Terms of Reference
Assessment framework– children and young people as peacebuilders
Adolescent Development and Participation Section, Programme Division
Background
The Adolescent Development and Participation (ADAP) Section, part of the Gender, Rights and Civic Engagement Cluster in the Programme Division, works to advance the rights of adolescents[1] across all UNICEF supported programmes and policies. The section promotes cross-sectoral programming for adolescent girls and boys that builds on their assets and strengths, while addressing their unique vulnerabilities and risks.
ADAP is engaged in the Peacebuilding, Education and Advocacy programme (PBEA) initiated by the Education Section in 2012. The PBEA programme emphasizes the positive role that education can play for conflict transformation and peacebuilding. The overall aim of the PBEA programme is to strengthen resilience, social cohesion and human security in conflict-affected contexts, including countries at risk of– or experiencing and recovering from– conflict. The PBEA programme is currently being implemented in 13 Country Offices.
Experience from Country Offices in the development and implementation of the PBEA programme has indicated:
· A critical need and an opportunity to identify and engage diverse groups of adolescent girls and boys in peacebuilding initiatives to help prevent, reduce and cope with conflict and promote peace. [2]
· A need for relevant frameworks and tools to measure outcomes related to the abilities of diverse groups of adolescent girls and boys to help prevent, reduce and cope with conflict and promote peace.
ADAP has sought to respond to these needs by developing guidance as well as resources to meaningfully engage adolescent girls and boys in conflict transformation and peacebuilding. For example, ADAP has developed guidance to support the consultation of adolescents in the conflict analysis process of the PBEA.[3] [4] The section is also developing an Adolescent Kit for use in emergencies and other low-resource environments with tools, resources and materials to support activities and approaches for adolescents. The kit is meant to be used and integrated in existing initiatives and programmes such as child-friendly spaces, education programmes and schools (outside formal lessons), youth centres or community centres and other safe spaces where adolescents meet. Activities in the kit contribute to supporting adolescents’ psychosocial wellbeing as well as acquisition of life skills and capacities for community engagement. The types of activities supported by the kit include arts, sports and games, and group projects designed and led by adolescents. These activities are being tested and further developed with adolescents in selected PBEA implementing country programmes.
However, more work is needed to consolidate relevant frameworks and tools that help measure concrete outcomes at the individual and group level that contribute to conflict transformation and peacebuilding.
Competency domains for children as peacebuilders
In 2012 ADAP conducted an extensive desk review of conflict prevention, coping and resolution and life skills methodologies and curricula which resulted in an outline of recommendations related to children as peacebuilders (hereafter referred to as the KAS report).[5] Building upon best practices within education, child participation and child protection approaches, the KAS report suggests a set of competency domains for children as peacebuilders. Competencies include acquiring knowledge and skills (including interpersonal skills) to help resolve conflict without violence, to propose solutions and work in teams and respect others even if they are different, as well social and emotional (psychosocial) abilities as empathy and self-esteem.[6]
While mastering competencies cannot by itself address harmful social practices, discrimination, marginalization, exploitation, and other drivers of conflict such as lack of economic and social pathways, it can help adolescent girls and boys gain a sense of agency, leadership, and commitment to building a better society. The notion of children and young people as peacebuilders hinges on an understanding of children and young people as active participants in the rebuilding of their societies and at various levels of peacebuilding processes.
The proposed framework of competency domains provides a preliminary outline in which outcomes related to psychosocial wellbeing, life skills and capacities for community engagement/leadership and intergenerational dialogue converge. Any framework that proposes a set of ‘domains’ or ‘outcomes’ needs to be made relevant (and feasible) to different conflict and post-conflict situations. The framework will thus be seen as a resource or guidance for Country Offices and partners to determine local level baselines, goals and indicators in partnership with children and young people.
Purpose
Drawing from a rich array of resources and experiences across sectors in UNICEF, ADAP will develop a framework for measuring ‘competency domains’ or ‘outcomes’ related to the abilities of diverse groups of adolescent girls and boys to help prevent, reduce and cope with conflict and promote peace. These ‘competency domains’ or ‘outcomes’ relate to psychosocial wellbeing, acquisition of life skills and capacities for community engagement/leadership and inter-generational dialogue.
While such a framework is highly relevant in the context of the PBEA programme, it will have broader applicability across a range of UNICEF programmes and interventions in which peacebuilding is a constitutive goal. The intention is not to introduce a ‘one size fits all’ model, but to propose a framework that can serve as a resource for Country Offices and partners to develop local level baselines, goals and undertake participatory assessments with children, young people and adults.
Expected results
The development of a framework to measure outcomes related to the capacities of children and young people to prevent, reduce and cope with conflict and promote peace will include:
· Rapid desk review of existing and emerging assessment frameworks in the areas of psychosocial wellbeing, life skills and participation for children and young people (including community engagement/leadership and inter-generational dialogue)
· With the technical support of Education, Child Protection, C4D, ADAP, Peacebuilding and Recovery and other relevant sections and units as well as in dialogue with PBEA country offices; review, update and /or revise the competency domains for ‘children as peacebuilders’ and ensure that a final outcome framework is aligned with overarching goals in the areas of psychosocial wellbeing, life skills and participation for children and young people – with special attention to align outcomes with metrics for Life Skills Education in Formal and Non-Formal Contexts currently under development.
· Consolidate a set of relevant participatory tools that can form the basis of a toolkit[7] to accompany the framework and serve as a resource for Country Offices and partners to develop local level baselines, goals and undertake participatory assessments with children, young people and adults.
Start date: 3 February 2014 End date: 3 August 2014
Timeframe
Deliverables / Estimated # of days / Deadline /· Report that includes summary of main points and reflections from meeting with PBEA PMT, relevant HQ sections/units and outcomes of Webinar[8] discussion with PBEA country offices / 7 / 3 March 2014
· Rapid desk review of existing and emerging assessment frameworks in the areas of psychosocial wellbeing, life skills and participation (including community engagement/leadership and inter-generational dialogue) / 10 / 3 April 2014
· Draft framework / 20 / 3 May 2014
· Revised framework based on input from of Education, Child Protection, C4D, ADAP, Peacebuilding and Recovery and other relevant sections and units as well as PBEA country offices / 8 / 3 June 2014
· Draft compilation of relevant participatory tools that can form the basis of a toolkit to accompany the framework / 10 / 3 June 2014
· Revised compilation of relevant participatory tools that can form the basis of a toolkit to accompany the framework based on input from of Education, Child Protection, C4D, ADAP, Peacebuilding and Recovery and other relevant sections and units as well as PBEA country offices
· Outline of presentation for Webinar with PBEA country offices for interactive discussion[9] / 5 / 3 July 2014
Final report which includes:
· Final framework based on second round of input
· Final set of tools based on second round of input
· Summary from second Webinar discussion with recommendations for next steps / 10 / 3 August 2014
TOTAL
/ 70Key competences, technical background, and experience required
- An advanced degree in social sciences with a technical focus in the areas of child protection, education, social work, human rights, and/or international development;
- At least ten years’ relevant experience, including field experience, in contributing to and advancing issues related to post-conflict, peacebuilding, peace-education etc, especially as pertaining to children and young people;
- Demonstrated experience in working with children and young people, in development or emergency contexts;
- Strong analytical and writing skills;
- Fluency in English;
- Experience working with individuals from diverse professional backgrounds to deliver on specific tasks or projects;
- Demonstrated track record in report writing, documentation and publication;
- Knowledge of UNICEF and UN language, protocols, branding and design standards;
- Available to attend meetings and consultations at HQ in New York City, USA at own expense;
- Flexibility to conduct phone or Skype interviews with UNICEF staff or partners in other time zones in Latin America, Africa or Asia at their availability;
- Ability to work with minimal daily supervision and exercise sound judgment in meeting deadlines.
Qualified candidates are requested to submit a cover letter, CV and P 11 form (which can be downloaded from our website at http://www.unicef.org/about/employ/index_53129.html) to with subject line “ASSESSMENT FRAMEWORK– CHILDREN AND YOUNG PEOPLE AS PEACEBUILDERS” by 6 January 2014, 5:00pm EST. Please indicate your ability, availability and daily/monthly rate to undertake the terms of reference above. Applications submitted without a daily/monthly rate will not be considered.
5
[1] Although there is no internationally accepted definition of adolescence, the United Nations defines adolescents as individuals aged 10–19: in effect, those in the second decade of their lives. The UNCRC defines children as anyone below the age of 18 years. For the purposes of this TOR we will be referring to adolescents as defined by the UN as well as ‘children and young people’ to allow for flexibility, scope and applicability.
[2] Global Outcome # 3 of the PBEA Global Results Framework is “Increased capacity of children, parents, teachers and community members to prevent, reduce and cope with conflict and promote peace”. Conflict analysis and programme development in a number of country programmes have identified adolescents and young people as crucial stakeholders for the programme.
[3] Claudia Seymour, (2013) Engaging Adolescents in Conflict Analysis: A guidance note. Unpublished document commissioned by ADAP
[4] The methods and tools in the guidance are relevant to research and data collection at any stage of the PBEA, as well as to UNICEF’s peacebuilding interventions more generally.
[5] Elena Reilly, (2012) Peacebuilding knowledge, attitudes and skills: desk review and recommendations. Unpublished document commissioned by ADAP
[6] Psychosocial wellbeing can be assessed in terms of 1) knowledge and skills 2) emotional wellbeing and 3) social wellbeing (UNICEF, (2011) Inter-Agency Guide to the Evaluation of Psychosocial Programming in Emergencies. New York: United Nations Children’s Fund)
[7] The development of a toolkit requires a separate work stream that includes additional quality review, writing and design.
[8] With support from the PBEA PMT the ADAP team will organize a webinar with at least one region once the consultant is on board.
[9] With support from the PBEA PMT the ADAP team will organize a second webinar with at least one region for the consultant to share draft framework