Breaking the Silence

Comprehensive Sexuality Education (CSE) plays a central role in the preparation of young people for a safe, productive and fulfilling life in a world where HIV and AIDS, sexually transmitted infections (STIs), unintended pregnancies, gender-based violence (GBV) and gender inequality still pose serious risks for their well-being.  In South Africa the Department of Basic Education (dbe) has been implementing CSE through the Life Orientation (LO) and Life Skills (LS) Curriculum Assessment Policy Statement (CAPS) since 2000.

In 2018, to strengthen the implementation of CSE and engage the broader community, the DBE produced a 13-episode documentary television series on HIV Prevention and Sexuality Education called the Breaking the Silence.  The aim of documentary series is to promote an intergenerational dialogue between educators and learners, using a reality television style; promote awareness of the critical role that CSE plays in equipping young people with the necessary knowledge, skills and values to choose positive healthy lifestyle as well as advocating for support on the CSE content implemented in schools. 

In 2019, in partnership with UNESCO the DBE also launched the Let’s Talk EUP Campaign which is a multi-media campaign aimed at promoting messaging on the prevention of early and unintended pregnancy among adolescents and young people.  The Let’s Talk EUP Campaign seek to promote dialogue with various audiences including policy makers, teachers, parents, community members, parents, traditional and religious leaders, young people including men and boys on their role in the prevention of teenage pregnancy by ensuring young people have access to education, health and rights.

To promote the Breaking the Silence Series and the Let’s Talk EUP Campaign, the DBE in partnership with UNESCO seek to appoint a consultant to manage, coordinate and implement a Social Media Campaign using media personalities (tv, radio and social media influencers) as Goodwill Ambassadors. The Consultancy will be expected to appoint the Goodwill Ambassadors, train them and support them to engage with public using digital and social media platforms on the CSE content in the series as well as in the Lets Talk EUP Campaign.

Get more details on the post here: https://careers.unesco.org/job/South-Africa-Call-for-Application/519172202/

An evaluation of the ESA Commitment is needed to assess the effectiveness of the Commitment in achieving targets and improving outcomes for young people. The evaluation will cover the entire implementation period from 2013 to 2020. It will cover the experiences of each member country and in-depth study will be conducted in ten purposefully selected countries from ESA and best practices documented and disseminated. The purpose of the evaluation seeks to;

  • Assess the processes and achievements made through the ESA Commitment efforts
  • Draw lessons that will inform the rationale/baseline for the extension of the ESA Commitment to 2030 to align with Agenda 2030.
  • Provide information on the nature, extent and where possible, the effect of the ESA Commitment to the sexual and reproductive health and rights of adolescents and young
  • Assess the progress made in the specific areas of the ESA Commitment Accountability Framework
  • Assess the efficacy of the multi-sectoral mechanisms employed to realize the Commitment

Get more details on the post here: https://careers.unesco.org/job/Harare-Evaluation-of-ESA-Ministerial-Commitment-on-comprehensive-sexuality-education-&-SRHR-for-adolescents/519177102/

OVERVIEW OF THE FUNCTIONS OF THE POST

Introduction

Over the last decade, countries in the East and Southern African (ESA) region have taken major strides towards the development and incorporation of life skills education (LSE) and comprehensive sexuality education (CSE) in their school curricula. These strides have been made to counter the threat of HIV and other STIs; help protect girls against early and unintended pregnancy; provide young people with the necessary skills to develop effective decision-making and communication skills; explore values and attitudes and raise awareness of risk reduction skills.

Evidence shows that effective comprehensive sexuality education programmes consistently increase student knowledge about HIV and other health issues, delay age of sexual debut, and increase use of contraception including condoms by young people. Effective HIV and sexuality education requires the capacity and guidance of highly skilled and motivated educators.

Get more information on the post here : https://careers.unesco.org/job/Harare-Call-for-Application-UPDATING-THE-CSE-ONLINE-COURSE-FOR-TEACHERS-AND-PRACTITIONERS/519177002/

CALL FOR PROPOSALS

Evaluation of the Ministerial Commitment on comprehensive sexuality education and sexual and reproductive health services for adolescents and young people in Eastern and Southern African (ESA)

1.     Background and Context:

A commitment for positive health outcomes for all young people in East and Southern Africa was endorsed and affirmed in 2013 by Ministers of Education and Health from 20 ESA countries. Together they agreed to work collaboratively towards a vision of young Africans who are global citizens of the future, who are educated, healthy, resilient, socially responsible, informed decision-makers, and have capacity to contribute to their community, country, and region. The countries that affirmed the commitment are Angola, Botswana, Burundi, Democratic Republic of Congo, Ethiopia, Kenya, Lesotho, Madagascar, Malawi, Mauritius, Mozambique, Namibia, Rwanda, Seychelles, South Africa, South Sudan, Swaziland, Uganda, United Republic of Tanzania, Zambia, Zimbabwe[1].

The ESA Commitment, as it is known, is a response to the circumstances of the region’s adolescents and young people aged 10 to 24 years and numbering around 199 million. They face many sexual and reproductive health (SRH) challenges, including early and unintended pregnancy, HIV and sexually transmitted infections (STIs), gender-based violence (GBV) and child marriage, discrimination and low access to quality friendly health services – all of which can undermine education opportunities, especially for girls, and affect future health and opportunities.

The ESA Commitment has time-bound targets agreed upon by member states which paved the way for actions to scale up delivery of sexuality education and related health services; supported joint action around developing programmes and sharing information; integration of services and reinforced linkages and referrals between schools and health services; and fostered an overall approach which facilitates access and equity and strengthens national responses to HIV and adolescent sexual and reproductive health and rights (ASRHR).

The ESA Commitment process was co-led by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Joint United Nations Programme on HIV and AIDS (UNAIDS), the United Nations Population Fund (UNFPA) and other UN partners, as well as the East African Community (EAC), Southern African Development Community (SADC), Civil Society Organizations (CSOs), and religious and youth leaders. To drive the ESA Commitment at regional level, a High Level Group (HLG) was created, composed of regional leaders in education, sexual and reproductive health and rights (SRHR), HIV prevention, and development. Assisting the HLG is a Technical Coordinating Group (TCG), whose key task is to provide technical, administrative, and financial support to the ESA Commitment process. Having developed a Regional Accountability Framework (RAF) that breaks down the ESA Commitment targets into several processes and outcome indicators, the TCG has been instrumental in tracking progress through a harmonized monitoring and evaluation (M&E) system.

2.     Purpose and scope of the Evaluation

After six years of implementation, an evaluation of the Commitment is needed to assess the effectiveness of the Commitment in achieving targets and improving outcomes for young people. The overall objective of the evaluation is to assess the results, take stock of progress and generate knowledge and evidence from the ESA Commitment implementation experience in 20 member countries and their respective Ministries of Health and Education. The overall purpose of the evaluation is to assess the processes and achievements made through the ESA Commitment efforts in order to draw lessons that will inform the rationale for the extension of the ESA Commitment to 2030 to align with Agenda 2030. The evaluation is intended to be forward looking and will provide information on the nature, extent and where possible, the effect of the ESA Commitment to the sexual and reproductive health and rights of adolescents and young people in East and Southern Africa, while also forming a baseline for a possible extension of the commitment beyond 2020.

The evaluation will cover the entire implementation period from 2013 to 2020. It will assess the progress made in the specific areas of the ESA Commitment Accountability Framework, review the achievements or lack thereof in meeting the targets set for 2015 and 2020 and assess the efficacy of the multi-sectoral mechanisms employed to realize the Commitment. While the evaluation will cover the experiences of each member country, in-depth study will be conducted in ten purposefully selected countries from East Africa and Southern Africa and best practices will be documented and disseminated.

Specific objectives of the evaluation include the following:

1.       Relevance

The evaluation should assess the design and focus of the ESA Commitment Accountability Framework and review the extent to which the objectives of the Commitment are consistent with the needs and priorities of adolescents and young people, the implementation partners, and key stakeholders within the member states. Questions to be answered here include, but not limited to the following:

  • How has the ESA Commitment influenced the development of national ASRHR policy, strategy and plans?
  • How has the ESA Commitment influenced national priorities aiming at fulfilling adolescent and young people sexual and reproductive health rights?
  • To what extent has the target group been involved in the ESA commitment coordination processes in the country? Have the target populations/primary beneficiaries been reached? Why or why not?
  • To what extent are the interests, voices and priorities of adolescents and young people taken into consideration in planning and implementation of the interventions?
  • Has a participatory/coordination methodology been applied as a means to achieve a larger degree of ownership by the countries?
  • How do stakeholders and target groups perceive the ESA Commitment and contributions made toward improving the sexual reproductive health and rights of adolescents and young people? What is the perceived value going forward?
  • To what extent are issues of rights to Sexual and Reproductive Health (SRH) and HIV prevention for young key populations, particularly LGBTI considered?
  • Did the implementation of the ESA Commitments benefit from the support of the partners? If yes, who are the key stakeholders?

2.      Effectiveness

The evaluation will assess how the ESA commitment ‘operationalization’ processes that were put in place at regional and national level have been effective in coordinating the achievement of the commitment in the different countries. Questions to be answered include the following:

  • To what extent did the Technical Coordinating Group mechanism contribute in meeting results?
  • What results were achieved (quality and extent)? How were the results achieved? How do they respond to the targets set in the accountability framework?
  • What factors contributed to effective achievement of results, across the different country contexts?
  • How effective has the Accountability Framework been in responding to the needs of the beneficiaries?
  • What challenges were faced during implementation of the commitment and how can they be used to improve future plans in accessing services to the target group?
  • What are the future intervention strategies and issues?
  • Are there any examples of unintended results (positive or negative) from project implementation?

3.       Efficiency

The evaluation will assess the efficiency of ESA Commitment implementation in terms of how country investments in the areas of the commitment have converted to results. Questions to be answered include the following:

  • Have countries budgeted for the realization of the targets set by the accountability framework? If so, to what extent is the investment justified by its actual results so far?
  • To what extent have countries been able to coordinate all the relevant initiatives under the umbrella of the ESA Commitment?
  • What is the added benefit of a regional commitment / HLG/ TGC to achieving targets of the Commitment?
  • Have the interventions been brought to scale for optimal impact?
  • Are the national coordination mechanisms multi-sectoral in nature and do they include planning and fiscal Ministries such as Finance and Economic Planning?
  • What challenges if any have been experienced in project implementation?

4.       Sustainability

The evaluation should also examine the sustainability of national interventions designed to achieve the ESA Commitment’s targets. Questions to be answered include the following:

  • What is the likelihood of continuation and sustainability of the key interventions undertaken by countries and partners to achieve the ESA Commitment targets beyond the year 2020?
  • What are the strategies put in place at the national level to sustain the implementation of key interventions beyond 2020?
  • Are the results achieved under the umbrella of the ESA Commitment sustainable at national level?
  • What was the degree of involvement of private sector/civil society organizations in the implementation of ESA commitment as they are major service providers in health and education sectors?
  • Are the ESA Commitment interventions/targets integrated into and prioritized in the national development strategies and UN Sustainable Development Cooperation Framework at the Country level?
  • What are the opportunities for sharing and exchanging of best practices for replication and scale up within the countries in the ESA regions?

5.       Emerging issues

The evaluation should not only look into the results achieved against the accountability framework but will also generate the necessary information for a possible extension including emerging issues relevant to the core of the commitment and not yet included. Questions to be answered include the following:

  • If you had to recommend for the extension of the ESA Commitment beyond the year 2020, what are key areas of work that you would like to include? Why?
  • Please give us a list of three (3) main areas of work that need to be included in the ESA commitment to ensure the full realization of adolescents’ sexual and reproductive health and the principle of leaving no one behind?
  • Are there good practices/lessons learned that have emerged from the synergies and complementarities among the participating countries in form of South-South Cooperation?

3.     Methodology for Evaluation

A mixed-methods approach is desired for this evaluation. It is expected that the evaluation will gather both quantitative and qualitative data on the ten commitments, the nine targets of the commitment and the individual elements of the Accountability Framework. As such, the evaluation is expected to use a combination of methods, including but not limited to the following:

  • Desk study and review of all relevant documentation including the ESA Commitment documents, annual work-plans, annual progress reports, mid-term review report, reports of the High Level Group and the Technical Coordinating Group
  • Desk study and review of relevant secondary data, including Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS) and other population surveys and studies, for all ESA Commitment member states
  • In depth interviews to gather primary data from key stakeholders using a structured methodology and interviews with relevant key informants
  • Focus Group discussions with beneficiaries and other stakeholders[2].

A Results-Based Management approach will be applied considering not only progress toward the targets set, but quality and the logic of the commitment, as well as its consequences. The approach would allow us to analyze why intended results have or have not been achieved. It will help to identify gaps and bottlenecks and enable assessment of specific causal contributions of outputs to outcomes, examine the implementation process and explore unintended results. The results-based approach will also ensure the measurement of relevance of the action and ownership of the programme and it will offer recommendations for improvement.

4.     Guiding Principles for the Evaluation

It is requested that the evaluation be conducted within the prescripts of the following four broad sets of evaluation standards as guiding principles for the consultancy, namely:  propriety standards, feasibility standards, accuracy standards and utility standards:

The propriety standards are ethical standards meant to ensure that evaluations are conducted with due regard for the rights and welfare of affected people. The most basic of the propriety standards is that evaluations should never violate or endanger human rights. Evaluators should respect human dignity and worth in their interaction with all persons encountered during the evaluation and do all in their power to ensure that they are not wronged.

• The feasibility standards are intended to ensure that evaluations are realistic and efficient. To satisfy these requirements, an evaluation must be based on practical procedures, not unduly disrupting normal activities, and be planned and conducted in such a way that the co-operation of key stakeholders can be obtained. They should also be efficient.

• The accuracy standards are meant to ensure that the information produced by evaluations is factually correct, free of bias, and appropriate to the evaluation issues at hand.

• The utility standards, finally, are meant to ensure that evaluations serve the information needs of their intended users: to be useful, evaluations must be responsive to the interests, perspectives and values of stakeholders.

A human rights-based approach should be employed to bring into focus not only the relevance, effectiveness, efficiency and sustainability of activities carried out but also the processes of project implementation. Particular attention should be given to the principles of inclusion, participation, equality and non-discrimination, and accountability as addressed in project activities.

5.     Duration of the Evaluation / Timeframe

Activities Deliverables Timeframe (days)
Preparation  
Briefing with Technical Coordinating Group Minutes of
meeting
1-2August
2020
Review all relevant data sources and prepare an inception report to be submitted to the TCG The inception report will detail: methodology;availability of data sources, by commitment areas and Countries;schedule of activities and timeline per country;draft data collection tools;a data analysis matrix which links the questions in the data collection tools to the outcome areas/indicators/questions. Draft inception report
including tools available for
comments
8
Submit the final Inception report and quality assurance plan with all comments integrated Final inception report available 5
Data Collection  
Literature review of available  documents, survey reports and published studies on adolescents and young people relevant to the scope of this assignment   15
Qualitative and quantitative data collection fieldwork, including data capture and processing (Virtually)   50
Data Analysis and Reporting  
Analyze data collected and prepare draft report Draft evaluation report available for review by TCG and stakeholders 16
Integrate comments from TCG and stakeholders in draft report and share draft   4
Presentation of the draft report. Comments made by the key stakeholders will inform the final report   1
Produce final evaluation report incorporating all comments received and a final PowerPoint presentation summarizing the report.   5
Total of days and estimated timeframe   105 (From July to December 2020)

6.     Expected Deliverables

Deliverable 1:   An inception report which contains the objectives and scope, description of methodology/methodological approach, data collection tools, data analysis methods, key informants/agencies, review questions, performance criteria, work plan and reporting requirements including ethical approval requirements and tools for submission. It should include a clear matrix relating all these aspects and a desk review with a list of the documents consulted as well as a quality assurance plan.

Deliverable 2:   Draft report to be shared with key stakeholders for comments whose structure follows Introduction, Methodology, Analysis, Key challenges/Opportunities, Lessons Learned, Key Recommendations, Conclusions and Annexes.

Deliverable 3:   Presentation of the draft report: develop and present a PowerPoint presentation showing preliminary findings, lessons learned and recommendations to the ESA Commitment’s key stakeholders. Comments made by the key stakeholders will inform the draft report.

Deliverable 4:   Final evaluation report incorporating all comments received and a final PowerPoint Presentation summarizing the report.

Deliverable 5:   Master presentation of the findings and recommendations.

7.     Required expertise and qualification

The team of consultants should have the following profile(s).

Team leader

  • At least a PhD degree or equivalent level in one of the following fields: Public health, Demography, Development Studies, Health Economics, Social Sciences, or other related studies;
  • International experience of 10 to 15 years is required and past experience in working with the UN, EAC or SADC is an added advantage;
  • Experience working in East and Southern Africa;
  • Past experience as a team leader in a related assignment(s) and production of a quality evaluation report;
  • Proven experience in adolescent and young people sexual and reproductive health and rights;
  • Previous experience in similar assignments and inter-sectoral collaboration will have an added advantage;
  • Proven experience and skills in developing policy, strategic documents and conducting complex evaluation at regional and national levels will be an asset;
  • Experience and understanding of UN programming processes;
  • Excellent report writing, communication, interviewing and computer skills.

The Team leader will be required to submit one sample of previous similar work produced and 3 references or proof of satisfactory completion from the previous employers or contractors.

Team member Consultants

  • Master’s Degree in Population, Demography, Statistics, Public Health, Development Studies or other related studies;
  • At least 7 year of relevant experience;
  • Proven experience in conducting reviews and evaluations involving adolescents and young peoples’ sexual and reproductive health and rights;
  • Experience and skills in using evidence-based, knowledge base creation and ability to develop systems for improved performance;
  • Proven experience in Programme evaluations and assessments;
  • Evidence of an analytical work in the subject matter;
  • Excellent report writing, communication, interviewing and computer skills.

 All interested consultants/firms are requested to submit an application:

  • Explaining their competencies to meet the requirements of the assignment;
  • Explaining, in detail, the proposed methodology to be used in carrying out the assignment, including sampling strategy (not just sample size but also urban, rural, age, sex disaggregation, etc.);
  • Providing the expected duration of the assignment and dates of availability; roles and competencies of core team members;
  • Providing a detailed professional budget in USD (Indicate daily professional rates and days);
  • Attaching brief technical bio data of core team members;
  • Providing evidence of similar work undertaken recently (Not more than 5 years) and references.

8.     Management Arrangement

The Evaluation Team will report to the Technical Coordinating Group under the leadership of SADC and EAC. M&E Advisors from the participating UN agencies will provide technical guidance on the evaluation and ensure independence of the evaluation process, and that policy is followed. UNESCO, UNFPA, UNAIDS, WHO, UNDP and UNICEF will manage the evaluation and provide logistical support under the overall guidance of SADC Secretariat and the East Africa Community.

Important: Upon recruitment of the successful Consultant, deliverables will be broken down based on each agency’s financial contribution. The Consultant will then enter into bilateral contractual agreements with each individual agency.


[1] Rwanda did not officially endorse the commitment. However, they have been active members of the initiative also regularly reporting on progress

[2] The methodology may vary according to country specific context, especially in light of COVID-19. For instance, FGDs may not be happening due to lockdown measures in some countries. Therefore, alternatives will have to be looked into.

1. INTRODUCTION

Over the last decade, countries in the East and Southern African (ESA) region have taken major strides towards the development and incorporation of life skills education (LSE) and comprehensive sexuality education (CSE) in their school curricula. These strides have been made to counter the threat of HIV and other STIs; help protect girls against early and unintended pregnancy; provide young people with the necessary skills to develop effective decision-making and communication skills; explore values and attitudes and raise awareness of risk reduction skills.

Evidence shows that effective comprehensive sexuality education programmes consistently increase student knowledge about HIV and other health issues, delay age of sexual debut, and increase use of contraception including condoms by young people. Effective HIV and sexuality education requires the capacity and guidance of highly skilled and motivated educators. The International Technical Guidance on Sexuality Education (UNESCO, 2018) argues, for example, that these teachers need appropriate training, skills in the use of participatory methods and ongoing support. The UNFPA Operational Guidance for Comprehensive Sexuality Education: A Focus on Human Rights and Gender (2014) articulates that effective CSE calls for an explicit mainstreaming of gender throughout all aspects of CSE and a focus on sexual and reproductive rights as components of human rights. This means that young people have a right to scientifically accurate information, bodily integrity and a right to access sexual and reproductive health services.

One of the key tasks facing Ministries of Education in the region is how to conduct effective pre-service and in-service teacher training and sustain a program of on-going in-service refresher training and mentoring. Effective training first has to have an impact on the teachers themselves, helping them examine their own attitudes toward sexuality, gender and behaviors regarding HIV prevention. They need to understand the content they are teaching, learn participatory teaching skills, and gain confidence to discuss sensitive and controversial topics in a non-judgmental and rights-based manner. Teacher training needs the support of national ministries, local school management, and local communities. It should also build on teacher training efforts for countries implementing a Life Skills curriculum as interactive teaching methods are essential for Comprehensive Sexuality Education. Teachers need support after the initial training and need to be willing and motivated to teach reproductive health and HIV issues. Teacher training should emphasize the need for a safe and appropriate learning environment, which reflects the learning content. This would include gender equality in the school environment and a policy of zero tolerance for sexual exploitation of students.

School settings provide an important opportunity to reach large numbers of young people with sexuality education before they become sexually active, as well as offering an appropriate structure within which to do so systematically over time. Teachers remain central to the process given their critical role in delivering sexuality education and with the right knowledge, skills and comfort levels for effectively delivery of sexuality education help to ensure that learners receive accurate and age- appropriate information. This information guides the learners through adolescence and enables them to make responsible decisions that impact their current and future sexual and reproductive health and overall well-being.

2. ABOUT THE CURRENT COURSE

As part of the ESA Ministerial Commitment for scaling up Comprehensive Sexuality Education (CSE) in the region, UNESCO, UNFPA, Johns Hopkins University/HC3 and the Foundation for Professional Development collaborated to design and implement an in-service teacher training course on sexuality education. Ministries of education from across 21 ESA countries and the SADC and EAC Secretariats are key partners in the course. The online course is currently hosted and implemented by the Foundation for Professional Development (FPD) and Medical Practice Consulting (MPC) under the leadership of FPD.

This online training course on sexuality education was designed for teachers in the Eastern and Southern Africa Region who have the responsibility for teaching Comprehensive Sexuality Education (CSE) to learners. Specifically, the online course was created to contribute to the following regional outcomes:

  • Increased number of teachers in the Eastern and Southern Africa Region who are qualified to teach sexuality education;
  • Strengthened capacity of ministries of education to provide education and training for teachers to teach sexuality and HIV education lessons in the classrooms;
  • Improved quality of school-based sexuality and HIV education programs – evidence informed and effective to reduce risky behaviours amongst school-going youth; and
  • Improved learner knowledge and health-seeking behaviours for sexual and reproductive health and rights achievement and related life skills.

This online course was developed as an accessible resource to support the training of teachers and other educators to deliver school-based sexuality education in East and Southern Africa. For many countries in the ESA region, the capacity and performance of teachers in delivering comprehensive sexuality curricula remains a significant implementation challenge. Sexuality-related topics can be culturally and religiously sensitive. Teachers may live and work in areas that require a great deal of travel and resources in order to obtain professional development and support. If teachers are to empower the young people in their care with the potentially life-saving knowledge, they will need to be competent and comfortable to deliver the information that life skills based comprehensive sexuality education offers. The course was created online to be as accessible to as many educators in the ESA region as possible.

2.1 Current course modalities

Initially, the course was administered mainly through distance learning, where teachers could take in in the comfort of their environment. But as the course was rolled out, it became clear that completion rates were significantly low, and teachers faced challenges such as lack of access to computers and internet. The modality was then tweaked, and teachers would be asked to convene in person at one place, go through some value clarification, be provided with computers and internet, be assisted with registering for the course, and also be given an opportunity for teach-backs. Currently, the course consists of three main learning components, namely the face to face component, the distance learning, and the mentorship and support supervision component

2.2 Who is this course for?

This course targets teachers and other educators across Eastern and Southern Africa who need to obtain or update their knowledge and related skills on comprehensive sexuality education, and who are actively involved or intend to be involved in the delivery of sexuality education in the region. It will also be made available for other professionals such health services providers, who require adequate SRHR knowledge to perform their job.

2.3 The overall course goal

The overall course goal is to support effective implementation of life skills based/life orientation curriculum by equipping teachers with knowledge and skills related to the delivery of age appropriate, human rights and gender-based-comprehensive sexuality education in schools through the use of ICT.

  1. Course objectives

By the end of the online course, the teachers and educators should be able to:

  • Provide accurate information and knowledge on sexuality education, its importance and benefits;
  • Acknowledge how personal values, beliefs, biases can influence the teaching of sexuality education and the importance of not asserting one’s beliefs and biases onto learners;
  • Use the knowledge and skills acquired to deliver an effective life skills-based sexuality education in participatory, culturally sensitive and age-appropriate ways; and
  • Demonstrate the willingness to teach on different CSE-related content.

2.5 Course duration

The online course can be accomplished in about 40 hours depending on the pace of the participant which is an equivalent of 4 -5 days. Participants are however not allowed to undertake the course for more than 3 months from the time they have been enrolled on the course.

3. RATIONALE FOR REVISING THE COURSE

Two reviews commissioned by UNESCO revealed some gaps in both the content and the design of the course. It is based on the findings of the reviews that a revision of both content and design is required. Below are the main recommendations from the aforementioned reviews:

  1. Course Content Gaps
  1. There is a need to focus on topics such as gender discrimination, sexual and gender-based violence, HIV and AIDS, and harmful traditional practices. As with all curricula, CSE must be delivered in accordance with national laws and policies.
  2. The significance of peer pressure in adolescents’ lives needs to be strengthened as it influences adolescents behaviour.
  3. Gendering of behaviour and disability, and how these impact on body image and relationships is necessary
  4. Coon body image and sexuality needs to be strengthened
  5. Expansion of relationships beyond intimate relationships focusing on family and other societal relationships in life as it relates or links to adolescents’ sexuality education curricula
  6. Adolescents rights, values and responsibilities to be strengthened in the course content.

3.2 Course Design Gaps

  1. The course needs to outline the prerequisite skills and tools for the targeted audience of the course.
  2. The design of the course needs to be in sync with the pedagogical approaches to be used in the facilitation of the course in the blended learning environment
  3. Revision of course content to ensure that it is creative and engaging ensuring content is broken down into manageable multimedia
  4. Knowledge shares feature to be strengthened to ensure that it allows for deeper reflection in the learning process

The above gaps identified from content and course design perspectives make it critical that the current course content be reviewed to strengthen the CSE online course. This process will require that the consultant (subject expert) continuously liaises with the IT expert developing the online platform. This will facilitate the seamless content and online LMS for effective learning. The revision of the online CSE content will further allow for upgrading the course content, assessments and learning methodologies to ensure that the course can be accredited.

4. ABOUT THIS ASSIGNMENT

This assignment is building on the work of the UNESCO and UNFPA on the existing online course on CSE, and a lot of work that has been done on teacher training in the region; not least among them, the development of a regional in-person teacher training manual and resource pack. Recognizing the importance of well-trained teachers in the effective delivery of sexuality education at classroom level the UN partners wish to update the current online CSE course to incorporate new knowledge and evidence, and utilization of recently developed resources. The partners wish to strengthen the implementation of comprehensive sexuality education curricula through a confident and well-trained teaching force through high quality pre and in-service training programme.

UNESCO and UNFPA are seeking a qualified consultant to work with a UN recruited IT consultant and update the existing content of the CSE online course. Specifically, the consultant shall:

  1. Update the existing in-service training course on comprehensive sexuality education that draws on the revised International Technical Guidance on Sexuality Education(ITGSE), and the in-person teacher training manual, among other resources;
  2. Develop course content that can be converted into an online course and prepare the appropriate support materials.
  3. In liaison with the IT expert, the consultant shall:

  • come up with learning objectives, instructional methods and activities, storyboards, content, subject matter knowledge, lesson outlines structure and flow, and media assets. down the content into timed sessions and activities to be uploaded on the online learning platform
  • provide guidance to the IT expert on balancing the course between taking an asynchronous learning and synchronous learning approaches to allow for cohorts that give motivation to the learners and ensuring interactivity.
  • Transform the course content presented in large text form to ensure that it is more interactive
  • devise means of presenting critical content on the learning platform and avoid or reduce on too many outward links for the learners.
  1. Develop learning and assessment activities that adequately access learners’ level of understanding of the course content and the ability to apply learned concepts. The assessments should meet the mini standards that allow for CSE online course accreditation in the different countries where the course will be offered.
  1. Recommend quality sources of information to use and pedagogy to support learning activities, the duration and sequence of the activities, technology or technologies for the electronic and online activities, and other tools required for non-electronic activities.

5. DELIVERABLES

  • An Inception report capturing the CSE online course outline, expanded activities and deliverables of this assignment.
  • Course curriculum and content, which include learning activities, assessments and relevant resource materials; and an indication of required teaching aids such as videos.
  • Process report on the consultant’s responsibilities to provide content guidance to the IT expert on five items outlined above.
  • A report compiling course assessments that are in-line with key competencies required in the accreditation process for the defined level of accreditation.

6. HOW TO APPLY

To apply, send your CV, an outline showing similar assignments successfully completed, a breakdown

of fees and timelines for the assignment to d.cheta@unesco.org by 29 May 2020.

 This consultancy falls under the overall authority of the Assistant Director General for Education, guidance from the Director of the UNESCO Regional Office for Southern Africa, and the direct supervision of the Senior Project Officer (HIV and Health Education). The Regional Communication Consultant will be responsible for the effective planning, implementation and monitoring of the HIV and Health Communications portfolio, specifically, the “Our Rights, Our Lives, Our Future” (O3) Programme, supported by Sweden among other donors. S/he will be responsible for developing and implementing an advocacy and communications strategy and closely monitoring the impact of communication efforts to enhance the organisation’s credibility and brand.  Read More here.

UNESCO Regional Office for Southern Africa seeks the services of a consultant to support an ongoing campaign against early and unintended pregnancy in the East and Southern Africa (ESA) region through coordinating the conceptualization and dissemination of a Regional Radio/TV program that looks to start conversations and dialogue to change norms around Early and Unintended Pregnancy. The campaign to address early and unintended pregnancy (EUP) in Eastern and Southern Africa was commissioned by UNESCO, UNFPA, Save the Children Sweden (SCS) and SAfAIDS. The joint effort was borne out of a recognition that EUP is affecting an increasing number of adolescents throughout the ESA region, and a cohesive plan   is needed to effect change. The following are the main target audiences for the campaign in no particular order. Whether or not an audience is primary, secondary or tertiary target will depend on the messages.

  1. Policy makers
  2. Teachers, educators and school principals
  3. Parents and guardians
  4. Community leaders, religious and traditional leaders
  5. Men and boys; women and girls
  6. Health service providers

Countries in the ESA region will be divided into 2 categories and implementation strategies will differ for focus countries and supporting countries. Focus countries will be targeted with full implementation of the campaign while lighter touch campaigns will run in the supporting countries.

Focus Countries; Botswana, DRC, Kenya, Lesotho, Malawi, Mozambique, Namibia, South Africa, Swaziland, Tanzania, Uganda, Zambia, Zimbabwe.

Supporting countries; Angola, Burundi, Ethiopia, Rwanda, South Sudan, Mauritius, Madagascar, Seychelles.

Radio/TV Program key objectives

  • Bring attention to the alarming rates of EUP in the region
  • Spark conversation on issues of EUP among targeted listener groups
  • Create awareness and bring attention to the need for scaling up comprehensive sexuality education and youth-friendly SRHR services for adolescents and young people.
  • Using Edu-tainment as an efficient tool to engage young people on issues of EUP
  • Create opportunities to secure more partnerships for the campaign and for further addressing the issue

One of the key goals for the EUP program is to be inclusive and bring together different audiences for conversations. While the primary beneficiaries are adolescent girls and young women, the drama should equally speak to and engage men and boys as agents of change. The program will create dialogue and opportunities to engage audiences on the issues of EUP through a medium that not just educates but entertains. The program will look to start conversations in order to create a dialogue about the core issues and facilitate knowledge, attitude and behaviour change across groups.

There are three main areas of focus which frame the “Let’s Talk!” campaign, which will be tackled in the radio drama and are intended to distinguish the core social and structural barriers that keep adolescents from effectively preventing early and unintended pregnancy. These are Health, Education and Rights. The program will address issues related to EUP such as: reproductive health, SRHR, contraceptive use; family planning; early onset of sexual activity; violence against women; and improvement of women’s reproductive health.

Scope of the Radio/TV Program

The characters in the radio/TV program will be under the conflicting influences of positive and extremely negative narratives of EUP. These positive and negative characters are not only positive and negative role models for the audience, but they also help to define the extremes of thought and behaviour on issue of EUP for the audience. The characters in the drama will be those that people can identify with which will therefore be more effective at bringing about behaviour change. The radio drama program will be disseminated in the following countries:

Botswana, DRC, Kenya, Lesotho, Malawi, Mozambique, Namibia, South Africa, Swaziland, Tanzania, Uganda, Zambia, Zimbabwe, Angola, Burundi, Ethiopia, Rwanda, South Sudan, Mauritius, Madagascar, Seychelles.

The assignment/ Activities

The consultant will provide support to build ongoing momentum by supporting the conceptualization, production and dissemination of the EUP campaign radio/tv program. Specifically, the consultants will be tasked to;

  • Organize and facilitate 2 Advisory Committee meetings
  • Co-ordinate the conceptualization of a EUP regional tv drama series/ web series
  • Produce a Concept Note and agenda for the EUP Advisory Committee meeting and mobilize Journalists to participate.
  • Co-ordinate the production of a guideline document that will be utilized by production firm as a guide on content and format for radio/tv program
  • Produce reports on the Advisory committee meetings 
  • Liaise with selected production company on selection of script writers and development of script writing workshop  
  • Co-ordinate with production company and organize the pretesting of the pilot episode during the second advisory committee meeting
  • Draft dissemination plan for countries, with guidelines on how to adapt and produce radio drama at national level

Timeline and duration of consultancy

The consultancy will run from 6 March 2020 – 30 September 2020

Expected Deliverables

Deliverable Deadline
Produce Brief proposal to conduct the assignment 6 March 2020
Production of Concept note and Agenda for the EUP Advisory Committee meeting and Consolidated participation list 10 March 2020
Create report on the 1st advisory Committee meeting 25 March 2020
Create Regional TV/ Radio/ Web series dissemination plan 30 March 2020
Draft guideline document that will be utilized by production firm as a guide on content and format for radio/tv program and Report on the first advisory committee meeting 10 April 2020
Create project roadmap post script -writers workshop 24 April 2020
Draft report on the 2nd Advisory committee meeting 18 May 2020
Draft Dissemination plan for countries with guidelines on how to adapt and produce radio/tv program at national level 8 June 2020
Hold consultation calls with NPO’s from focus countries where the script will be adapted to discuss progress of production 1 July 2020
Report on rolling out of the radio/tv program at regional and national level 15 September 2020
  1.  Consultant selection

The consultant will be selected following a competitive bidding process. Interested consultants should provide a short proposal, either individually or in a team, indicating the approach, daily rates, number of days and timelines.

  1. Copyright, Patents and Other Proprietary Rights

All rights, including but not limited to title, to property, copyright, trademark and patent; in any work produced by the consultant by virtue of his/her contract, shall be vested in UNESCO which alone shall hold all rights of use.

  1. Qualifications
  2. High-level skills in multimedia campaign development.
  3. Track record in developing Radio drama programs
  4. Track-record in developing policy advocacy tools such as policy briefs, factsheets, guidelines, etc.
  5. Advanced academic degree in an appropriate field (preferably education, communication for development, public health education).
  6. Extensive professional knowledge and at least 10 years of experience in the field of health promotion, education, marketing and advertising. Familiarity with the UN system an asset.
  7. Demonstrated experience in strategy and policy analysis and design.
  8. Excellent writing and communication skills.
  9. Demonstrated ability as a trainer, particularly developing training material and plans of action on relevant topics.

Interested Consultants who meet the set criteria based on the Terms of Reference can submit their application and brief proposal to; vacancies.harare@unesco.org copying Ruvarashe Matambo r.matambo@unesco.org by Friday 6 March 2020

UNESCO : Terms of Reference

INTRODUCTION

As part of the ESA Ministerial Commitment for scaling up Comprehensive Sexuality Education (CSE) in

the region, UNESCO, UNFPA, Johns Hopkins University/HC3 and the Foundation for Professional Development have collaborated to design an in-service teacher training course. Ministries of education from across 21 ESA countries and the SADC and EAC Secretariats are key partners in the course. The online course is currently hosted and implemented by the Foundation for Professional Development (FPD) and Medical Practice Consulting (MPC) under the leadership of FPD.

This online training course on sexuality education was designed for teachers in the Eastern and Southern Africa Region who have the responsibility for teaching Comprehensive Sexuality Education (CSE) to learners. Specifically, the online course was created to contribute to the following regional outcomes:

  • Increased number of teachers in the Eastern and Southern Africa Region who are qualified to teach sexuality education;
  • Strengthened capacity of ministries of education to provide education and training for teachers to teach sexuality and HIV education lessons in the classrooms;
  • Improved quality of school-based sexuality and HIV education programs – evidence informed and effective to reduce risky behaviours amongst school-going youth; and
  • Improved learner knowledge and health-seeking behaviours for sexual and reproductive health and rights achievement and related life skills.

BACKGROUND

Over the last decade, countries in the East and Southern African (ESA) region have taken major strides

towards the development and incorporation of life skills education (LSE) and comprehensive sexuality education (CSE) in their school curricula. These strides have been made to counter the threat of HIV and other STIs, and to help protect girls against early and unintended pregnancy, provide the necessary skills to develop effective decision making and communication skills, explore values and attitudes and be made aware of risk reduction skills.

Evidence shows that effective comprehensive sexuality education programmes consistently increase student knowledge about HIV and other health issues, delay age of sexual debut, and increase use of contraception including condoms by young people. Effective HIV and sexuality education requires the capacity and guidance of highly skilled and motivated educators. The International Technical Guidance on Sexuality Education (UNESCO, 2018) argues, for example, that these teachers need appropriate training, skills in the use of participatory methods and ongoing support. The UNFPA Operational Guidance  for Comprehensive  Sexuality Education: A Focus on Human Rights and Gender (2014) articulates that effective CSE calls for an explicit mainstreaming of gender throughout all aspects of CSE and a focus on sexual and reproductive rights as components of human rights. This means that young

people have a right to scientifically accurate information, bodily integrity and a right to access sexual and reproductive health services.

School settings provide an important opportunity to reach large numbers of young people with sexuality education before they become sexually active, as well as offering an appropriate structure within which to do so systematically over time. Teachers remain central to the process given their critical role in delivering sexuality education and with the right knowledge, skills and comfort levels for effectively delivery of sexuality education helps to ensure that learners receive accurate and age- appropriate information. This information guides the learners through adolescence and enables them to make responsible decisions that impact their current and future sexual and reproductive health and overall well-being.

This online course, therefore, was developed as an accessible resource to support the training of teachers and other educators to deliver school-based sexuality education in East and Southern Africa. For many countries in the ESA region, the capacity and performance of teachers in delivering comprehensive sexuality curricula remains a significant implementation challenge. Sexuality-related topics can be culturally and religiously sensitive. Teachers may live and work in areas that require a great deal of travel and resources in order to obtain professional development and support. If teachers are to empower the young people in their care with the potentially life-saving knowledge, they will need to be competent and comfortable to deliver the information that life skills based comprehensive sexuality education offers. The course was created online to be as accessible to as many educators in the ESA region as possible.

WHY  AN  ONLINE COURSE FOR CSE?

This learning approach:

  • allows flexibility for different learning styles, including the various generational learning styles,
  • is self-directed and empowers learners to take ownership for their learning in the workplace,
  • is more interactive,
  • allows learning to be broken down into nuggets that can be accessed on demand, and
  • streamline the learning process to minimize learners’ out of duty station time.

WHO  IS  THIS COURSE FOR?

This course targets teachers and other educators across Eastern and Southern Africa who need to obtain or update their knowledge and related skills on comprehensive sexuality education, and who are actively involved or intend to be involved in the delivery of sexuality education in the region.

THE  OVERALL COURSE GOAL

The overall course goal is to support effective implementation of life skills based/life orientation curriculum by equipping teachers with knowledge and skills related to the delivery of age appropriate, human rights and gender-based-comprehensive sexuality education in schools through the use of ICTS.

COURSE OBJECTIVES

By the end of the online course, the teachers and educators should be able to:

  • Provide accurate information and knowledge on sexuality education, its importance and benefits;
  • Acknowledge how personal values, beliefs, biases can influence the teaching of sexuality education and the importance of not asserting one’s beliefs and biases onto learners;
  • Use the knowledge and skills acquired to deliver an effective life skills-based sexuality education in participatory, culturally sensitive and age-appropriate ways.

COURSE DURATION

The online course can be accomplished in about 40 hours depending on the pace of the participant which is an equivalent of 4 -5 days. Participants are however not allowed to undertake the course for more 3 months from the time they have been enrolled on the course.

CURRENT COURSE MODALITIES

Initially, the course was administered mainly through distance learning, where teachers could take in in the comfort of their environment. But as the course was rolled out, it became clear that completion rates were significantly low, and teachers faced challenges such as lack of access to computers and internet. The modality was then tweaked, and teachers would be asked to convene in person at one place, go through some value clarification, be provided with computers and internet, be assisted with registering for the course, and also be given an opportunity for teach-backs. Currently, the course consists of three main learning components, namely the face to face component, the distance learning, and the mentorship and support supervision component.

  1. The face to face component: this component is undertaken at the start of the course and towards the end of the course for one day.
    1. At the start of the course face to face sessions focus on introducing the course and providing all information related to the course, the course delivery methodology and rationale for undertaking the course. This session is expected to boost the participants’ confidence towards undertaking and also ensure that participants have logged in to the course. The first to face sessions also focus on norms clarification to help participants identify and challenge their own biases and stereotypes
    2. At the end of the course, another face to face session is held to focus on the review of participants’ progress, provide participants an opportunity to process the content acquired and well provide participants an opportunity to apply effective teaching methods for CSE through ‘teach backs’.
  1. The online learning component: This is large component of the programme and then the assessment component that examines the knowledge and personal experiences acquired by the learners. The online education component can be completed 100%. It gives teachers an opportunity to study at their pace (but within the stipulated time-frame). Expert resource is available in the premises for support, and FPD assigns remotely who assists with troubleshooting any ICT related challenges. The online component is accompanied by a printed version of the content which also includes samples of the scripted lesson plans.
  1. Mentorship and support supervision: the component of support supervision remains a critical and integral part of the online course towards supporting teachers in utilizing effectively the knowledge and skills acquired. It is therefore recommended that each teacher that has completed the online

course becomes part of the Regional Learning Platform, where they can access and share

information and lessons with others. The platform also offers an opportunity for teachers and CSE experts to share lessons from different countries. It is functionally a community of practice on CSE.

ABOUT THIS ASSSIGNMENT

Since the beginning, the course has been hosted and administered centrally (at regional level) by FPD, with support from UNESCO and UNFPA. It however has become clear that hosting the course centrally is not sustainable and not easily implementable at the country level. UNESCO and UNFPA have received interest from countries, for them to independently host and administer the course from their respective countries. This means that a country would identify an institution with the capacity and IT infrastructure to host the online course and be able to deliver it to teachers.

In this vein, UNESCO is seeking the services of an Information Technology (IT) or online learning Specialist to study the architecture of the current course hosted by FPD, and make recommendations for the decentralized hosting of the course to countries.

OBJECTIVES OF  THE CONSULTANCY

  • Study the current CSE Online Course being hosted by FPD
  • Provide requirements for hosting the course by any institution, highlighting the required IT infrastructure and necessary support. The infrastructure must include a functionality where data for enrollment and completion is centralized to ensure real-time reporting of numbers
  • Explore requirements to make the online course an accredited examinable course within the host institution’s structure

DELIVERABLES

  • A report indicating the minimum requirements necessary for hosting the course at an institution. The report should include but not be limited to details about the IT infrastructure, internet requirements (bandwidth, speed), server requirements, website standards, real-time data tracking functionality and human resource expertise
  • A cost estimation for hosting the course, bearing in mind that the course content is already available.
  • The analysis should be balanced between east and southern Africa, that is, include countries from both regions.

REQUIRED EXPERIENCE  AND QUALIFICATION

  • Consultant must have an advanced degree in computer science, information technology or other related field
  • Must have experience working on an online course of a similar nature
  • If the consultant is an institution, the lead consultant must possess the above

Interested consultants should send a cover letter, CV, proof of previous work, and a costed work plan

for this assignment to d.cheta@unesco.org no later than 2 March 2020.

You are invited to submit an offer for technical expertise for the development of a competency-based
curriculum framework on Comprehensive Sexuality Education, Gender, and Human Rights for the
higher and tertiary education sector in Zimbabwe in accordance with the present solicitation document. Read more here.

UNESCO seeks the services of consultant(s) to develop and implement a standardized training on comprehensive sexuality education (CSE) for in-service teachers. The consultant will support the UNESCO regional team to develop and implement a standardised in-service training program that will be drawn from existing CSE training programmes developed by UNESCO, UNFPA and UNICEF as well as other organizations working in implementing CSE in the Sub Saharan Africa region. Read more here.