Scope of Work White Paper: Education and Humanitarian-Development Coherence Short-Term Consultancy with USAID ECCN

Transcription

1 Scope of Work White Paper: Education and Humanitarian-Development Coherence Short-Term Consultancy with USAID ECCN Deadline for submission: July 21, 2017 The USAID Education in Crisis and Conflict Network (USAID ECCN) is a community of practice composed of USAID education staff, implementing partners and others working to increase equitable access to, and improve the quality of, education in crisis and conflict affected environments. USAID ECCN was initiated to promote knowledge generation and sharing among practitioners, policy makers and researchers related to Goal 3 of the USAID Education Strategy: improved equitable access to education in crisis and conflict affected environments. This five-year initiative is meant to complement the contributions of other networks, such as INEE, by providing resources to a smaller, more USAID-related community while also gathering and distributing key information to larger audiences. Background Operating in Crisis and Conflict Contexts Crisis and conflict contexts have become more complex, urbanized and protracted, and typically involve multiple, simultaneous stresses and shocks from climate-related hazards, conflict and criminal violence, forced displacement, and/or pandemics. These contexts also witness political and economic instability, and host governments challenged with governance deficits and corruption. As a consequence, humanitarian and development communities are increasingly challenged to be fit-for-purpose in these environments. Growing caseloads and timetables stretch the under-resourced humanitarian system. High-risk and volatile operating environments hamper effective development partner engagement and the ability to address underlying vulnerabilities and causes of conflict and crisis. Seeking Humanitarian Development Coherence How to achieve more coherence and alignment between the humanitarian and development communities has long been debated. The issue recently reached the top of the global policy agenda at the World Humanitarian Summit (WHS) in A principal call was to shift the focus from delivering aid to ending need more effectively and sustainably by working collectively and coherently, so that humanitarian action reinforces development gains and development assistance addresses vulnerabilities and reaching those furthest left behind. This requires distinct ways of working at the levels of policy, practice, systems and tools: 1

2 to act early and preventively without waiting for crises to occur; to reinforce rather than replace national and local systems; to strengthen coherence and collaboration among humanitarian, stabilization, peacebuilding, human rights and development actors on the basis of comparative advantage; to go beyond the notion of quick onset emergency work, and require longer-term actors to capably work in the absence of predictability, stability and robust institutional partners; to pursue context-specific approaches that reinforce local systems and build community resilience to shocks in a manner that transcends institutional boundaries, and; to underpin these efforts with flexible and innovative financing arrangements and partnerships. Opportunity in the Education Sector The education sector is uniquely placed to advance coherence and alignment between humanitarian and development policy and practice. Education in emergencies, and its links to child protection, supports access to safe, relevant and quality education and the promotion of psychosocial wellbeing of learners and educators which offers foundations for recovery, rehabilitation and development. Moreover, education serves to strengthen the resilience of children, families and communities affected by crisis and conflict. Investments into longer-term education programs play a vital role in helping all sectors of society understand disaster and climate risk, reduce vulnerabilities to natural hazards, and prepare for crises. Relevant and quality education can counter the underlying causes of violence and foster inclusion, tolerance, human rights awareness and conflict resolution fostering the longer-term effort towards cohesive communities and peaceful societies. Leadership from USAID USAID has made strides to improve development and humanitarian coherence in its education policy and programming. Under its Education Strategy (2011), USAID has invested approximately $500 million between in over 98 active projects in 21 countries to increase equitable access to education in crisis and conflict. The Agency has collaborated with other key actors to develop the Education Cannot Wait (ECW) Fund as a response to the need for more innovative and nimble mechanisms meant to transform the delivery of education in these contexts. USAID also supports the commitments made at the WHS to strengthen humanitarian-development coherence and their application to the education sector. Purpose The purpose of the white paper is to provide USAID, including missions, regional bureaus, pillar bureaus, OFDA and Department of State/PRM with a summary analysis of existing global and inter-agency policy related to humanitarian development coherence in the education sector, and to provide guidance for enhanced strategy and programming in this area. Specifically, the white paper will: 1. Summarize the state of the art in global, inter-agency policy on strengthening humanitarian-development coherence in the education sector. 2

3 2. Develop a conceptual framework, including a definition of key terms, concepts and components on humanitarian-development coherence in the education sector. 3. Map and analyze existing USAID strategies, policies, instruments, guidance and tools that are relevant to strengthening humanitarian development coherence in education sector. 4. Map and analyze the degree to which US Department of State/PRM and USAID/OFDA programs include education components to facilitate humanitarian-development coherence; 5. Make recommendations to USAID to strengthen its efforts to enhance the humanitariandevelopment coherence in the education sector at the level of strategy and programming. The intended audience for the white paper is USAID including missions, regional bureaus, pillar bureaus, OFDA and Department of State/PRM. Tasks and Deliverables Tasks Draft Workplan Desk review of global, inter-agency policy, guidance, tools Compose Advisory Panel Draft Conceptual Framework and Outline for White Paper Deliverables/ Milestones Workplan that describes each output, methodology, and delivery date. Includes Advisory Panel meetings. Document that lays out terminology, concepts and components of humanitariandevelopment coherence Mapping and analyses Names, contacts and rationale for 5-7 experts in humanitariandevelopment coherence, submitted for approval by USAID (then subject to confirmation by experts) Document that lays out the major conceptual, policy and programmatic elements for USAID s approach to humanitarian development coherence in education. Deliverable Description Due Date Word document Aug 11, page Word documents PowerPoint presentation (summary) Aug 31, 2017 Word document or excel sheet Aug 31, 2017 Graphic and or 2-3 page document Sept 15, 2017 Plan and facilitate meetings with Advisory Panel Plan and prepare 2-3 meetings/consultations (two inperson in Washington, DC). The timing and purpose of each consultation should be included in the detailed work plan. Meetings (virtual/in-person) Word document reports with recommendations First (in-person) consultation: Sept 22, 2017 The first consultation will refine the conceptual framework for White Paper. The last consultation will serve to validate findings and 3

4 Mapping and analysis of relevant USAID/USG efforts (desk review and key informant interviews) recommendations. Mapping and analysis of efforts and opportunities to strengthen humanitarian-development coherence in education: - USAID strategies, policies, instruments, guidance and tools - Dept. of State/PRM, USAID/OFDA programs Mapping and analysis: Word or Excel document Oct 15, 2017 Draft 1 of the White Paper Final Draft of the White Paper Qualifications Mapping and analysis findings Draft 1 of the white paper submitted (no more than 30 pages) The final draft White Paper (maximum 25 pages) will incorporate feedback from Advisory Panel, USAID staff, ECCN Support Team members. Word document Nov 15, 2017 Word document PowerPoint presentation (summary) (max. 10 slides) Dec 15, 2017 Applicants applying as an individual must meet all the requirements of position number 1 described below. Applicants applying as a company, organization or agency, must have at least one team member who meets all of the requirements of position number 1 and may include other team members who meet the requirements of position number 1 and/or number 2. Position number 1: Experience and Education Requirements: Minimum of 10 years experience in education, preferably in conflict and crisis and including humanitarian and development programming, including a mix of field and global level engagement. Minimum of five (5) years experience in developing and managing education programs or networks. Established relationships with education in conflict and crisis networks, research/academic institutions, and implementing organizations in the field of education in conflict and crisis. Master s degree in a related field required; Ph.D. preferred. Candidates speaking French, Spanish or Arabic in addition to English preferred. Position number 2: Experience and Education Requirements: Minimum of 5 years experience working in development, preferably in education or another social sector. Minimum of 2 years experience in a program assistant capacity. Bachelor s degree required. Only applicants that meet the above criteria will be considered. In addition to the above required qualifications, applications will be evaluated by a committee according to the degree to which they meet following technical criteria. Technical Criteria Weight Demonstrated ability to draft policy briefs. 10 Wide range of publications in peer-reviewed journals and conference presentations. 15 4

5 Demonstrated expertise in issues relating to humanitarian and development coherence, transition, early recovery, and risk reduction. 15 Knowledge of USAID policy and instruments 10 Knowledge and experience with capacity development, systems strengthening and local institutional development. 10 Total Points possible 60 To Apply To apply as an individual, please submit your CV detailing relevant skills, a cover page of no more than 2 pages detailing similar, relevant work, an estimate of the number of days it will take you to complete this work, a USG bio data form, 3 professional references and a writing sample on a relevant topic. All application materials must be submitted to usaideccn@edc.org no later than the application due date listed below. To apply as a company, organization or agency, please submit CVs detailing relevant skills of everyone proposed on the project, a cover page of no more than 2 pages detailing similar, relevant work, a budget including the daily rates for everyone proposed on the project, proposed days at that rate for each person proposed for this work, and any other costs, including overhead costs, 3 professional references and a writing sample on a relevant topic. All application materials must be submitted to usaideccn@edc.org no later than the application due date listed below. Note on travel: This work will include 2 meetings in Washington DC. The individual or company, organization or agency staff selected for this work will be expected to attend in person, so travel may be required. USAID ECCN will reimburse all travel costs so those costs do not need to be included in the proposal for this work. Deadline for submission: July 21,