Consultancy: Study & Training of Trainers (ToT) Workshop on Conflict Sensitive Education Programming in North East - Nigeria at Norwegian Refugee Council (NRC)

Dates: February, 2019 - June, 2019.

Reporting to : Study Steering Committee

Based: Maiduguri, Borno State - Nigeria

1 Background information

Background on the context

Since 2009, northeast Nigeria has been characterized by complex and mixed displacements due to the ongoing conflict. According to OCHA (August 2017), unpredictable population movements and access continue to be major challenges for humanitarian agencies to respond in a timely and targeted manner to the humanitarian crisis in the northeast. About 1.7 million people are currently displaced by the insurgency in Borno, Adamawa, and Yobe states, with the majority residing in Borno (77%). As a result of these situations, the demand for long term solutions along with emergency humanitarian support are increasing.

EE Education in northeast Nigeria is a sensitive phenomenon due to deliberate and targeted attacks on formal schools. This study aims to explore to what extent a conflict-sensitive approach to education is feasible in the northeast Nigerian context so as to ensure that humanitarian interventions offer a wide range of flexible options. The Inter-Agency Network for Education in Emergencies (INEE) defines Conflict Sensitive Education (CSE) as taking into consideration the context in which the education policy/programme takes place, analyzing the two-way interaction between the context and the education policy/programme, and acting to minimize negative impacts and maximise positive impacts of education policies and programming on conflict, within an organization’s given priorities.[1]

NRC’s activities and presence

The Norwegian Refugee Council (NRC) is a non-governmental, humanitarian organization with 60 years of experience in helping to create a safer and more dignified life for refugees and internally displaced people.

NRC initiated country operations in Nigeria in June 2015, in order to respond to the critical and increasing needs in the country as a result of the conflict between armed groups, such as Boko Haram and counterinsurgency efforts. NRC has an implementation office based in Maiduguri and a coordination office in Abuja. NRC in Nigeria is currently providing services across various core competencies namely Shelter and Non-Food Items (NFI); Water, Sanitation and Hygiene Promotion (WASH); Education; Food Security; and Information, Counselling and Legal Assistance (ICLA) in order to address identified humanitarian needs.

NRC’s intervention specific to the study

NRC is a leading organisation within the field of Education in Emergencies (EiE) both as an advocate and as a practitioner. As an advocate, NRC has called for education to be regarded as the ‘5th component’ of humanitarian assistance in line with food, water, health, shelter, and to plan, prioritise and protect education in humanitarian emergencies and conflict situations. NRC’s specific expertise in the field of EiE includes teacher training, catch-up/accelerated education programs, and youth education and training programs.

NRC’s engagement in education interventions started in early 2018 with activities in Borno and Adamawa states. An initial programme assessment conducted in August 2015 identified context risks and recommended engagement once the context and needs of communities were fully understood. Since 2009, northeast Nigeria has been faced by a security-related crisis. Adamawa, Borno, and Yobe States were mostly affected. The humanitarian crisis in northeast Nigeria remains severe due to ongoing conflict, continued internal displacement, and the unpredictable return of refugees from neighbouring countries. New displacements have been reported since October 2017 in Borno State and northern Adamawa State, with influxes of internally displaced persons (IDPs) in the Local Government Areas (LGAs) of Pulka, Gwoza, Ngala, Monguno, Askira/Uba, Konduga, Bama and Mafa most notably.[2].

NRC is implementing Youth Education and Training Programs in Maiduguri, Borno state to empower out-of-school youth with vocational skills and access to local markets. In Adamawa State, NRC is supporting two schools in EiE in Mubi North Local Government Area (LGA). In addition, NRC is providing Alternative Education (AE) programming, targeting out-of-school children with numeracy and literacy skills in Maiduguri.

Following the insurgency, systematic attacks on educational - institutions have ravaged the already poor educational system in the northeast. According to the 2018 Humanitarian Needs Overview (HNO), there are 11.3 million children between 3 and 17 years old in 6 states in northeast Nigeria. 29% of them are out-of-school children aged between 6 and 17 which is approximately 3.3 million. Borno state is estimated to have a literacy rate of just about 29%, implying that a large number of out-of-school children and youth, with limited literacy and numeracy skills, have little hope of ever joining the formal work force. Seventy-two percent of children within the school- going age have never attended school in Borno, compared with less than 3 percent in most of southern Nigeria.

Most out-of-school children attend the Almajiri Education System where they receive an Islamic education. Displaced populations have used many of the schools in the areas of displacement as temporary lodging. The consequence has been the disruption of educational activities for years, in places where alternative living areas couldn’t be provided. Where alternative living spaces have been established, educational activities are slowly resuming.

In Borno State where NRC has consolidated its major operations, approximately 1.3 million people are now displaced either internally or to the neighboring countries. Approximately 0.5 million have returned back to their homes[3]. Three patterns of displacements have been observed: into official camps; into unofficial camp-like settlements; and displacement within the host population.

The 2018 Humanitarian Needs Overview indicates that 750,000 children and teachers remain internally displaced, of which 280,000 live in camps or camp-like settings. In addition, 750,000 children in communities hosting IDPs are also in need as they struggle to cope with their already severely limited resources, the increased demand and overcrowding in classrooms. The children are particularly exposed to the worst forms of violence and exploitation, including killing, maiming, abductions, forced recruitment into armed groups and sexual violence. Security and other challenges continue to affect the delivery of life-saving services in hard-to-reach areas.

Against this background, an immediate Education in Emergencies (EiE) response has been identified as critical given over 600,000 children have lost access to learning since 2013, and 825,700 were made vulnerable through security-related crisis and displacement[4]. These children are at risk of losing their right to education.

T This study therefore aims 1) to understand how the sensitivity of education in northeast Nigeria affects access, and 2) to guide humanitarian actors on how best to provide education through a conflict- sensitive approach. In addition, the study seeks to provide an understanding of the impact of attacks on schools and the communities’ perception of education on access to education during and after displacement.

2 Purpose of the study and intended use
Overarching purpose

The purpose of the study is to develop guidelines that will inform NRC and other stakeholders in providing conflict-sensitive education in northeast Nigeria.

The consultant will also conduct a Training of Trainers (ToT) for the EiE Working Group (EiE WG) and NRC staff on conflict-sensitive education as part of NRC’s response plan on providing conflict-sensitive education.

How will the study be used?

This study is part of a larger ongoing programming currently being implemented with funding from UNICEF. Findings and recommendations from the study will be used by the NRC education team and country management group (CMG) to guide program implementation and strategies in northeast Nigeria and in the region as applicable.

Furthermore, the reports will be shared with the Nigeria EiEWG and the Ministry of Education in order to enhance their support to conflict- sensitive quality education.

In addition, the findings of the study will also be useful for community members, government agencies, policy makers, international and local NGOs, civil society individuals, practitioners, partners, education working group and the donors.

3 Scope and lines of inquiry

Scope/coverage

This study is funded by The United Nations International Children's Emergency Fund (UNICEF) and would involve carrying out a study on conflict-sensitive education in Borno, Adamawa, and Yobe States in northeast Nigeria. Data collection is expected to span the three states in northeast Nigeria. Specific LGAs' for data collection will be decided based on the latest access and operational updates and security clearance.

The study will provide a clear understanding of the impact of adopting a conflict-sensitive approach on education and provide guidance on EiE approaches in northeast Nigeria, where education is a sensitive issue. Access, acceptance, and security barriers are some key parameters to be explored throughout the study. The consultant(s) will develop conceptual models that suggest pathways and mechanisms to achieving improved access, acceptance, and quality education among conflict-affected populations.

The study will be followed up with a Training of Trainers for the EiE WG on conflict-sensitive education as part of NRC’s response plan on using this approach in northeast Nigeria.

The findings of the study will feed into the TOT training by informing its content and delivery methods. Based on the study findings, the consultant will be required to design and conduct a one-week workshop that will build the training capacity of NRC education staff and other implementing partners. The aim of the ToT workshop will be to disseminate skills and knowledge to the participants so that they can train teachers in the field. The workshop will expose participants to a range of methodologies and techniques that are a prerequisite to the delivery of conflict-sensitive education in emergency contexts.
Lines of inquiry

• The study will examine (but are not limited) to exploring the following questions:
• What does conflict-sensitive education mean in the context of northeast Nigeria?
• What works to promote children’s educational access?
• Have the education stakeholders taken into consideration the conflict context and its impact on the current state of learning and teaching in northeast Nigeria?
• To what extent are the EiE programmes implemented by NRC and other humanitarian organisations conflict-sensitive?
• What are the barriers to accessing education among conflict-affected populations in northeast Nigeria? In particular, what are the barriers to accessing education among displacement-affected women and girls?
• What is the current level of acceptance of educational interventions and how can it be improved?

Methodology

• The INEE conflict-sensitive tools will guide the study and the Consultant will work with NRC to expand upon the Terms of Reference (TOR) as required and develop the final study questions and sub-questions. The methodology adopted should adhere to international guiding protection mainstreaming principle, including gender sensitivity, and cover Borno, Yobe, and Adamawa states (specific LGAs will be agreed with the consultant to ensure representativeness).
• The study should include a mixed methods approach comprising of both qualitative and quantitative methods. The methods suggested can include e.g.: classroom observation, document review, household surveys, semi-structured interviews, and focus group discussions. Triangulation will be done in the analysis phase.
• Key Informant Interviews (KIIs) will target both internal and external informants, such as NRC staff, school directors, school-based management committees (SBMCs) partners, community leaders, local education authorities, EiEWG, teachers, parents, MoE structures, and other NGOs. FGDs will be carried out in homogenous groups of project beneficiaries (with gender and age consideration), such as students, SBMCs, teachers, and community members.
• KIIs, FGDs, and observations will apply semi-structured guides.
• The study is estimated to take place in four phases from March-June:

Desk Review

A significant body of reporting, literature reviews, research articles, assessments, and data on conflict-sensitive education exists online and from other sources. Data from these documents should feed into the analysis and enable the consultant to determine what further information will be required.

Inception report and Validation Workshop

The consultants will develop an inception report, including a study matrix, work plan, and data collection tools. These documents will be validated by the study’s Steering Committee prior to the data collection phase.

Data Collection and Analysis

The consultant will coordinate with NRC to employ enumerators to undertake relevant quantitative data collection, under the control and responsibility of the consultant. Qualitative data collection should also be carried out by the study team. The study team is fully responsible for data cleaning, as well as quantitative and qualitative analysis.

Study Report

The consultant will share a draft version of the report with the study’s Steering Committee prior to finalization. The final report shall be validated by the Steering Committee.

The study will also use both qualitative and quantitative participatory approaches to triangulate the data from the respondents. The consultant will develop a technical proposal with details on the study methodology for NRC to review and approve.

TOT Training Methods

The TOT will adopt participatory and active learning training techniques (simulations and practicums), as well as tools and tips on training management. Participants themselves will design, deliver, and critique presentations to reinforce learning.

5 Management of the study

The NRC team will work with the consultant to achieve the objective of the study. The Head of Program (HoP) will be the focal point for the consultant. He/she will be supported by the Education Program Development Manager (PDM) and the M&E Coordinator during the entire duration of the study. NRC will provide administrative and logistical support such as provision of office space, movement to field locations, and accommodation to the consultant throughout the study. Regular feedback to address any concerns that may rise in the course of the study will be provided.

NRC will provide the following support to the consultant:

• Meeting/Securing appointments and arrangements with stakeholders and beneficiaries if requested by the consultant;
• Support of selection of data collectors, translators, facilitators, note takers if requested by the consultant;
• Support of a NRC staff for introductions to key study informants.
• Procurement of workshop venue and training materials
• Invitation of workshop participants
• Scheduling and logistics support for the review workshop;
• Rapid review and commenting on outputs and deliverables.
• 6 Deliverables and reporting deadlines
• The external consultant is responsible for the timely delivery of the following study products:
• An Inception Report (maximum 5 pages), study matrix, data collection tools, sampling, and validation meeting. Based on the documentation review and report of the data analysis, the workshop and report will outline the Consultant’s understanding of the study and expectations, along with a concrete action plan for undertaking the study – including methodology and timelines for all deliverables;
• Databases in excel or other software for qualitative and quantitative data and corresponding analysis;
• A feedback workshop: presentation of the major findings and recommendations of the study to internal stakeholders (to occur immediately on concluding the fieldwork and prior to departure from Nigeria);
• A draft report: Maximum 30 pages (excluding annexes) with an executive summary of no 3-4 pages) including findings, conclusions, lessons learned and recommendations for concrete actions to be taken in the development and implementation of education activities in northeast Nigeria. The Steering Committee will provide feedback and comment prior to finalization of the report.
• A Final Report that incorporates comments from the Steering Committee, alongside a response matrix detailing how each comment was handled in the revising of the draft report.
• NRC will own the intellectual property rights to all materials submitted by the consultant under the contract. The consultant must therefore ensure that they have possession of any materials provided to NRC as a part of the deliverable. The rights to reproduce the reports will fall to NRC and its contracted agents. NRC will be free to reproduce the materials at will and to grant reproduction rights. All files related to the study will be filed on NRC’s documentation management repository, O365 for Business in a clear and organized manner.
• All documents should be submitted in Microsoft Word format in English. All text should be unformatted. Graphs or other graphical devices should be editable (i.e. not pictures). All references must be cited according to convention, and detailed in a bibliography, using the Harvard system as set out in the UNESCO Style Manual. All verbatim quotations must appear in quotation marks, and must not be of excessive length. All data collected under the consultancy must be submitted with the deliverables, in a widely recognised format such as Microsoft Excel.
• Everything submitted to NRC must be the original work of the consultants. Any plagiarism in any form, or any other breach of intellectual property rights, will automatically disqualify the consultant from receiving any further payments under the contract by NRC, and NRC will seek to recover any payments already made.
• The consultant will follow Ethical Research Involving Children guidance on the ethical participation of children. In addition, all participants in any study or other interaction will be fully informed about the nature and purpose of the interaction and their requested involvement. Informed consent must be obtained for any photographs, audio or video recordings, etc., in accordance with NRC’s policy on consent.

Presentations and Workshops

The study team will conduct one inception report/validation workshop, - a ToT workshop, and a final report presentation of the study’s findings. The Steering Committee may invite other stakeholders to these presentations.

7 Time frame

• Ethical considerations: Evaluator/s will make clear to all participating stakeholders that they are under no obligation to participate in the study. All participants will be assured that there will be no negative consequences if they choose not to participate. Consultant/s will obtain informed consent from the participants. In case the study team does not understand participants’ first language, they will conduct sessions along with an interpreter/s.
• Study team will have to receive prior permission for taking and using visual still/ moving images for specific purposes, i.e., ‘for study report and presentations according to NRC’s guidelines. Consultant/s will assure the participants’ anonymity and confidentiality and will ensure the visual data is protected and used for agreed purpose only.
• Time frame:** The study is scheduled to start in February 2019 with field work to be conducted at the beginning of March. A draft report is expected by early March 2019. The study team should complete the submission of the final deliverables by 15 May 2019.
• The consultant/study team is expected to provide a suggested timeline and work plan for the study based on these scheduling parameters and in keeping with the scope of the study questions and criteria.

TOR: working days (consultant)

• Desk review: 5
• Inception report: 7
• Data collection: 12
• Data analysis: 6
• Final report: 7
• TOT workshop: 5
• Total: 42

TOR: milestones

• Inception report: 11 - March - 2019
• Data collection: 12- March - 2019
• Draft report : 28 - March - 2019
• TOT Workshop: 1 - April - 2019
• Feedback workshop: 8 - April - 2019
• Final report: 25 - April - 2019

working days (consultant): over a period of 2 months

In the event of serious problems or delays, the team leader should inform the steering committee immediately. Any significant changes to review timetables will be approved by the steering committee in advance.

8 Study consultant team

NRC seeks expressions of interest from people with the following skills/qualifications:

• Advanced university degree or equivalent in Humanitarian/Development Studies, Social Sciences, statistics or other fields related to the provision of humanitarian assistance in Education;
• At least 7-10 years of relevant experience and proven expertise in the humanitarian sector with at least five years in research/study and or evaluation;
• Significant experience in assessment, data analysis, research and/or evaluation – including prior experience in project and programme reviews and studies;
• Strong quantitative and qualitative research skills;
• Knowledge of the current literature/practice on conflict-sensitive education programming for displacement-affected populations.
• Familiarity with Nigeria and West Africa emergency response contexts preferred;
• Ability to work independently and achieve quality results with limited supervision;
• Strong analytical, synthesis, and writing skills;
• Fluent/excellent command in English (both written/verbal);
• Experience of designing qualitative data collection methods and of managing participatory and learning-focused evaluations;
• Excellent team working and communication skills; flexibility and good organizational skills

www.nrc.no

Norwegian Refugee Council

Postboks 148 Sentrum

0102 Oslo, Norway

[1] http://www.ineesite.org/en/conflict-sensitive-education

[2] UNOCHA January report 2018

[3] Source 2018 Humanitarian Needs overview

[4] https://reliefweb.int/sites/reliefweb.int/files/resources/geo_75.pdf