Consultancy to Integrate Gender-Responsive Approaches

AngolaTenders notice for Consultancy to Integrate Gender-Responsive Approaches. The reference ID of the tender is 58394107 and it is closing on 22 Oct 2021.

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Tender Details

  • Country: Angola
  • Summary: Consultancy to Integrate Gender-Responsive Approaches
  • AOT Ref No: 58394107
  • Deadline: 22 Oct 2021
  • Competition: ICB
  • Financier: Self Financed
  • Purchaser Ownership: -
  • Tender Value: Refer Document
  • Notice Type: Tender
  • Document Ref. No.:
  • Purchaser's Detail :
  • Purchaser : UNITED NATIONS CHILDREN'S FUND
    R. N'Gola M'Bandi, Luanda, Angola Phone: +244 226 430 870
    Email :supplyangola@unicef.org
    URL :https://www.unicef.org

  • Description :
  • Tenders are invited for Consultancy to Integrate Gender-Responsive Approaches into the Three Existing Child Friendly Schools (CFS) Training Modules. Since 2008, UNICEF has been supporting the Child Friendly Schools (CFS) initiative in Angola. From 2018 onwards, UNICEF has been implementing the model in the municipalities of Cacula, Gambos and Quipungo in the province of Huila. Among other things, this model is characterized by promoting teaching processes that contribute to the cognitive, social and emotional development of students based on pedagogical practices that place the student as the central figure in the educational process. Within the scope of Child Friendly Schools project in Angola, in 2015 the Ministry of Education and UNICEF developed three manuals to support trainings for teachers, directors and parent committee members: (1) Student-Centred Pedagogy (Ensino Centrado no Aluno) - The student-centred training manual is based on a student-centred learning approach. This approach, anchored in the philosophy of social constructivism, and differentiated pedagogy, promotes participatory processes of teaching and learning that emphasize differentiated pedagogy and instruction to ensure that the unique learning needs of individual students are met. (2) Water, Sanitation and Hygiene (WASH) for Students (Água, Saneamento e Higiene (ASH) para Alunos) - The WASH manual provides clear guidance on WASH infrastructure and hygiene practices needed to ensure safe, clean school environments for students and staff. (3) Leadership and School Management (Módulo Sobre Liderança e Gestão Escolar) - The leadership and school management manual provides guidance to school directors and parent committee members on how to lead and organize schools, with a focus on the development of School Management Plans (Projectos Educacativos Escolares). The existing manuals, while extremely useful, are not currently adequately gender responsive, nor have they been updated in the light of learning methodologies that allow the acquisition of practical, transferable skills for lifelong learning within the school environment. These transversal skills must be integrated into the learning processes of different subjects addressed in the manuals. The development and implementation of transferable skills for lifelong learning facilitates learning processes and helps transform approaches such as gender equality into practice. While issues of gender are sometimes addressed in the three documents mentioned above, they do not employ an explicit gender lens to examine the differentiated ways that boys and girls experience their school environments. In the context of Angola this is problematic: girls face significant challenges accessing quality education, and educational processes, spaces, and learning materials are frequently not gender responsive. In Angola, evidence suggests that major gender inequalities negatively impact the lives of girls: • The Human Capital Index developed and published by the World Bank in 2018 suggests that girls- access to education and learning outcomes are lower than for boys. On average, girls go to school almost two years less than their male counterparts, and their outcome of quality learning years is 0.8 years less than boys. • With the closure of schools in 2020 and early 2021 due to Covid-19, girls lost the protection that schools often provide against exploitation and gender-based violence (GBV). Administrative data from the Criminal Investigation Services suggests that GBV increased significantly during the pandemic: 77% more cases were reported nationally between January and June 2020 than compared to the same period in 2019. In 2020, 7,283 girls reported being victims of physical, sexual or psychological violence, and according to INAC, nearly 15,000 children experienced one of these same forms of violence in 2020 (SOS Child Line, 2020). Early pregnancy and marriage tend to increase among girls, which will make it more difficult for them to return to school. • According to Demographic Health Survey data (INE, 2015-2016), only 58% of women are literate, while the literacy rate among men is 84%. In rural areas, the difference is even greater: only 25% of women are literate compared to 63% of men. • The completion rate of lower secondary education in the first cycle is 74.8%. The difference by sex shows that girls are at a disadvantage: data from the Angolan Ministry of Education-s Education Management and Information System (EMIS, or SIGE in Portuguese) shows that 69.7% of girls compared to 79.8% for boys. In upper secondary education, the completion rate is 25.8%; for girls it is 24% and for boys it is 27.5%. (MED - SIGE, 2020). The data above highlights the need for improvements in gender-responsive approaches in all areas of the Angolan education system. This includes strengthening gender-responsive pedagogy, gender-responsive school leadership, and gender-responsive water, sanitation and hygiene infrastructure and practices. UNICEF Angola feels that a greater emphasis on gender equity - anchored in a right-based approach that guarantees children-s access to safe, quality learning - is strongly needed in the Child Friendly Schools project. This consultancy will contribute to strengthening gender equity in the CFS project by revising and improving the three manuals to be more gender responsive and to help develop transferable skills for lifelong learning, such as (but not limited to) empathy, participation and respect for diversity. For example, the student-centred pedagogy module can be strengthened by incorporating principles and practices from the Gender Responsive Pedagogy (GRP) toolkit developed by the Forum for African Women Educationalists (FAWE) to address quality aspects of teaching in African schools, with the support of UNESCO, UNICEF, IICBA, and the Creative Action Institute. The GRP methodology: “focuses on the individual needs of students, especially girls, and aims to equip teachers with the knowledge, skills and attitudes that will enable them to respond appropriately to the learning needs of girls and boys by improving gender-aware classroom processes and practices... It develops teaching practices that engender equal treatment and participation of girls and boys in the classroom and in the wider school community. It advocates for classroom practices that ensure equal participation of girls and boys, including a classroom environment that encourages both to thrive. Teachers are trained in the design and use of gender-responsive lesson plans, classroom interaction, classroom set-up, language use in the classroom, teaching and learning materials, management of sexual maturation, strategies to eliminate sexual harassment, gender-responsive school management systems, and monitoring and evaluation”. The adaptation and improvement of the manuals from a gender and transferable skills perspective will help to ensure that issues of access, quality and schools management in supported schools will be addressed through gender-sensitive policies, processes and infrastructure. This gender lens is needed if the model is to be taken to scale.
  • Documents :
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