TERMS
OF REFERENCE FOR THE STUDY ON THE IMPLEMENTATION OF PROMOTING RIGHTS IN SCHOOLS
OF REFERENCE FOR THE STUDY ON THE IMPLEMENTATION OF PROMOTING RIGHTS IN SCHOOLS
1.
INTRODUCTION AND RATIONALE
INTRODUCTION AND RATIONALE
ActionAid
Rwanda (AAR), an associate member of Actionaid International (AAI) Global
federation, is an anti-poverty agency working with poor and
excluded. The organisation has been working in Rwanda as a full Country
Programme since 1997 to contribute towards eradication of poverty and
injustices with a
Rwanda (AAR), an associate member of Actionaid International (AAI) Global
federation, is an anti-poverty agency working with poor and
excluded. The organisation has been working in Rwanda as a full Country
Programme since 1997 to contribute towards eradication of poverty and
injustices with a
focus on tackling the root causes of poverty. AAR has
very strong commitment to supporting and delivery of Governement
programmes and strategies including EDPRS and Vision 2020.
The
vision
vision
2020
seeks to support people better understand the world in which they live, and to
face the future with hope and confidence, knowing that they can play a role in
addressing the complex and interdependent problems that threaten our future
such as poverty, wasteful consumption, environmental degradation, population
growth, gender inequality, health, conflict and the violation of human rights.
In education, the vision 2020 requires all involved in education: teachers,
curriculum developers, education policy makers and authors of educational
materials; to promote a system of ethics and values that is sensitive to
cultural identity, multicultural dialogue, democratic decision-making and the
appropriate use of natural resources.
seeks to support people better understand the world in which they live, and to
face the future with hope and confidence, knowing that they can play a role in
addressing the complex and interdependent problems that threaten our future
such as poverty, wasteful consumption, environmental degradation, population
growth, gender inequality, health, conflict and the violation of human rights.
In education, the vision 2020 requires all involved in education: teachers,
curriculum developers, education policy makers and authors of educational
materials; to promote a system of ethics and values that is sensitive to
cultural identity, multicultural dialogue, democratic decision-making and the
appropriate use of natural resources.
To
achieve this mission, all countries including Rwanda have to promote rights in
schools by promoting quality trained teachers, adequate infrastructure,
transparency and accountability of schools, free compulsory education,
non-discrimination at schools, a safe and non-violent environment, relevant
education, awareness of accepted rights, participation by both girls and boys
in decision – making processes in schools and quality learning environment and
effective teaching processes.
achieve this mission, all countries including Rwanda have to promote rights in
schools by promoting quality trained teachers, adequate infrastructure,
transparency and accountability of schools, free compulsory education,
non-discrimination at schools, a safe and non-violent environment, relevant
education, awareness of accepted rights, participation by both girls and boys
in decision – making processes in schools and quality learning environment and
effective teaching processes.
Promoting
Rights in Schools (PRS) offers practical tools such as a simple charter of 10
core rights accompanied by a set of indicators that enable users to capture
information on their local school in a systematic manner. It engages key
stakeholders, including children, parents, community leaders, NGOs and
teachers’ unions, in the entire process – from adapting the charter locally to
collecting and analysing the data. It promotes greater awareness of where and
how rights are being violated and how these violations can be addressed. The
information collected is used to prepare rights-based school development plans,
where stakeholders define what actions they can take themselves and what others
can do to address key gaps through collaborative action. Information across
schools is consolidated into citizens’ reports which are used as a basis for
action including mobilization, advocacy and campaigning at district and
national level.
Rights in Schools (PRS) offers practical tools such as a simple charter of 10
core rights accompanied by a set of indicators that enable users to capture
information on their local school in a systematic manner. It engages key
stakeholders, including children, parents, community leaders, NGOs and
teachers’ unions, in the entire process – from adapting the charter locally to
collecting and analysing the data. It promotes greater awareness of where and
how rights are being violated and how these violations can be addressed. The
information collected is used to prepare rights-based school development plans,
where stakeholders define what actions they can take themselves and what others
can do to address key gaps through collaborative action. Information across
schools is consolidated into citizens’ reports which are used as a basis for
action including mobilization, advocacy and campaigning at district and
national level.
It
is in this regard that AAR wishes to recruit a consultant/firm to know the
extent to which all 10 core rights have been implemented in 11 districts namely
(Musanze, Karongi, Nyanza, Nyaruguru, and Gisagara (Gakenke, Nyabihu,
Nyamasheke, Kayonza, Rwamagana and Gasabo).
is in this regard that AAR wishes to recruit a consultant/firm to know the
extent to which all 10 core rights have been implemented in 11 districts namely
(Musanze, Karongi, Nyanza, Nyaruguru, and Gisagara (Gakenke, Nyabihu,
Nyamasheke, Kayonza, Rwamagana and Gasabo).
OBJECTIVES
OF THE STUDY
OF THE STUDY
- To
deepen the understanding of Promotion of Rights in Schools. - To
provide evidence based advocacy issues for policy change and improve
services in schools. - To
compare the extent to which PRS is implemented in various schools.
2.
METHODOLOGY
METHODOLOGY
The
charter on promoting Rights to Education puts forward 10 rights. The study will
scrutinise into the implantation of the following rights:
charter on promoting Rights to Education puts forward 10 rights. The study will
scrutinise into the implantation of the following rights:
1.
Right to free & compulsory education
Right to free & compulsory education
There
should be no charges, direct or indirect, for primary education. Education must
gradually be made free at all levels.
should be no charges, direct or indirect, for primary education. Education must
gradually be made free at all levels.
2.
Right to non-discrimination
Right to non-discrimination
Schools
must not make any distinction in provision based on sex, race, colour,
language, religion, political opinion, nationality, ethnicity, ability, or any
other status.
must not make any distinction in provision based on sex, race, colour,
language, religion, political opinion, nationality, ethnicity, ability, or any
other status.
3.
Right to adequate infrastructure
Right to adequate infrastructure
There
should be an appropriate number of classrooms accessible to all, with adequate
and separate sanitation facilities for girls and boys. Schools should be built
with local materials and be resilient to natural risks and disasters.
should be an appropriate number of classrooms accessible to all, with adequate
and separate sanitation facilities for girls and boys. Schools should be built
with local materials and be resilient to natural risks and disasters.
4.
Right to quality trained teachers
Right to quality trained teachers
Schools
should have a sufficient number of trained teachers of whom good proportions
are female; teachers should receive good quality pre-service and in-service
training with built-in components on gender sensitivity, non-discrimination,
and human rights. All teachers should be paid
should have a sufficient number of trained teachers of whom good proportions
are female; teachers should receive good quality pre-service and in-service
training with built-in components on gender sensitivity, non-discrimination,
and human rights. All teachers should be paid
5.
Right to a safe & non-violent environment
Right to a safe & non-violent environment
Children
should be safe on route to and in school. Clear anti-bullying policies and
confidential systems for reporting and addressing any form of abuse or violence
should be in place.
should be safe on route to and in school. Clear anti-bullying policies and
confidential systems for reporting and addressing any form of abuse or violence
should be in place.
6.
Right to relevant education
Right to relevant education
The
curriculum should not discriminate and should be relevant to the social,
cultural, environmental, economic context and language of learners.
curriculum should not discriminate and should be relevant to the social,
cultural, environmental, economic context and language of learners.
7.
Right to know your rights
Right to know your rights
Schools
should teach human rights education and children’s rights in particular.
Learning should include age appropriate and accurate information on sexual and
reproductive rights.
should teach human rights education and children’s rights in particular.
Learning should include age appropriate and accurate information on sexual and
reproductive rights.
8.
Right to participate
Right to participate
Girls
and boys have the right to participate in decision-making processes in school.
Appropriate mechanisms should be in place to enable the full, genuine and
active participation of children.
and boys have the right to participate in decision-making processes in school.
Appropriate mechanisms should be in place to enable the full, genuine and
active participation of children.
9.
Right to transparent & accountable schools
Right to transparent & accountable schools
Schools
need to have transparent and effective monitoring systems. Both community and
children should be able to participate in accountable governing bodies,
management committees and parents’ groups.
need to have transparent and effective monitoring systems. Both community and
children should be able to participate in accountable governing bodies,
management committees and parents’ groups.
10.
Right to quality learning
Right to quality learning
Girls
and boys have a right to a quality learning environment and to effective
teaching processes so that they can develop their personality, talents and
physical and mental.
and boys have a right to a quality learning environment and to effective
teaching processes so that they can develop their personality, talents and
physical and mental.
2.1
HOW INFORMATION WILL BE GATHERED:
HOW INFORMATION WILL BE GATHERED:
ActionAid
welcomes methodological proposals that meet the overall study objectives
outlined in this ToR. However, it is expected that the study will use
participatory methods to collect both qualitative and quantitative data. It is
expected that the study will use a mixed method approach, combining qualitative
and quantitative data, and all data collected through the study must be
disaggregated by sex and age
welcomes methodological proposals that meet the overall study objectives
outlined in this ToR. However, it is expected that the study will use
participatory methods to collect both qualitative and quantitative data. It is
expected that the study will use a mixed method approach, combining qualitative
and quantitative data, and all data collected through the study must be
disaggregated by sex and age
The
consultant will sample 40 schools in 20 sectors, that is, 2 schools per sector
whey they will choose children teachers and members of the community that will
respond to questionnaire. AAR will give guiding questions to the consultant
from which they will develop the questionnaire.
consultant will sample 40 schools in 20 sectors, that is, 2 schools per sector
whey they will choose children teachers and members of the community that will
respond to questionnaire. AAR will give guiding questions to the consultant
from which they will develop the questionnaire.
3.
TASKS /RESPONSIBILITIES
TASKS /RESPONSIBILITIES
The
consultant will be responsible for the following:
consultant will be responsible for the following:
- Develop
an inception report and work plan
- Review
of existing secondary information (literature review) - Pre-test
and finalize all the assessment tools - Collect
data from 10 Districts - Analyse
data and findings, and submit a draft report to AAR for comments - To
incorporate comments and produce final report to submit to AAR and AAUK
for approval - Present
the findings in a stakeholder workshop
4.
REQUIRED QUALIFICATIONS / EXPERIENCE
REQUIRED QUALIFICATIONS / EXPERIENCE
- Master’s
degree in education, - Strong
experience in surveying education work. Experience with working with the
local and international organization preferred. - Strong
experience working in Rwanda’s key education sectors involving rural
populations, - Monitoring
& evaluation experience - School
management experience - Good
communications skills (Fluent in Kinyarwanda and in English) - Knowledge
of local context - Strong
critical analysis and report-writing skills required - To
be available immediately.
1.
Actionaid Rwanda Responsibilities
Actionaid Rwanda Responsibilities
Support
provided by AAR will involve:
provided by AAR will involve:
- Introductory
briefings with the consultant(s) - Security
briefings in advance of travel and on arrival, and on-going security
support - If
required, recommendations for consultant, interpreters or other local
human resources as needed - Making
available all relevant necessary documents - Providing
the consultant with the necessary support to ensure that the assessment is
undertaken with reasonable efficiency
2.
Key Deliverables in the Report
Key Deliverables in the Report
The
format for the report will be mutually agreed in the inception report but will
cover the following components:
• Assessment report of no more than 50 pages, (excluding
annexes) as a Word document written in clear and concise English with minimal
jargon. The report will include:
a. Cover page (title of the assessment report, date, name of
consultants, photo)
b. Contents table
c. Executive summary of no more than four pages outlining the
purpose of the assessment, main points of analysis, key findings, conclusions
and recommendations
d. Introduction outlining the background
e. Purpose and objectives of the assessment
f. Methodology/approach, indicators used, and limitations of
the assessment
g. Major findings (data analysis, including gender analysis)
• Annexes: details of data collection tools; schedule of
field visits and meetings; list of people interviewed; bibliography of key
documents consulted;
• The report must allow for a management response from
ActionAid, outlining areas that we agree with and will take forward in future
responses; responding to areas requiring improvement;
• A PowerPoint presentation summarising key findings and
recommendations that can be used to disseminate findings within ActionAid and
with external stakeholders.
• The raw data (all transcripts, quantitative data, and data
collection tools) must be handed over to ActionAid together with the assessment
report.
• Where photos are included, these should be provided to
ActionAid in high resolution JPEG format. The assessment team must ensure
photos are obtained in line with ActionAid guidelines on consent.
• Diagrams/flowcharts/infographics developed by the
assessment team can be included but the original artwork should also be
submitted as separate files along with the assessment. Note: ActionAid
reserves the right to modify artwork as appropriate.
format for the report will be mutually agreed in the inception report but will
cover the following components:
• Assessment report of no more than 50 pages, (excluding
annexes) as a Word document written in clear and concise English with minimal
jargon. The report will include:
a. Cover page (title of the assessment report, date, name of
consultants, photo)
b. Contents table
c. Executive summary of no more than four pages outlining the
purpose of the assessment, main points of analysis, key findings, conclusions
and recommendations
d. Introduction outlining the background
e. Purpose and objectives of the assessment
f. Methodology/approach, indicators used, and limitations of
the assessment
g. Major findings (data analysis, including gender analysis)
• Annexes: details of data collection tools; schedule of
field visits and meetings; list of people interviewed; bibliography of key
documents consulted;
• The report must allow for a management response from
ActionAid, outlining areas that we agree with and will take forward in future
responses; responding to areas requiring improvement;
• A PowerPoint presentation summarising key findings and
recommendations that can be used to disseminate findings within ActionAid and
with external stakeholders.
• The raw data (all transcripts, quantitative data, and data
collection tools) must be handed over to ActionAid together with the assessment
report.
• Where photos are included, these should be provided to
ActionAid in high resolution JPEG format. The assessment team must ensure
photos are obtained in line with ActionAid guidelines on consent.
• Diagrams/flowcharts/infographics developed by the
assessment team can be included but the original artwork should also be
submitted as separate files along with the assessment. Note: ActionAid
reserves the right to modify artwork as appropriate.
5.
TIME FRAME
TIME FRAME
- The
activities embedded in this TOR have to be delivered within a period of 2
month2 and a full report that will be delivered to Actionaid before the
final instalment of the payment is done. - The
duration of 2 months will start the date of signing the contract. The
consultant will report to Actionaid and the key contact will be the Head
of Programs and Policy of Actionaid Rwanda.
6.
HOW TO APPLY
HOW TO APPLY
Interested
companies are requested to submit the following documents well elaborated in
English:
companies are requested to submit the following documents well elaborated in
English:
- Technical
proposal including Cover letter; Executive summary; Proposed Methodology
& Timeline, Evidence of consultant(s) qualifications; RRA
registration, references for similar work done and proof of service
(minimum of two years). - Financial
proposal detailing all costs associated with the delivery of the above
services. Note: All logistical costs including transportation for
the consultant, data collectors (PTC members), validation meeting, will be
covered by the consultant and should be detailed in the financial
proposal.
Address
your application to the Country Director ActionAid Rwanda
your application to the Country Director ActionAid Rwanda
Please
indicate the service you are requesting to provide not later than 26th
June, 2017 at 5:00 AM at Actionaid Rwanda (Head Office) located in
Remera/Rukiri near Amahoro National Stadium next to RSSB Building and CSS Bank.
indicate the service you are requesting to provide not later than 26th
June, 2017 at 5:00 AM at Actionaid Rwanda (Head Office) located in
Remera/Rukiri near Amahoro National Stadium next to RSSB Building and CSS Bank.
Josephine
Irene UWAMARIYA
Irene UWAMARIYA
Country
Director
Director
