers in Emergency Context and INEE Minimum Standards for Education covering the following modules:

Methodology:

The approach of the training should generally be based on principles of adult learning and employ a variety of effective training methodologies. These include the following methodologies:

• Reflect and Revisit: draw upon participants existing knowledge and previous training
• Learn: introduce new material, concept/content.
• Practice: give participants multiple opportunities to practice using what they are learning during the training.
• Planning and Action: provide an opportunity for participants to plan how they can apply their skills to their classroom.
• Assess: provide time for participants to complete a self-assessment on how well they currently use skills from the training and to create a plan to develop these skills, using the Skills and Strategies handout. Participants will continue to refer to this handout after the training to reflect and collaborate.

Duration of the Assignment:

The assignment is proposed to be completed in 5-day, locations inclusive of travel, and report writing. The assignment is expected to take place in September 2023

• 3-days deliverance of the training
• 2-days report writing

Deliverables by Consultant:

The consultant will be required to submit the following deliverables to the EIE consortium coordinator:

1. Preparation of the training – outlining the training contents and materials to be used
2. Deliver the training in Peshawar to the teachers of NFECs from 13 different camps
3. Prepare comprehensive training reports with an evaluation and lessons learned for future interventions
4. Present the training report to Helvetas and the consortium members
5. All the training and IEC material will be handed over to Helvetas

Responsibilities of Helvetas:   

• Provide project documents and any other material relevant to the training
• Provide consultancy fee for the task
• Provide support on the logistics and transport of the consultant period
• Provide transport during the engagement and while undertaking activities on the assignment
• Provide accommodation

Skills and Qualifications

• Master’s degree in Education or other related social science with experience in Education programming in humanitarian/development settings
• Working experience in the similar approaches
• Extensive experience in delivering similar trainings and developing training manuals for teachers
• Good facilitation and report writing skills
• Working experience in conflict and gender-sensitive programming

How to apply

Interested applicants are encouraged to apply for this assignment by submitting the following.

1. Covering letter with detailed resume and expression of interest (Demonstrating a clear understanding of the objectives of the assignment) and consultancy fee expectations quoted at per day’s rate (in one document)

Kindly send your applications to:

[email protected] 

The deadline for application submission is Wednesday, September 20^th, 2023, by 5:00 pm. 

Female qualified consultants are highly encouraged to apply for the consultancy.