I. Background
Education is both a fundamental human right and a smart investment, with economic, health and societal benefits to nations, communities and individuals. Despite significant progress, education for all is still an unfinished agenda. Worldwide, 57 million primary and another 69 million lower secondary school-aged children are still out of school, some dropping out too early and others never even entering school. However, just getting children into school is not enough, as millions of children who go to school do not learn the basics. Out of around 650 million children of primary school age, as many as 250 million either do not reach grade 4 or have not learned to read or write.
Available data analyses are increasingly revealing patterns of marginalization that highlight the importance of focusing on gender and social equity and addressing norms that promote and/or inhibit it.There is emerging evidence that discriminatory social norms and socio-cultural practices and behaviour relating to social identity and economic status, gender socialization, social and gender discrimination, and disability among others have contributed to the exclusion of a considerable number of girls and children belonging to marginalized communities, who are either out of school or are discriminated against within the school. In parts of South and West Asia, the practice of early marriage often circumscribes girls’ transition from primary to secondary school. Only 35% of countries that UNICEF works in have policies to address suspected abuse, sexual harassment, violence and bullying in schools and 42% guarantee that pregnant girls and young mothers can continue their education. In other instances evidence also indicates that social norms around masculine identities also provide disincentive for males to go to school in parts of Latin America and the Caribbean. We also know that school policies, environments, practices and curricula often reproduce or perpetuate the inequities prevalent in society at large.
The 2014-2017 Strategic Plan outlines how UNICEF will contribute to a future vision for education –“Improved learning outcomes and equitable and inclusive education” – that is more sharply focused on the following:
· Equity, so that all children, regardless of their circumstances, have equal opportunities in education;
· Learning, helping children to secure basic skills such as literacy and numeracy, and a wider range of social, emotional, and cognitive skills necessary to equip them not only to survive but to thrive in an increasingly complex and interconnected world.
In addition the Gender Action Plan which accompanies the Strategic Plan also includes a focus on increasing access and participation in secondary education and ensuring that young adolescent girls make the transition from primary to secondary education; and prioritizing quality learning to reduce gender-gaps in learning particularly in rural areas and disadvantaged communities. In particular UNICEF will strengthen enabling environments to support girls’ secondary education; and creating demand for education of girls at the community, national and global levels with a focus on addressing socio-cultural barriers and financial constraints to girls’ education.
It is within this larger backdrop that the consultancy for a technical writer to support development of an overview/guidance document on Social Norms and gender and social equity in education is proposed.
II. Rationale & Purpose
In order to better understand the role social norms play in advancing and/or stalling the gender and social equity agenda in education, Education Section, UNICEF commissioned a study in 2011. The purpose of the study was to conduct a state-of-the-art-review and develop 5 case studies to explore and illustrate how social norms operate in and through education to reinforce exclusion and disparities; and conversely how they can positively impact inclusion and equity. The specific objective was to go beyond description and outline the complex dynamics of social norms and practices in framing educational policies and plans to improve participation of marginalized children in education.
The study comprises of three parts:
· Secondary review of literature of existing conceptual frameworks and programming evidence on addressing social norms in education;
· 5 country case studies on social norms and education and UNICEF programming response – Kenya, Zimbabwe, Ethiopia, Liberia, & Nepal
· Reflections and recommendations for UNICEF programme strategy to address social norms and equity in education;
While the above knowledge products generated are being disseminated, the use is rather selective and episodic. The informal feedback is that the current version of the study is lengthy and written for a specialist audience and the last component is not strongly articulated and highlighted. Education Section UNICEF would like to be able to use the study more effectively to inform UNICEF and its partners to address social norms at the country level. Given this need, UNICEF is seeking the services of a technical writer to develop an engaging, accessible, and comprehensive overview/guidance document based on review of the available study on “social norms and equity in education”.
III. Scope of Work
The proposed overview/guidance on “social norms and equity in education” is expected to speak to UNICEF education staff as well as a wider audience of development partners at the country level and also beyond the case study countries. The overview/guidance needs to be organized primarily for a practitioner audience at the country level.
The technical writer is expected to:
· Synthesise and provide a conceptual map/framework to demonstrate the different perspectives on understanding social norms and how it can inform programming in education for a non-specialist audience;
· Clarify and distil key principles of programming based on the findings of the case studies and the completed secondary review of literature;
· Draw upon case studies to provide engaging and accessible illustrations to demonstrate relevant principles to make them relevant in varied contexts throughout the document;
· Highlight tools and protocols that were used in collecting information for the country case studies that can be used/adapted in different contexts to suggest a methodology; ;
· Develop brief write-ups of the country case studies to be included in the Annexe of the overview;
· Creatively use visuals to support communication of key ideas and messages in the document;
V. Time-line, working and other logistical arrangements:
· 60 working days over a period of 4 months: 20 April 2015 – 31 July 2015;
· Open to remote working modalities and regular telecommunication;
VI. Desired qualifications and competencies for the consultancy:
A technical writer with 7+ years of Mid-Level Experience along with:
· Academic qualifications: At least a master’s degree or higher in the field of education, international development, women’s studies and/or other related social sciences and Journalism and Communication.
· Work experience:Previous experience in technical writing related to international development issues in general and education processes and analysis in particular. Familiarity with social norms and gender and social equity in general is advantageous; Knowledge of UNICEF programming is an asset.
· Fluency in the writing and speakingof English;
· Demonstrated excellence in clear, concise, influential writing on gender and education issues, especially in the form of analytical briefs, guidance notes, toolkits and manuals;
· Capacity to work independently yet with ability to share information, receive feedback and engage in dialogue with partners
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