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Re-advertised: Terms of Reference

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 East African Community (EAC) and the Southern African Development Community (SADC), with support from 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. The Commitment also drew on the support of 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 21 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 (10) purposefully selected countries[2] from East Africa and Southern Africa and best practices will be documented and disseminated. The size sample of key informants and focus groups discussions as well as survey respondents should total to a minimum of 100 per each one of the 10 countries, where the in-depth analysis will be conducted. It is recommended the following estimation to guide the definition of the sample:

  1. Minimum of 10 Key informant interviews for each one of the 10 selected countries;
  2. A minimum of 2 FGDs with a maximum on 8 participants for each one the of the FDGs in each one of the 10 selected countries;
  3. A minimum of 74 responses to the survey that will be administered on-line to students, teachers, parents, community leaders, CSOs and traditional and religious leaders.

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

This evaluation will be conducted virtually. No field-work is expected in the countries or communities due to the uncertainty due to the COVID-19 pandemic. 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, review and sub-analysis 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 virtual depth interviews to gather primary data from key stakeholders using a structured methodology and interviews with relevant key informants
  • Virtual Focus Group discussions with beneficiaries and other stakeholders
  • On-line administration of surveys to the selected sample.

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 (# of days)
Preparation  
Briefing with Technical Coordinating Group Minutes of
meeting
1 – September 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
7
Submit the final Inception report and quality assurance plan with all comments integrated Final inception
report available
4
Data Collection  
Literature review of available documents, survey reports and published studies on adolescents and young people relevant to the scope of this assignment   10
Qualitative and quantitative data collection, including data capture and processing (Virtually)   30
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 a final evaluation report incorporating all comments received and a final PowerPoint presentation summarizing the report.   5
Total of days and estimated timeframe   78 (From September to November 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

  1. I.               Firm/Entity

The firm should fit or exceed the following profile(s)

Mandatory

  • It is mandatory for Firm/Entity to have a minimum 5 years of global/international experience in programme/ project evaluation. Firm/entity with less than the required number of years of experience will be disqualified
  • It is mandatory for Firm/Entity to be registered in Africa, or have affiliation with an Africa-based Firm/Entity with presence in the majority or all the countries where the evaluation will be undertaken.
  • Proven experience in submitting research protocols for ethical approvals in countries, supported by at least two references

Desirable

  • It is desirable for Firm/Entity to have designed and implemented a minimum of three (3) evaluations at regional level in the field of adolescent and young people sexual and reproductive health and rights
  • It is desirable for a Firm/Entity to have worked in the past on a project/assignment with the UN System or Regional Economic Communities
  • It is desirable for a Firm/Entity to have at least one (1) partner firm in half of the target countries (5 or more).

The firm will be required to submit one sample of previous similar work produced and proof of registration

  1. Team leader

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

Mandatory

  • It is mandatory for the Team Leader to have at least an advanced degree in one of the following fields: Public health, Demography, Development Studies, Health Economics, Social Sciences, or other related studies; a PhD will be an added advantage;
  • It is mandatory for the proposed Team Leader to have minimum 10 years of programme and project evaluation experience at regional/global/international level.

Desirable

  • It is desirable for firm to propose a Team Leader with experience in the field of adolescent and young people sexual and reproductive health and rights at the regional and international level
  • It is desirable for the Team Leader to have proven experience and skills in developing policy, strategic documents and conducting complex evaluation in Africa at regional and national levels within UN, EAC and SADC
  • It is desirable that the Team Leader has experience relating to evaluation methodologies and techniques to be used, supported by at least three (3) references    
  1. III.            Senior Evaluation Expert (specify if different from Team Leader)
  2. It is mandatory for the Senior Evaluation Expert to possess a Master’s Degree in Population, Demography, Statistics, Public Health, Development Studies or other related studies;
  3. It is mandatory for the Senior Evaluation Expert to have 7 years of experience in project/program evaluation at regional or national level;
  4. It is mandatory for the Senior Evaluation Expert to demonstrate proven experience in conducting reviews and evaluations involving adolescents and young peoples’ sexual and reproductive health and rights, supported by at least three (3) references
  5. It is desirable for the Senior Evaluation Expert to demonstrate experience and skills in knowledge base creation and ability to develop systems for improved performance, supported by at least two (2) references

All interested consultants/firms are requested to submit a proposal:

  • 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 a workplan with 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 old) 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.

9.     Financial bid

The financial bid will have to include the following items (not exhaustive list) and ensure alignment with the proposed methodology:

  1. Human resources costs
  2. Ethical approval costs (expedite processes to be considered)
  3. Data collection and analysis costs
  4. Desk review and sub-analysis of relevant data costs
  5. Quality assurance plan costs
  6. Overheads costs

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

10.  Submission of proposal

Interested Consultants to submit technical and financial proposals via email to vacancies.harare@unesco.org no later than 4 September 2020 (Midnight CAT). Emails to reflect Ref: HAR/ED/HIV/ESA Commitment Evaluation (Re-advertised)


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

[2] The purposively selected countries are: Angola, DRC, Eswatini, Malawi, Mauritius, Tanzania, South Africa, Zambia, Rwanda, and Uganda

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/

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.

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.

by Oratilwe Moerane

I am 19 years of age, a mother to a 2 year old little cute man. “Being a teen mum means we met a little early but it also means that I get to love you a little longer.”
Broken dreams due to teenage pregnancy: I always saw myself in what I  call my 5 miraculous dresses
1. Matriculation dress
2 and 3. Graduation dresses
4. Wedding dress
5. Maternity dress
Sadly because back in those years I never taught myself not to take anything my peers say personal. I found myself taking a different route from the one planned watching my dreams shatter. At that very moment it had to take God to turn my life upside down so I could learn how to live right side up without searching for any validation. When I found out I was pregnant, I had to deal society confronting me with painful stigma and mistrust. At that age of 17 I had to realise that motherhood is a choice made daily, having to put someone else’s happiness and well being before yours, to teach hard lessons, to do right even when you are actually not sure what right is, having to forgive myself over and over again thinking I’m doing everything wrong. These were lessons that I should have learnt at the right age and time.
Having to drop out of school i had to hustle hard so that I can provide where I can for my son.The hunger of a productive launch is pretty addictive. Not only was I grateful to share my story to over 600 pupils including the honourable Minster Angela Motshekga, UNESCO, partners and MBTEENLIFESTLYE , I had to hear and learn the different perspectives on how teenage pregnancies affect our parents, families and communities.


Having been provided with more information to make more informed decisions, I hope that now society will learn to stop shaming our teenagers who are pregnant, those who feel they want to start using contraceptive or know their statues. Rather than confronting them, help them understand their decisions and make them fully aware of the choices they are about to take. The Let’s Talk campaign will allow teenagers to use the materials on the website not only to inform themselves but inform others of the necessity of taking care of ones health and understanding that pregnancy at the right time will ensure a healthy mother and happy baby. We must be gentle and supportive so that we don’t have girls replacing their fathers with their boyfriends, because i believe the moment we step into the teenage life we need a consistent shoulder to cry on a person who listens to understand and not just to respond.

UNESCO officially launched the Our Rights, Our Lives, Our Future (O3) Programme in Malawi in partnership with the Ministry of Science, Education and Technology and the Norwegian Embassy in Lilongwe on 10 October 2019. The launch culminated in the agreement signing ceremony between UNESCO and the Government of Norway to accelerate the O3 programme.

The O3 launch was attended by UNESCO’s Regional Director for Southern Africa, Prof. Hubert Gijzen, the Minister of Education, Science and Technology, Dr. William Susuwele Banda, the, the Norwegian Ambassador to Malawi, Steinar Egil Hagen, and the UN Resident Coordinator, Maria Jose Torres Macho. Representatives from civil society organisations and the media were present along with students, teachers and parents at the Mphungu Primary School in Lilongwe.

Since the commencement of the O3 programme in Malawi, the government has been an instrumental partner in advancing sexual and reproductive health and rights to its population. Despite these notable measures, over 70% of new HIV infections are among young women (15-19 years). Pregnancy and childbirth complications continue to be the leading cause of death among young women in Malawi.

The Norwegian Ambassador, Steinar Egil Hagen stated we are today at the starting point of an important partnership, with our friends in the Malawi government, and with the UN-family and working on an important topic, comprehensive sexuality education”…”together, we can make a difference for children in Malawi.

The funding provided by the Norwegian government will allow Malawi to deepen the scope of existing activities to attain full-scale implementation of Comprehensive Sexual Education (CSE) supported by inter-sectoral partners and UNESCO Malawi.

As we sign the Agreement for this project, we are making a public declaration that now more than ever, we need to transform the lives of children and young people. We are saying we want to work together in eradicating these challenges. Eradicating gender-based violence, early and unintended pregnancy, reduce new HIV infections, and increase young peoples knowledge said Prof. Gijzen, UNESCO’s Regional Director.

UNESCO has been working across the Eastern and Southern Africa (ESA) region to improve sexual and reproductive health outcomes for adolescents and young people through scaling up CSE. The provision and access to CSE resources are expected to promote and sustain risk-reducing behaviour among young people.

Harare, Zimbabwe – The David and Lucile Packard Foundation has granted a sum of $100,000 towards UNESCO’s efforts to reduce Early and Unintended Pregnancy (EUP) in the East and Southern Africa region. The grant will allow for the EUP campaign to contribute to this goal, highlighting the causes and, raising awareness on the consequences of EUP and reducing stigma towards pregnant girls as well as advocating for improved delivery of comprehensive sexuality education and access to services for adolescents and young people in the ESA region.

The campaign was officially launched on 20th June 2018 during the Southern Africa Development Community (SADC) Ministers of Education Meeting in Durban, South Africa and will run until December 2020.

The campaign takes place within the context of the ESA Ministerial Commitment Initiative, whose overall goal is to ensure that adolescents and young people in sub-Saharan African (SSA) are empowered, educated, healthy and resilient and, have the capacity to reach their full potential and contribute to the development of their community, country and region.

The campaign is aimed at reducing and preventing early and unintended pregnancy and affording girls who get pregnant an opportunity to continue with their education.

Specifically, the campaign will;

  • Advocate for the development and operationalization of EUP prevention, management and re-entry policies to facilitate the right of girls to complete education.
  • Advocate for the integration of CSE content on access to contraceptives, gender equality and power dynamics within relationships in developing the learners’ and adolescent girls’ knowledge and skills to prevent pregnancy.
  • Promote adolescents and young peoples’ access to health education and services (incl. contraception) by advocating for the establishment of referral system between schools and health facilities.
  • Raise awareness on the dangers of unsafe abortions among adolescent girls and young women and mobilize advocacy action to remove legal and policy barriers to safe abortions for all women.

UNESCO is a specialized UN agency leading work on health and well-being for children and young people within the formal, non-formal and informal education sectors. UNESCO will partner with SAfAIDS, UNFPA and Save the Children in implementing the campaign. Financial support for the campaign will come from Packard Foundation, Government of Sweden through the Regional Sexual and Reproductive Health and Rights (SRHR) team in Lusaka, Zambia and, the Government of Ireland through Irish Aid.

UNESCO launched a campaign to reduce Early and Unintended Pregnancy (EUP) in Eastern and Southern Africa (ESA) on 20th June 2018 during the Southern Africa Development Community (SADC) Ministers of Education Meeting in Durban, South Africa.

The launch of the campaign is part of the ESA Ministerial commitment, which was endorsed in December 2013 by Ministers of Education and Health in the ESA region. The commitment has prompted significant progress by Member States to address the needs of adolescents and young people with respect to ensuring access to life skills-based HIV and sexuality education and youth-friendly SRH services. One of the targets of the ESA Commitment was to reduce EUP by 75% by the year 2020. In the 2017 Technical Coordination Group (TCG) meeting of the ESA Commitment, countries agreed to focus on the issue of EUP as an area requiring intervention across all countries and there was a clear recommendation to launch a Regional EUP campaign. Following this recommendation, UNESCO commissioned a situation analysis on EUP in 10 countries in ESA to assess the magnitude of the problem in the region. The study revealed that EUP in ESA is very high with at least 15% of 15-19 year olds ever having been pregnant.

Ministers at the launch of the campaign were invited to approve the recommendations from the situation analysis while renewing their commitment to attainment of the ESA commitment targets. In addition, to mandate country ESA Technical working groups to strengthen implementation and reporting of country progress and to commission the SADC Secretariat and its partners to support implementation of a Regional Campaign on Early and Unintended Pregnancy.

Based on the findings of the situational analysis, the campaign will have the following objectives,

  1. Advocate for the right of girls to complete education through the development and operationalisation of EUP prevention, management and re-entry policies.
  2. Advocate for the delivery of CSE that develops learners’ knowledge and skills to prevent pregnancy through integrating content on pregnancy prevention, access to contraceptives, gender equality and power dynamics within relationships.
  3. Increase adolescent access to health education and services (incl. contraception) through establishment of referral system between schools and health facilities.
  4. Eliminate school related gender based violence and engage boys and young men in learning and practicing pregnancy prevention.
  5. Shift cultural norms that put girls at risk of EUP and promote parent-child communication about sexual health

The findings from the situation analysis are summarised in the following video, which was also played during the launch of the campaign.

Government officials from ministries of education and health from 20 countries in the Eastern and Southern Africa met from 18 and 19 June 2018 in Pretoria, South Africa to review the East and Southern Africa (ESA) Commitment progress. The meeting brought together core members of the technical coordinating group, select civil society organisations (CSO) at country and regional levels, United Nations, SADC PF, and development partners.

The Technical Coordinating Group (TCG), under the leadership of UNESCO and UNFPA, with support from UNAIDS, the Southern Africa Development Community (SADC) and the East African Community (EAC) Secretariats, plays a key role in the management of the ESA Commitment process and the implementation of the accountability mechanism. Each year, a TCG face-to-face meeting is held to discuss implementation and progress towards ESA Commitment targets.

Speaking at the meeting, UNESCO Regional Director for Southern Africa, Prof. Hubert Gijzen, and his UNFPA counterpart for Eastern and Southern Africa Region, Dr. Julitta Onabanjo, applauded governments for their commitment, and called on the stakeholders to begin looking at post 2020 plans when the Commitment is meant to expire. They emphasised the need to accelerate efforts in providing CSE, and access to SRHR services for adolescents and young people.

This year’s TCG meeting focused on dialogue, debates and interactions, particularly on sharing the ‘how’ of HIV and Health Education and youth friendly health services provision. It highlighted tangible regional and national actions needed in the spirt of the Step Up and Deliver 2020 Roadmap. Moreover, in 2017, the TCG commissioned the CSO Platform to produce a regional report on the implementation of the ESA Commitment, looking at issues of accountability, coordination, resources, and youth leadership. The report formed the framework for discussion at the TCG. The meeting also agreed on the roll-out of the proposed early and unintended pregnancy campaign resulting from a situational analysis, which was commissioned in 2017.

Zimbabwe launched its School Health Policy on 11th June 2018 in Harare as a strategic means to promote positive health determinants while preventing and mitigating health risks among learners.

Jointly developed by the Ministries of Health and Child Care and Primary and Secondary Education, the policy has the vision of “A primary and secondary education system with an enabling environment for the provision of equitable, sustainable and quality health services for all learners.”

Key components of the policy include:

  • Competency based health education
  • Psychosocial support services
  • Safe and sanitary school environment
  • Disaster risk management
  • School based health and nutrition services
  • School – family – community health linkage services
  • Support facilities and services for learners with special needs; and
  • Health promotion for school staff

The launch which was held under the theme, “Ensuring a healthy mind in a healthy body’, was attended by the Ministers of Health and Child Care, and Primary and Secondary Education, other senior Government Officials, members of the UN family, teachers, healthy professionals, development partners and civil society representatives.

Speaking at the launch, the Minister of Primary and Secondary Education, Prof. Paul Mavima, said he was pleased that the policy was finally being launched after a long period of consultations with parents, learners and stakeholders in both the education and health sectors.

“The policy provides mechanisms to coordinate a systematic approach to addressing health issues for learners in our schools,” he said.

In his remarks, the Minister of Health and Child Care, David Parirenyatwa said, “a comprehensive school health programme denotes a set of policies, procedures and activities set to protect, promote and support the health and welfare of pupils and staff which include the provision of health services, healthy school environment, life skills, health education and school nutrition”.

Speaking on behalf of the UN Resident Coordinator, Mr. Bishow Parajuli, WFP Representative, Mr Eddie Rowe, said since the majority of adolescents and young people in Zimbabwe spend the most of their time in school, implementing a robust school health programme increases the reach of health promotion interventions in this age group.

“HIV remains a significant public health concern in Zimbabwe especially among adolescents and youths, therefore, the School Health Program provides an opportunity for us to step up HIV prevention efforts among young people, and to promote adherence for those young people who are already on treatment,” he said.

The report of the Presidential Commission of Inquiry into Education and Training (1999) recommended the development of a school health policy. The development of the policy can be traced back to 2004. The impetus to finalise the policy was provided after the coming in of the Zimbabwe Curriculum Framework, 2015-2022, which acknowledges that healthy and happy learners learn better, while poor health can have a detrimental effect on school attendance and academic performance.

UN agencies in Zimbabwe including UNESCO, UNICEF, WHO and WFP supported the development of the policy. The Policy is seen as a bridge to engage the education sector in efforts to positively influence the educational, social and economic conditions that affect health. In addition, ensuring that a school-going-age population is healthy is key for the achievement of the Sustainable Development Goals (SDGs).

For more information, please contact: l.halimani@unesco.org

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