TERMES OF REFERENCE
TITLE OF CONSULTANCY: Case study on Adolescents, Education and Peacebuilding in West and
Central Africa
DURATION from 1st June2015 to 31st October 2015
Contract typeSSA
Duty Station:WCARO Dakar Senegal, with support missions in the WCA Region
Closing date:15 May 2015
SUBMITTED BY: Education Section (PBEA Program)
1. BACKGROUND/CONTEXT OF THE CONSULTANCY REQUIREMENTThe “Learning for Peace”, a four-year Peacebuilding, Education and Advocacy (PBEA) program, is a partnership between UNICEF, the Government of the Netherlands, the national governments of participating countries and other key partners. It is an innovative, cross-sectoral program focusing on education and peacebuilding.
Its overall goal was to strengthen resilience, social cohesion, and human security in conflict-affected contexts, including countries at risk of, experiencing or recovering from conflict. Towards this end, the program aims to strengthen policies and practices in education for peacebuilding.
The program focuses on achieving five key outcomes:
- Increase inclusion of education into peacebuilding and conflict reduction policies, analyses andimplementation.
- Increase institutional capacities to supply conflict-sensitive education.
- Increase the capacities of children, parents, teachers and other duty bearers to prevent, reduce and cope with conflict and promote peace
- Increase access to quality and relevant conflict-sensitive education that contributes to peace.
- Contribute to the generation and use of evidence and knowledge in policies and programming related to education, conflict and peacebuilding.
The participating UNICEF Country Offices (COs) in West and Central Africa (WCAR) are Chad, Cote d’Ivoire, DRC, Liberia, and Sierra Leone.
Focus on key countries and peacebuilding interventions targeting adolescents/youth
Of the five WACR countries implementing PBEA, three specifically designed activities targeting adolescents and youth. They are:
-Cote d’Ivoire with a focus on empowering and equipping adolescents/youth to constructively engage in the reconciliation processes, with the assumption that if adolescents and youth have opportunities to document the experiences they had during conflict, and participate in transitional governing processes that affect their lives, their perspectives will inform post-conflict governance and reform - including policymaking.
-Liberia with a focus on targeting both university/technical school graduates and young high school graduates as National Volunteers (NV’s) and Junior National Volunteers (JNV’s) to act as agents of peace and deliver social services in their communities. National Volunteers trained in peacebuilding and leadership, along with sector level service delivery (Education, Health, Agriculture, and Youth Development) while JNV’s facilitating the setup of community based peace committees. The logic behind the JNV programme was that if young high school graduates, equipped with peacebuilding and conflict resolution skills, learn to serve their communities through the formation and training of community peace committees to solve/mediate conflicts then they will contribute to greater social cohesion at the community level. JNV’s were selected from their local communities in at-risk counties where they spoke the local dialect and understood the local conflict dynamics, while NV’s were selected and placed in counties and communities that were not theirs of origin.
-Sierra Leone has focused onlife skills and livelihoods. An approach that asserts if vulnerable adolescents are provided with the opportunities to develop their life skills and generate income, then this will reduce their sense of vulnerability and increase empowerment, leaving them in a better position to make informed choices and actively participate in community-level decision making processes.
In addition to these three interventions implemented with PBEA funding:
-Niger has a synergetic approach to engage adolescents and youth in inclusive socio-economic activitiesto mitigate the strongexternal and internalpressures onsocial cohesionin Tahoua region. The project was a joint initiative within four agencies (UNDP, UNFPA, IOM and UNICEF. The key issue is that we all identified the same target. For instance all the 800 young people who received a grant for individual or group initiatives by IOM, the peers educators identified by UNFPA, the young people involved on UNDP community based activities were all trained by UNICEF on leadership and conflict prevention. The two community based radios that have been rehabilitated by UNICEF offer a “radio programme for peace” that gathered all parties.
-Finally in the Central African Republic, social cohesion was identified as a Country Office priority for 2015 during the Strategic Moment of Reflection and as a result, the HIV Section plans to conduct a participatory conflict analysis with adolescents and youth to collect their views on conflict, peace, and their participation in restoring stability and cohesion.
2. JUSTIFICATIONIn each of the five WCAR countries conflict analyses were conducted that aimed at 1) providing a better understanding of causes (root, intermediate and triggers) of conflict, along with the dynamics and forces that enable conflict or peace and 2)identifying and prioritizing key conflict factors or drivers to address through appropriate programme interventions and inform their design.
In four of the five countries in West and Central Africa, youth alienation was identified as an important conflict driver. Specifically:
Social and Economic Exclusion of Youth
Frustrations of young people caused by political, educational and economic exclusion and their resulting alienation and powerlessness.
[…] alienation and disempowerment of youth rendered them susceptible to manipulation into violence by more powerful elites. Lack of access of the poor majority of young people to educational opportunities (primary, secondary and tertiary levels), their inability to enter into decision making at the level of local government or national politics and high unemployment resulting in extreme poverty were cited as contributory factors in explaining pre-conflict youth disaffection. There were regional differences of emphasis in consideration of this driver. The arbitrary use of power against youth by Chiefs, including the imposition of high fines in customary courts, as well as the operation of kangaroo courts was mentioned in Kono and Pujehun as a major cause of youth alienation. This was also directly linked to the exclusion of youth from decision making at local as well as at national levels. (Sierra Leone)
Insufficient skills training possibilities and high unemployment rate are frustrating the youth. (Liberia)
[…] sense of injustice amongst youth at their lack of access to educational opportunities was a response to the elitist, divisive and geographically uneven provision of education in the country, a legacy of the colonial era. The high expectations of education as a lever of social mobility and a means of escaping from poverty exacerbated the impact and frustrations felt by lack of access. (Sierra Leone)
Instrumentalization of Youth
In Pujehun, participants recalled the role of schools and teachers in fuelling conflict in the southern regions of Sierra Leone, including the dissemination of Gadaffi’s revolutionary ideas, the use of schools as training grounds for rebels and the influence of students in Liberia (Sierra Leone)
[…] based on the mobilization of a fringe of youth and new migrants to different ends: maintain political, economic or social control over their territories which is critical given the collapse of the State and the multiplication of places of power (Cote d’Ivoire)
The arbitrary use of power against youth by Chiefs, including the imposition of high fines in customary courts, as well as the operation of kangaroo courts was mentioned in Kono and Pujehun as a major cause of youth alienation. This was also directly linked to the exclusion of youth from decision making at local as well as at national levels. (Sierra Leone)
Intergenerational Conflict
Youth are particularly touched by inter-generational conflicts in the family (with their parents and grandparents). The family is no longer the refuge for protection and security. (Chad)
Children are lack of respect towards adults. Criminal activity and drug abuse are issues among youth. (Liberia)
3. GOALS AND OBJECTIVESGiven the increased focus on adolescents/youth and peacebuilding, and the regional reflection that UNICEF has undertaken around Demographic Dividend and the fact that "much less attention has been paid to the peacebuilding action of youth rather than to their violence" as Alan Smith et al. put it[1], PBEA’s WCA regional office team would like to document how UNICEFis engaging with adolescents/youth in peacebuilding and emerging promising practice.
The consultant will undertake a study of how adolescents and youth in WCAR are engaged in peacebuilding (with a focus on education). This consultancy would start with the review of these core documents and identify other key documents:
a)The 2009 report entitled “Young People in West and Central Africa – Trends, Priorities, Investments and Partners”, with a specific focus on the following two areas:
- Securing a decent and productive livelihood
- The transition to citizenship and active participation
b)UNICEF’s global office of Adolescents and Participation (ADAP) set of key competencies for child/adolescent peace builders.
c)Guiding Principles on Young People’s Participation in Peacebuildingdeveloped by the UN Inter-Agency Network on Youth Development’s (IANYD) Subgroup on Youth Participation in Peacebuilding, co-chaired by the United Nations Peacebuilding Support Office (PBSO) and Search for Common Ground.
4. ACTIVITIES/TASKSSpecifically the consultancy will provide us with a better grasp of knowledge and practice around the subject through the following tasks:
- The issue: Unpacking the issue of engaging with adolescents/youth for UNICEF. Why is it critical for UNICEF to engage with Adolescents and Youth in peacebuilding, in particular in West and Central Africa? What do conflict analyses tell us? What is UNICEF’s value added (education, child protection, ECD and life cycle)?
- Mapping of initiatives & stakeholders: What institutions, what initiatives, what specific activities, resources and tools developed and used with adolescents/youth in education and Peacebuilding in West and Central Africa?
- Five Peacebuilding and Adolescents/Youth Monographs: Desk review followed by conversations with UNICEF staff in Central African Republic, Cote d’Ivoire, Liberia, Niger and Sierra Leone on the engagement with adolescents/youth for peacebuilding. Specific research questions could include:
- What are the entry points and partnerships?
- To what extent were the interventions intersectoral?
- How did the interventions line up with the theories of change and intended outcomes?
- Are the initiatives to scale?
- Where is the Ado/youth and peacebuilding situated within the larger Adolescent, Development and Participation strategy?
- How did engaging with ado/youth, through the intervention, entail a shift in orientation of CO more broadly?
- Lessons learned and Recommendations
-Summary of strengths/weaknesses of the interventions.
-Entry point recommendations
-What else should UNICEF be doing to fully engage with Ado/youth in the region?
5. DELIVERABLES AND TIMELINE- 30 page report (excluding annexes) on main issues that face adolescents and youth, including a mapping of peacebuilding initiatives and stakeholders. This report would include a meta-analysis of how UNICEF has been engaging with adolescents/youth in the region (why, how, to what end and with what results).
- Five monographs of engagement with adolescent/youth as peacebuilders (in Central African Republic, Cote d’Ivoire, Liberia, Niger and Sierra Leone).
- Presentation to PBEA and RO team on the findings and recommendations to get inputs for the finalization of the report
- A six page key findings summary :
- The issues
- Mapping of practice
- Monograph Central African Republic
- Monograph Cote d’Ivoire
- Monograph Liberia
- Monograph Niger
- Monograph Sierra Leone
- Lessons learned and recommendations
- Present findings in a webinar or other on-line platform with key UNICEF staff.
Time Frame & Tasks
The consultancy will take place between early 1st June and 31st October 2015:
June 2015 / -Develop and agree on overall methodology-Review background documents suggested by UNICEF
July-August 2015 / -Document/literature review
-Key informant interviews
-stakeholder mapping
-Monographs
September 2015 / -Data analysis and report writing
-First draft of report and monographs to UNICEF
October 2015 / -Feedback on draft report from UNICEF
-Final Report
-Key findings document
-Powerpoint presentation & Webinar on study
The consultant will work in collaboration with the UNICEF PBEA WCARO team and other UNICEF staff as needed.
6. MANAGEMENT, ORGANISATION AND TIMELINEThe consultant will work in collaboration with the UNICEF PBEA WCARO team and other UNICEF country staff as needed.
The consultant will work remotely with regular consultation with the supervisor through Skype, internet, telephone and emails. Missions to a select number of countries may be planned to meet the consultancy objectives and deliverables.
The assignment will start on 1st June 2015 and end on 31st October 2015, and comprise of 75 working days. Each deliverable will be assessed (including timeliness, achievement of goals, and quality of work) and monthly reviews will be organized.
7. PLANNED BUDGET AND FUNDING SOURCEIntermediaryResult: Education
Activity:
RAM: Knowledge Management (COs and partners have access to a body of relevant knowledge and information on addressing equity and quality in education to accelerate the progress towards EFA goals).
PBEA Ouctome 5: Contribute to the generation and use of evidence and knowledge in policies and programming.
Travels: To be determined.
8. QUALIFICATIONS-Advanced University degree in social sciences, education, peace studies.
-At least 8 years professional experience on adolescents and youth policy and practice in peacebuilding.
-Experience at the national and international levels with experience in peacebuilding and education would be an asset.
-Knowledge and experience of the human rights-based approach to programming and of peacebuilding efforts globally is a strong asset.
-Strong research and analytical skills
-Excellent writing skills in French/English language
9. WORKING CONDITIONSThe position will be under the supervision of the PBEA Education Specialist (Peacebuilding) and work in close collaboration with country-level PBEA staff, Ministries of Education and Youth and Sports, and implementing partners.
Resources are available under the Peacebuidling, Education and Advocacy Programme (SC 110667).
As per UNICEF DFAM policy, payment is made against approved deliverables. No advance payment is allowed unless in exceptional circumstances against bank guarantee, subject to a maximum of 30 per cent of the total contract value in cases where advance purchases, for example for supplies or travel, may be necessary. Payment will be made upon receipt of duly reviewed and approved deliverables.
The candidate selected will be governed by and subject to UNICEF’s General Terms and Conditions for individual contracts.
10. UNICEF RECOURSE IN CASE OF UNSATISFACTORY PERFORMANCEPayment will be only made for work satisfactorily completed and accepted by UNICEF.
If you are qualified and interested in these positions and meet the requirements, please forward your application with updated curriculum vitae and UN Personal History Form (available at) as well as a cover letter with the subject “Case study on Adolescents, Education and Peacebuilding Consultancy’’, via email to: and by 16 May 2015.
Applications submitted without a fee/ rate will not be considered. Please note that only shortlisted candidates will be contacted.
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.
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[1]A. Smith and C. Smith Ellison; “Youth, Education and Peacebuilding”, IIEP Policy Forum, Paris October 2012