The aim of this consultancy, jointly funded by UNICEF and INEE, is to develop a practical guidance note on psychosocial support in crisis-affected and post-conflict settings.
The Inter-Agency Network for Education in Emergencies (INEE) is an open, global network of UN agencies, non-governmental organizations (NGOs), donor agencies, governments, academic institutions, and affected populations working together to ensure all persons the right to quality education in emergencies and post-crisis recovery. The network consists of more than 12,000 members and 130 national and international organizational partners in more than 190 countries. INEE serves its members through community-building, convening diverse stakeholders, knowledge management, amplifying and advocating, and providing members with the resources and support they need to carry out their work on education in emergencies.
At the 2015 INEE Working Group (WG) meetings, members from both the Standards and Practice WG and the Education Policy WG identified the need for more guidance and clarification on approaches in the fields of psychosocial support (PSS) and socio-emotional learning (SEL) in education settings to better support children and young people directly affected by crisis.
From the INEE Working Group discussions in October 2015, as well as subsequent discussions with INEE member organizations, the IASC Reference Group on Mental Health and Psychosocial Support in Emergency Settings, and the IASC Child Protection Working Group, it became evident that further guidance was necessary. The inter-agency discussions facilitated by UNICEF and INEE in 2015, led to the recommendation to fund a two-phase project, the first of which involved developing a Background Paper on PSS and SEL, clarifying terminologies, definitions and the scope of PSS & SEL work in relation to education in emergency settings. This consultancy forms Phase II of the project recommended by INEE Working Group member organizations, INEE and UNICEF, whose aim is to produce a practical guidance note on PSS delivery for children and young people in crisis-affected contexts. The content of the Phase II guidance note will build directly on the findings of the INEE Background Paper and will utilize terminologies agreed through the inter-agency project in Phase I.
The aim of this project is to produce a clear, user-friendly, guidance note on psychosocial support delivery for children and young people in emergency and crisis-affected contexts.
The goal is to create guidance for a range of humanitarian responders to enable them to better serve the communities in delivering relevant and appropriate psychosocial support through the existing education system and/or other educational and community structures available in crisis-affected contexts. The guidance note will address relevant stakeholders involved in psychosocial support delivery, referral and response, to clarify each stakeholder’s role in supporting children psychologically affected by crisis. This includes teachers, caregivers, UN/NGO workers, the Global Education Cluster, government officials / ministries, child protection and mental health professionals.
The guidance note will serve as a guidance as well as a support mechanism for the stakeholders to contribute towards improving the psychological well-being of children and young people affected by crisis. As such, it should contain resources and tools which can be used by relevant stakeholders to effectively reach and support children and young people affected by crisis.
The consultant will report to the INEE Coordinator for Education Policy and liaise with the INEE Secretariat (including, in particular, the Coordinator for the Standards & Practice Working Group), INEE’s Reference Group, and others stakeholders as relevant (INEE Working Group members, INEE members, IASC Reference Group on Mental Health and Psychosocial Support in Emergency Settings, Child Protection Working Group, related stakeholders, etc.)
The INEE Reference Group (RG) will comprise a small number of members of the Standards and Practice WG and the Education Policy WG , plus external experts with experience of implementing PSS and SEL programmes at field-level. They will serve as dedicated focal points to review the background paper in stages, in collaboration with the consultant. The Reference Group will provide feedback on drafts of the guidance note and will meet with the consultant via teleconference.
TASKS AND RESPONSIBILITIES
The consultant will:
- Produce a project timeline with deadlines and expected dates for input from the consultant and the INEE Reference Group (RG).
- With the support of the INEE Coordinator, organize and co-facilitate teleconferences with the INEE Reference Group regularly throughout the consultancy to gather feedback on drafts of the guidance note.
- Coordinate, incorporate and respond to feedback from the INEE Reference Group on drafts of the guidance note.
- Meet regularly with the INEE Coordinator to discuss progress on the project.
- Develop a user-friendly guidance note on PSS, and include ready to use tools, tables, diagrams, resources case studies, and/or checklists.
- Ensure the guidance note addresses different age/gender/diversity aspects of PSS programme delivery and appropriate interventions for different groups.
- The guidance should address the various stakeholders with regards implementing PSS programming in emergency and post-conflict settings, for example:
- UN/NGO national and international programme advisors, managers and officers – responsible for PSS proposal development, project design, implementation and budgeting in formal and non-formal education settings
- Global Education Cluster – key global coordination structure for education response in emergencies which bridges links between UN, NGOs, and other partners in crisis settings
- Government ministries (Education, Youth, Public Health etc.) – responsible for developing national policies, curriculum development and capacity building for teachers;
- Teachers – tasked with the responsibility of delivering PSS to learners, including social and emotional learning (SEL) curricula;
- Parent Teacher Associations (PTAs), School Development Committees (SDCs) – leaders in the education community who can influence programme delivery, approaches, and support students and teachers, erc.
- Caregivers – parents & caregivers who have direct contact with children and young people and who influence their psychological well being during and after a crisis
- Child Protection professionals – responsible for child protection programmes and intersection with education structures for referral, response, etc.
- Mental health and psychosocial support professionals – who provide clinical psychosocial support and can have children referred to them through parents/caregivers, the education system, communities, etc.
- Monitoring, Evaluation, Accountability & Learning (MEAL) Officers – in UN/NGO, governments, etc. to measure effectiveness of approaches and progress towards goals
- Supply a list of recommended PSS and SEL tools for field practitioners and other stakeholder to use; incorporate these in the guidance note chapters.
- Based on previous knowledge, suggest effective formats for the guidance note.
- Conduct an online training once the guidance note is complete: Ensure the skills and competencies required for the effective operation of the guidance are developed and sustained through an online training.
Implementation of the consultancy will be evaluated based on the following deliverables, with a suggested timeline:
- Timeline for the project, including deadlines for consultant and Reference Group (RG) – due 3rd January 2017.
- Outline/structure of the guidance note developed and shared with INEE RG for feedback (3-4 pages) – Outline due 3rd January 2017.
- (INEE RG reviews outline 4th – 13th January)
- First Full Draft of Guidance Note developed and shared with INEE RG for feedback – First Draft due 24th January.
- (INEE RG reviews first draft 25th January – 3rd February)
- Second Full Draft of the Guidance Note developed, based on feedback from INEE RG – Second Draft due 17th February.
- (INEE RG reviews second draft 20th Feb – 3rd March)
- Final print-ready Guidance Note (25 pages) – Final paper due 17th March.
- On-going communication with INEE RG on the paper via email and teleconference. INEE RG will provide timely feedback on outline, first and second draft of background paper.
- At least one meeting with the UNICEF Child Protection consultant working on MHPSS guidance for child protection (this meeting will be facilitated by the INEE RG).
- Regular communication with INEE Coordinators on project progress.
- Be available for discussion with copy-editor and publisher after submission of final paper.
- Organize an online training on the use of the guidance (Spring 2017)
PROFILE OF CONSULTANT
- Masters Level education in education, international development, psychology, psychotherapy or other relevant area.
- Significant knowledge and experience (at least 10 years) in humanitarian work and in the field of education, psychosocial support, mental health, and/or social emotional learning (SEL), etc.
- Experience in development of psychosocial support programs for children and young people in humanitarian settings.
- Excellent knowledge and experience in developing key tools and guidance for practical use.
- Demonstrated experience in research and analysis in the domain of education, child protection and preferably psychosocial support.
- Proven ability to write clearly and effectively.
- Experience of using key tools, including the INEE Minimum Standards, and IASC Guidelines on Mental Health and Psychosocial Support in Emergencies.
- Experience in consulting / working independently to produce concrete deliverables within a set timeframe.
- Experience developing practical tools & guidance for development and/or emergency contexts.
- Strong organizational skills the ability to manage complex projects within tight deadlines.
- Excellent communication and interpersonal skills; ability to work with multiple and diverse stakeholders, including diverse colleagues from a range of backgrounds (gender, nationalities, ethnicities, etc.), as well as with different stakeholders, for example NGOs, UN agencies, governments, and donor agencies
- Extensive knowledge and experience of working in education in emergencies and/or psycho-social support in emergencies.
- Advanced computer skills, especially in Word, Excel and PowerPoint.
Please apply via the IRC website with your CV, motivation letter, writing sample and the following “proposal” documents: full outline of proposed chapters & short description (max. 1 page), plus an outline of one chapter (max. 1 page).
Any incomplete application will not be taken into consideration.